Marketing Management, Promotions, And Marketing Manager Essay

Occupation Outlook Employment Projections Currently, there are roughly 194,300 marketing managers (â€Å"Advertising, promotions,† 2015). There will be about 212,500 marketing professionals by 2024, which is a nine percent Graph 1: Advertising, Promotions, and Marketing Manager Projections from 2014-2024 increase. Referencing Graph 1, one could see that the projections are positive, and will increase nine percent for marketing managers. â€Å"Although the retirement rate will likely be average, the number of retiring workers should contribute to job openings† (â€Å"What is the future,† 2009). It is predicted that the number of job openings is going to be equivalent to the number of people seeking a career in marketing. About two-thirds of these careers are held by men. While the number of women holding a marketing manager position is low, it has been increasing for several years. It is interesting to see that the projections show women obtaining more of these jobs in the future. Marketing managers are often sought out to help improve the market share for a business (â€Å"Marketing Manager Career Outlook and Salary,† n.d.). This is why the projections are deemed to be a positive one for those seeking careers in the marketing field. It is predicted that the largest percentage of growth is going to come from Internet marketing. The big one is in social media marketing. Therefore, the prospects are higher for those who have background in digital mediums; such as, search engineShow MoreRelatedNike and the Concept of Integrated Marketing Communications894 Words   |  4 PagesNike and the Concept of IMC: The concept of Integrated Marketing Communications is an important factor whose essence is achievement of the need for a holistic approach in the implementation of the tools of marketing communication. 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What is the importance of Criminal Profiling - 1311 Words

What is the importance of Criminal Profiling? By Tiffany Collier Criminal Profiling is a great way to try to understand the suspect as a person. It is necessary to learn who the individual is in order to track and locate them. The person’s information is vital to an investigation. Things such as habits, history of violence, family, education, schedules/routines, and personality traits just to name a few. This new development of investigating is helpful in obtaining fugitives quicker. Law enforcement is trying to be more successful by encouraging change. Keeping up with criminal minds is good way to stay ahead of their criminal intentions. Criminal Profiling is also known as Criminal Investigative Analysis is a†¦show more content†¦Disorganized crimes, in contrast, are not planned, and criminals leave such evidence as fingerprints and blood. Disorganized criminals may be young, under the influence of alcohol or drugs, or mentally ill. Over the past quarter-century, the Behavioral Science Unit has further developed the FBI s profiling process—including refining the organized/disorganized dichotomy into a continuum and developing other classification schemes. The basic premiseShow MoreRelatedRacial Profiling1430 Words   |  6 Pagestwenty years the issue of racial profiling has become extremely combative with regards to law enforcement practices. A common misconception begins as some people are unaware of what racial profiling actually is. Racial profiling typically deals with incarceration, miss education, and to certain extent slavery. The topic of slavery is relevant in the conversation of racial pr ofiling because like slavery, African Americans have suffered just due their own identity. Profiling is essentially the selectionRead MoreEssay on Forensic Psychology Deals with Both Law and Psychology625 Words   |  3 PagesForensic (criminal) psychology is a job field that deals with both psychology and law. 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Ah, Are You Digging on My Grave Free Essays

â€Å"Ah, Are You Digging on My Grave? † was first published in the Saturday Review on September 27, 1913, then in Thomas Hardy’s 1914 collection, satires of Circumstance: Lyrics and Reveries with Miscellaneous Pieces. The poem reflects Hardy’s interest in death and events beyond everyday reality, but these subjects are presented humorously, with a strong dose of irony and satire. This treatment is somewhat unusual for Hardy, who also produced a number of more serious poems concerning death. We will write a custom essay sample on Ah, Are You Digging on My Grave or any similar topic only for you Order Now In â€Å"Ah, Are You Digging On My Grave? † a deceased woman carries on a dialogue with an individual who is disturbing her grave site. The identity of this figure, the â€Å"digger† of the woman’s grave is unknown through the first half of the poem (Ruby 1). As the woman attempts to guess who the digger is, she reveals her desire to be remembered by various figures she was acquainted with when she was alive. In a series of ironic turns, the responses of the digger show that the woman’s acquaintances a loved one, family relatives, and a despised enemy have all forsaken her memory. Finally it is revealed that the digger is the woman’s dog, but the canine too, is unconcerned with his former mistress and is digging only so it can bury a bone. Though the poem contains a humorous tone, the picture Hardy paints is bleak. The dead are almost completely eliminated from the memory of the living and do not enjoy any form of contentment This somber outlook is typical of Hardy’s verse, which often presented a skeptical and negative view of the human condition (Ruby 1). Hardy was born in 1840 and raised in the region of Dorestshire, England, the basis for the Wessex countryside that would later appear in his fiction and poetry. He attended a local school until he was sixteen, when his mother paid a lot of money for him to be apprenticed to an architect in Dorchester. In 1862 he moved to London, where he worked as an architect, remaining there for a period of five years. Between 1865 and 1867 Hardy wrote many poems, none of which were published. In 1867 he returned to Dorchester and, while continuing to work in architecture, began to write novels in his spare time. Hardy became convinced that if he was to make a living writing, he would have to do so as a novelist (Ruby 2). Drawing on the way of life he absorbed in Dorsetshire as a youth and the wide range of English writers with which he as familiar, Hardy spent nearly thirty years as a novelist before devoting himself to poetry. In 1874 Hardy married Emma Lavinia Gifford, who would become subject of many of his poems. They spent several years in happiness until the 1880s, when marital troubles began to shake the closeness of their union. Hardy’s first book of verse was published in 1898, when he was fifty-eight years old and had achieved a large degree of success as a novelist. Although his verse was not nearly as successful as his novels, Hardy continued to focus on his poetry and published seven more books of verse before his death, developing his confidence (Ruby2). With the composition of the Dynasts: A Drama of the Napoleonic Wars (1904-08) an epic historical drama written in verse, Hardy was hailed as a major poet. He was praised as a master of his craft, and his writing was admired for its great emotional force and technical skill. Hardy continued to write until just before his death in 1928. Despite his wish to be buried with his family, influential sentiment for his burial in Poet’s Corner of Westminster Abbey instigated a severe compromise: the removal of his heart, which was buried in Dorchester, and the cremation of his body, which was interred in the Abbey (Ruby 2). The structure of â€Å"Ah, Are You Digging On My Grave? † is a familiar one, although not one commonly associated with poetry: the joke. A situation is established and briefly developed, then the punch line turns everything on its head. In Hardy’s bitter joke a dead woman has high- flown expectations of the living: her loved one will remain forever faithful to her; her family will continue to look after her exactly as they did in life: and even her enemy’s hatred will not wane. The poem’s punch line deflates her hopes and reveals them as vain and ridiculous. Hardy sets up his joke carefully, with a poet’s attention to the language he uses (Ruby 4). The atmosphere is set in the first two lines. A sigh from the grave seems to signal profound meditation on morality and love. The phrasing of the two lines is almost self-consciously â€Å"poetic. † Such language is maintained throughout the first three stanzas. Expressions like â€Å"planting rue,† â€Å"Death’s gin. † â€Å"The Gate that shuts on all flesh† portray feeling that is heightened, more sensitive and authentic than every day, emotion (Ruby 4). They awaken a sense of tragedy and compassion in the reader, But Hardy is merely setting us up for the punch line. They tone of the poem’s language begins begins to change in the fourth stanza. One hardly notices it, so great is the reader’s surprise that it was a little dog that was poeticizing all along. The first seeds of doubt have been planted: this poem may not be exactly what it at first seemed. The dead woman recognizes the dog’s voice and utters the article of faith she feels most deeply: a dog’s love outshines anything human (Ruby 4). But when the dog replies, the reader realizes that Hardy is up to something else. The â€Å"poetry† and sentimentality have vanished. The dog’s voice is as ordinary and plainspoken as that of the Wessex country folk. He deflates her last hope so offhandedly and without pretense that its effect is brutal. At the same time the dead woman’s expectations about her lover, her family and enemy are portrayed as products of the same ridiculous sentimental outlook (Hardy 4). â€Å"After coming to the end of ‘Ah, Are You Digging on My Grave? ’ the reader realizes that the title would have been more accurate even if less interesting if called, â€Å"Oh No One Is Digging on My Grave. ’ † (Ruby 10). How to cite Ah, Are You Digging on My Grave, Essay examples

Longitudinal Analysis of Leading Advertising †MyAssignmenthelp.com

Question: Discuss about the Longitudinal Analysis of Leading Advertising. Answer: Introduction The report is based on the different methods of business communication that is used by the organizations in order to attract more customers towards the products and services provided by them. Advertisements are the best method of communication that can be used by the companies as to attract different customers towards them (Kim et al., 2014). The name of the company is Tower Insurance and it is located in New Zealand. The founder of Tower Insurance Company is founded in the year 1869 by Michael Stiassny. The organizational structure of Tower Insurance is shown as follows: The organizational structure that is followed in Tower Insurance Company is a top down approach that is followed by the company. The different products and services that are dealt in Tower Insurance Company, New Zealand are the different kinds of insurance related to different items including car are the products and services, Tower Insurance is dealing with in New Zealand (Nelson, Ham Ahn, 2017). The mission statement of the respective company is to be the first choice by properly delivering accessible and relevant insurance solutions to the customers (Khang et al., 2016). Regarding the first choice, Tower Insurance delivers the best offers in the competitive market based on the different advantages as well as benefits of the organization. Tower Insurance helps in ensuring that proper achievement helps in performing better in the competitive market as well. The mission is to be accessible in nature along with proper and competitive value of money. Lastly, the aim of the company is to offer as well as tailor combination of advice, service and protection (Greene, Tanner Wright, 2015). The vision of the Tower Insurance is to actively enhance and protect the lives of the people. The Tower Insurance Company plays a proactive as well as leading role in improving the lives of the people through providing insurance. The main aim of the respective company is to manage and mitigate different kinds of risk of institutions as well as individuals. The main vision of the company is to deeply care about the individuals who are the target customers of the respective company and create an impact on the quality of the lives of the different individuals (Park et al., 2015). Identification of the business communication method The business communication method that has been used by Tower Insurance is the Advertising technique as this will help the respective company in attracting customers around the world (Mueller, 2013). Advertising technique can help the company in gaining more response of the customers. The advertising technique will help Tower Insurance Company to expand in the entire competitive market along with increasing the entire sales of the company. This advertising technique will help the entire company in educating the different customers about the new product that has been introduced by the company regarding the insurances. Advertising technique is dynamic in nature and it makes the consumers familiarize about the diverse uses of the different kinds of insurances (Wang et al., 2016). There can be different issues in the advertising technique that can be faced by Tower Insurance Company in New Zealand as it adds to the costs of the different products related to the insurance (Harris et al., 2017). The advertising technique will confuse the buyers as this will misguide them with different kinds of behavior and this will make the customers upset when the same thing that has been displayed by the company is not the same in the company (Lou, 2016). The problem that is faced by Tower Insurance is the increase in the cost of the expenditure and this can impact the sale of the other goods in the company and it is confusing the buyers of the company as well (Avant, Kim Hayes, 2017). The goal of the advertising method used by Tower Insurance Company is to get proper attention and promoting proper and immediate attention on the advertisement of the company as this will help the customers to get a proper brief about the product. The goal of the advertisement is to understand proper building of the sales and the profit in the organization. The goal of the advertisement is to build proper awareness about the different brands of the insurance among the different customers. The goal of the advertisement is to create long term communication among the customers and this will increase the sales of the company as well. Usage of advertisement technique The advertising technique that is used by Tower Insurance Company are promotions, Bandwagon as well as Repetition as this will make the company gain more competitive advantage in the industry. Tower Insurance Company has to analyze the different techniques of advertising as this will be effective in nature to attract more customer base in the entire industry. Tower Insurance Company has to use the repetition technique as this is the most effective technique and this will help in attracting customers through television as it contains both sound and audio clips of the advertisements that are helping the respective company to attract the customers. Similarly, bandwagon technique is effective and efficient in nature as well as this will help Tower Insurance Company in convincing the target customers in the entire competitive market by providing valued ideas and convincing advertisements as this will helps in connecting the individuals through the services that are provided by them. The advertisement method is implemented by Tower Insurance Company with proper utilization of the advertising in making the public aware about the different services that are provided by the Tower Insurance Company in order to attract their attention towards their insurance services provided by them and not the other competitor companies in the competitive market. The advertising technique has to be properly applied by the company as this will help in developing proper strategy of marketing in the company as to attract the different customers. The implementation is successful in nature as the creativeness in the advertising technique will help them in making the customers aware of the different strategies implemented by them (Yoon Oh, 2016). It helped in bringing new products and services to the notice of the customers as well as providing proper advertising helps in marketing of the different services provided by the respective company. Advertising helps in gifting different ideas and this can help in making the advertisement more convenient in nature. This will help in increasing the volume of sales in the market as this will help Tower Insurance Company in generating huge revenues in the market as well. The advertising will help in increasing the morale of the employees in the company and it will help in developing proper trust among the public. Lastly, the advertisement technique will help in reducing the cost of product and services with proper merits of economies of scale as well as elimination of the middlemen. Demerits of the advertisement technique From the above diagram, it can be analyzed the percentage of the advertisements in the world has been increasing in the last few years and this has been in huge demand by the customers, however there are customers who do not prefer proper advertising technique as according to them, advertising is the technique that misleads them and this can affect the expectations of the customers they are having regarding the services provided by the company (Avant, 2014). The advertising rate has been in huge demand by the customers in the competitive market in the current years as this is the best technique that is used by the companies in order to attract the customers and help them in deciding from different options available to them. This is an artificial living in the competitive market as the advertisement technique encourages wasteful consumption as well as the advertisements that are used by the companies are misleading in nature as this can misguide the different customers in the competitive market. Advertisement is the wasteful technique and unethical resources as the advertising can offend the sentiments of the public in general and this can hamper the brand of the respective company. Lastly, the advertisement technique used by the companies is of higher prices as this will lead to increase in the cost of distribution in the company. Conclusion Therefore, it can be concluded that advertising is essential in the company as this will help in making proper decisions relating to the different advertisements of the goods and services in the organization. In Tower Insurance Company, proper advertising technique has been applied as this will make the company aware of different techniques that can attract customers in the competitive market and this can help them gain proper competitive advantage. Advertising technique has few disadvantages wherein it is one of the misleading techniques of attracting the customers as this will mislead the customers regarding the different services provided by the respective company. Lastly, it can be concluded that advertising is a positive technique in order to make proper efforts in attracting more customers in the competitive market. The company needs to be attractive and effective in nature as this will help in making proper use of the techniques in making the customers understand about the services that are provided by them is better in nature than the competitors in the competitive market. References Avant, J. A. (2014). In Trends in Advertising Research: A Longitudinal Analysis of Leading Advertising, Marketing, and Communication Journals, 1980 to 2010 by Kyongseok Kim, Jameson L. Hayes, J. Adam Avant, and Leonard N. Reid, published in Journal of Advertising, 43 (3), pp. 296316, doi: 10.1080/00913367.2013. 857620, the affiliation for J. Adam Avant and Leonard N. Reid was incorrect. The correct affiliation follows.Journal of Advertising,43(4), 417. Avant, J. A., Kim, K., Hayes, J. L. (2017). Thirty Years of Advertising Research in Leading Communication and Marketing Journals: Learning From the Parent Disciplines.Journal of Current Issues Research in Advertising,38(1), 44-64. Greene, S. G., Tanner, J. R., Wright, P. (2015). An Analysis of the Impact of the Motor Carrier Act of 1980 on the Use of Advertising by General Motor Freight Carriers. InProceedings of the 1986 Academy of Marketing Science (AMS) Annual Conference(pp. 246-250). Springer, Cham. Harris, M. L., Musgrove, C. F., Ernstberger, K. W., Cox, K. C., Choi, P. (2017). Differential Effects of Marketing Messages in Online Advertising for an MBA Program.International Journal of Technology and Educational Marketing (IJTEM),7(1), 15-25. Khang, H., Han, S., Shin, S., Jung, A. R., Kim, M. J. (2016). A retrospective on the state of international advertising research in advertising, communication, and marketing journals: 19632014.International Journal of Advertising,35(3), 540-568. Kim, K., Hayes, J. L., Avant, J. A., Reid, L. N. (2014). Trends in advertising research: A longitudinal analysis of leading advertising, marketing, and communication journals, 1980 to 2010.Journal of advertising,43(3), 296-316. Lou, D. (2016). When firms increase advertising spending, their stock prices climb in tandem.LSE Business Review. Mueller, B. (2013). JMS 460: Principles of Advertising. Nelson, M. R., Ham, C. D., Ahn, R. (2017). Knowledge Flows Between Advertising and Other Disciplines: A Social Exchange Perspective.Journal of Advertising,46(2), 309-332. Park, J. H., Venger, O., Park, D. Y., Reid, L. N. (2015). Replication in Advertising Research, 19802012: A Longitudinal Analysis of Leading Advertising Journals.Journal of Current Issues Research in Advertising,36(2), 115-135. Wang, Y., Rodgers, S., Wang, Z., Thorson, E. (2016). A seventeen-year study of graduate student authorship in advertising journals.Journalism Mass Communication Educator,71(1), 69-83. Yoon, S., Oh, S. (2016). Introduction to the special issue on social and environmental issues in advertising.

To What Extent did Hitler Rule Germany with Popular Consent

Table of Contents Introduction Hitler’s Rise to Power Rule by Popular Public Consent Use of Propaganda Rule through Coercion Conclusion References Introduction Hitler is widely regarded as the most disreputable world leader of all time and the crimes committed by his regime are still viewed as the most atrocious in modern history. His rule was marked by the killing of millions of Jews and a dictatorial rule that saw Germany turned into a police state.Advertising We will write a custom essay sample on To What Extent did Hitler Rule Germany with Popular Consent? specifically for you for only $16.05 $11/page Learn More However, Hitler was also a charismatic ruler who was able to inspire the people with his ideas and restore German’s prosperity after the Second World War. His influence was so great that the Nazi party was popularly known as the â€Å"Hitler movement†. This Nazi ruler made use of the constitution to take power and hen ce demonstrated that he could make use of popular public consent. Considering this contradictory phases of Hitler’s regime, it would be useful to research on the nature of Hitler’s rule in order to gain a deeper understanding of the form of leadership that Hitler employed. This paper will analyse the extent to which Hitler ruled Germany with popular consent in order to demonstrate that while Hitler was primarily an authoritarian ruler, he led the country with a lot of popular consent from the masses. Hitler’s Rise to Power The Nazi Party was formed in 1919 as a Right Wing group that promised to restore the country’s prestige following the humiliating defeat in World War I and the subsequent imposition of the Treaty of Versailles on Germany. Hitler joined the party in its first years and rose to the rank of chief propagandist for the party. His brilliant oratory skills and leadership abilities led to his being made Chairman of the party. Hitler and his Naz i party gained formal power following the 1928 election where the party won 12 seats. This modest achievement indicated that the party had a significant following in the country and people were willing to follow Hitler’s leadership (Orlow 1982). The Reichstag elections of July 1932 were very favourable for the Nazi Party, which acquired 37% of the votes making it the majority party in the German parliament. Hitler was made the Chancellor of the Weimar Republic in January 1933. Hitler’s absolute hold on power was achieved in 1934 when he consolidated the office of the president and that of the chancellor in the person of â€Å"the Fuhrer and Reich Chancellor Adolf Hitler†. Rule by Popular Public Consent Once Hitler and the Nazi party had seized all power, they implemented policies that turned the country into a dictatorship. Even so, Hitler still engaged in some form of rule through popular consent. Once Hitler was appointed Chancellor in 1933, some positive chan ges became evident in Germany. Many people acquired steady jobs and security was restored.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More These factors made people hope for a better future under Hitler. Gellately (2002) observes that in the early years, Hitler was keen not to make any illegal moves that might turn the people against him. Instead, all illegal moves were presented as necessary measures to protect the German population from a communist revolution. Orlow (1982) documents that the middle and upper middle class Germans were the main supporters of Hitler’s actions since they believed that he could prevent a feared communist takeover of Germany and restore Germany’s glory. The masses were willing to live under the Nazi dictatorship in exchange prosperity, security, and good governance. Gellately (2002) suggests that Hitler did not have to use terror to force the majority into li ne since most Germans had already become emotionally invested in the Nazi dictatorship, which promised to bring them prosperity and protect them from crime and a communist takeover of the country. As early as 1935, Hitler was already formulating policies that were popular with the masses. Corner (2009) documents that Hitler’s announcement that general military service was being reintroduced in contravention of the prohibitions of the Versailles Treaty was met with euphoria by the masses. The masses were in support of Hitler’s major rearmament activity that saw the army expanding to a larger size that the Treaty of Versailles allowed. This demonstrates that Hitler was able to garner large portions of popular approval for his policies and the ideas behind them. Unlike other European dictators such as Stalin and Mussolini who set out to break large segments of the population to their will, Hitler hoped to achieve an authoritarian rule that had popular backing. The Nazi re gime was therefore deeply concerned about popular opinion and how the masses reacted to government action. Hitler did not just want the people to adjust themselves to the new system of government but rather to be enthusiastic supporters of it. This notion is best articulated by Gellately (2002) who reveals that the Nazis wanted the public to believe that what Hitler did was in the best interest of the Germans.Advertising We will write a custom essay sample on To What Extent did Hitler Rule Germany with Popular Consent? specifically for you for only $16.05 $11/page Learn More The Fuhrer myth, which presented Hitler as a heroic figure defending popular justice and restoring order in Germany, was integral to his hold on power. Viereck (2004) declares that believe in the Fuhrer myth by the German masses was so important that without it even the combination of army, concentration camps, and a lying press could not have succeeded in keeping Hitler in power. T his myth effectively dissociated Hitler from the party and the government and he was seen as a symbol of the ideal Germany. This myth resulted in an enthusiastic popular consent that was critical in Hitler’s maintenance of power in Germany. The Fuhrer myth enabled the masses to excuse Hitler if things went wrong because the public could place the blame on the officials under Hitler’s command since they were the individuals who actually executed the orders. Majority of the German population supported the crackdown on people who were labelled political criminals by the Nazi. The concentration camps where such elements were sent were widely publicized and many Germans were generally in favour of them. The general population believed that such camps were necessary to maintain the security of the country and ensure that social unrest did not occur. Gellately (2002) elaborates that the citizens were â€Å"pleased that the police put away people commonly regarded as criminal s and the dregs of society† (p.212). Hitler’s crackdown on criminals and political opponents was therefore done with public consent. Noakes (1980) reveals that there was massive participation by many professionals in Nazi policies such as doctors, nurses, and lawyers. These individuals were not fanatics and they participated in Nazi policies on their own volition. This demonstrates that Hitler’s policies were embraced by many Germans who contributed to the implementations of these policies. The coercive practices and repression carried out by Hitler’s regime happened with the support of the masses. Hitler’s rule was marked by widespread persecution and confinement of people who were marked out as enemies of the state. These â€Å"enemies† were mostly individuals on the margins of the society and the public perceived them as a threat.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gellately (2002) illustrates that these targets of discrimination were not chosen out of the mere prejudices and dislikes of Hitler. On the contrary, the definition of â€Å"enemy† was a reflection of the wish of the people. Their persecution and discrimination by the Nazi regime therefore won many supporters for Hitler. Even when citizens expressed disagreement with certain policies of the Nazi regime, they often demonstrated greater consent in other areas and therefore led to an overall support for Hitler’s policies. Bankie (1992) states that while many Germans were disgruntled by the increased surveillance, they celebrated the security that intense police action brought to their streets. Ordinary citizens aided the Gestapo in its work by spying on their friends. Noakes (1980) documents that the Gestapo did not have sufficient manpower to spy on all Germans and 80% of denunciations were made by fellow citizens. This increased the surveillance ability of the Gestapo a nd over 50% of German’s Communist party members were incarcerated by the Gestapo. Gestapo files reveal that the enforcement of Hitler’s racial policies was only possible by the help of ordinary citizens who voluntarily denounced their fellow citizens. Hitler took up policies that increased the popularity of his regime with many groups. In the mid-1930s, he embarked on a privatization effort that saw the transfer of public ownership of companies to the private sector. Noakes (1980) states that this move was popular with the masses and it enhanced government support therefore strengthening Nazi rule. The business community was impressed by the privatization efforts and they supported Hitler. Privatization had a positive impact on the nation’s economy and this endeared Hitler to the masses. Use of Propaganda Hitler’s mass appeal was by the large a creation of the Nazi propaganda machine. The Nazi was able to make popular comments and tell the masses what the y wanted to hear. Associating with the German press and film tycoon, Alfred Hugenberg gave Hitler and his party unrestricted access to the media. Hitler was therefore able to spread his propaganda with great success and manipulate the media to achieve his ends. The Nazi propaganda system was run by Joseph Goebbels who created the Fuhrer myth and spread Nazi ideology to Germans. Control of the press helped the Nazi to exert influence over public opinion and this was very important since Hitler endeavoured to rule under popular support. The Nazi propaganda machine exaggerated on the successes of Germany’s foreign policy and the economic achievements gained under Hitler’s rule. People were therefore able to convince themselves of Hitler’s advantages and saw the positive sides of the new dictatorship that he created (Gellately 2002). Propaganda was used to elicit the support of the public for the expanding missions of the Gestapo, using concentration camps, and disc riminating against the Jewish population. The concentration camps were presented in the media as boot camps where political criminals and other anti-social elements would be rehabilitated through work therapy. The media fabricated stories of how effective and radical preventive approaches were being used to ensure that criminals would not reoffend. Hitler used propaganda to demonise the Jews and this led to the development of the popular opinion that removing the Jews from Germany was the appropriate action (Bankie 1992). Such misleading information led to the support and approval of policies that the public might have been opposed to if they had not been misled by propaganda. Rule through Coercion Hitler’s rule resulted in the loss of individual rights and freedoms by the German population. Individuals lost their freedom of speech and expression and criticism of Hitler and the Nazi state was forbidden. It is rumoured that the Gestapo kept files on every adult and regular rep orts on the person were made through information obtained from ordinary citizens who acted as informants. Those who were found guilty of criticizing the regime were interrogated and sometimes tortured. If found guilty, the individual was sent to a concentration camp or even executed (Orlow 1982). Such an environment ensured that Hitler could rule without the consent of the people and no one could speak up for fear of repercussions. The vocal detractors of Hitler were confronted with violence and this decreased opposition to Hitler. Specifically, the Nazi SS paramilitary wiped out all non-Nazi organizations and political parties in small waves of terror. The Nazi was left as the only active party in Germany many people followed its policies since there was no alternative. Hitler’s regime politicized all aspects of public life and this helped it to gain greater control of the public. Most behaviour of individuals in public was scrutinized and the citizens could get into trouble for insignificant things such as listing to jazz music (Bankie 1992). Such tight control of society by Hitler was not done with the consent of the masses and people only obliged since they feared punishment. People were always reminded of the penalties for opposition to Hitler and this led to coerced conformity. Using the Gestapo, Hitler had effectively turned Germany into a surveillance state and people were aware that they were under close observation by the government. The Schutzstaffel (SS), which began as a subunit of the storm troopers (SA), grew to be the most influential military apparatus of the Nazis. This paramilitary organization was unofficially referred to as â€Å"Hitler’s black-shirted personal bodyguards† and it was made up of individuals who were fanatically loyal to Hitler (Orlow 1982). The unquestioning allegiance to Hitler meant that the SS would do anything to ensure that Hitler’s rule was unopposed. This group therefore dealt severely wit h all parties that were opposed to Hitler’s rule. Conclusion This paper set out to argue that while Hitler’s rule was dictatorial in nature and made use of violence and intimidation, this Nazi leader mostly engaged in rule through popular public consent. The many atrocities attributed to the Nazi regime were done with the support of many Germans. It has articulated that Hitler made use of terror and popular consent to rule the Germans. Hitler was able to gain the backing of most people even as he turned the country from a democracy into a dictatorship. Hitler’s popularity with the masses was unquestionable and many people supported his foreign policy and action against political criminals and anti-socials. The people continued to support him even as he established the Gestapo and made concentration camps. The terror tactics employed by Hitler’s regime targeted specific groups and most Germans were left unharmed. The paper has shown that while Hitler emplo yed repressive measures and propaganda, his rule was mostly by popular consent. All blame must therefore not be laid on Hitler and his top officials for the atrocities committed under the Nazi regime. References Bankie, D 1992, The Germans and the Final Solution: Public Opinion under Nazism, Oxford University Press, Oxford. Corner, P 2009, Popular Opinion in Totalitarian Regimes: Fascism, Nazism, Communism, Oxford University Press, Oxford. Gellately, R 2002, Backing Hitler: Consent and Coercion in Nazi Germany: Consent and Coercion in Nazi Germany, Oxford University Press, Oxford. Noakes, Jeremy. â€Å"Government, party, and people in Nazi Germany†. University of Exeter Press, 1980. Orlow, D 1982, ‘The Historiography of the Decline of Bruning and the Rise of the Nazis: Comment and Review Article’, Hamburger Beitrage zur Sozial- und Zeitgeschichte, vol. 16 no.1, pp. 748-792. Viereck, P 2004, Metapolitics: From Wagner and the German Romantics to Hitler, Transaction Publishers, London. This essay on To What Extent did Hitler Rule Germany with Popular Consent? was written and submitted by user Lillie Quinn to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Being Bad in Spanish is Malo

Being Bad in Spanish is Malo Malo is a common Spanish adjective meaning bad or in some way undesirable. The translation can vary depending on context. Its feminine form is mala, and through the process of apocopation, which is shortening, it can become  mal when it comes before a singular masculine noun. Its usual adverb  form is mal, although the another related adverb form,  malamente, can be used to mean badly. As an adjective, malo, mala or mal can almost always be translated as bad, although other translations may be more suitable depending on the context. The plural forms are malos and malas. Mal-  is also a prefix that typically means bad or undesirable. An example of that would be maleducado, which means impolite, as someone who didnt learn their manners. Mal, Malo, Mala, Malos and Malas Used as Adjectives Form of Malo Spanish Sentence English Translation malo Quiero comprar un coche y tengo crdito malo. I want to buy a car and have bad credit. mala Muchas personas consideran que tienen mala memoria. Many people think they have a poor memory. malo No hay libro tan malo del que no se pueda aprender algo bueno. Theres no such thing as a book so bad that you cant learn something good from it. mal No puedo eliminar el mal olor de refrigerador. I cant get rid of the bad refrigerator smell. malo Hay algo malo con mi telfono? Is there something wrong with my telephone? mala El principal causante de la mala circulacin es la arterioesclerosis. The main cause of poor circulation is atherosclerosis. malas No estoy preparado para escuchar las malas noticias. Im not prepared to hear the bad news. malos Son los jugadores ms malos de la galaxia. Theyre the worse players in the galaxy. mal Los superhroes son un mal ejemplo para los adolescentes. Superheroes are a bad example for adolescents. Mal Used as an Adverb Common translations for mal as an adverb include badly and poorly, although others can be used as well to fit the context. Spanish Sentence English Translation Nadaron mal en el mundial. They swam poorly in the world competition Nuestro equipo estaba mal preparado. Our team was poorly prepared. Nuestros hijos comen mal. Our children eat poorly. Muchos pacientes estn mal diagnosticados. Many patients are incorrectly diagnosed. Mi bebe duerme mal durante la noche. My baby sleeps poorly at night. Estudiamos mal la historia de otros pases. We do a bad job of studying the history of other countries. Mal as an Adjective and Adverb at the Same Time Sometimes mal functions as an adverb in Spanish, such as with estar, but in English may be translated as an adjective.   Spanish Sentence English Translation Algo huele mal en mi casa. Something smells bad in my house. Me parece mal que no vengan todos. I feel bad that not everyone is coming. La ciudad no est mal, pero hay mucho desempleo. The city isnt bad, but there is much unemployment. Mal as a Noun Especially when used with estar, mal sometimes means sick or ill. Hoy yo y mi familia estamos mal, which means,  My family and I are sick today. This sentence can also be translated to mean literally and colloquially understood as feeling sick as in, My family and I feel poorly today. Mal can also be translated to mean evil. In this case, it would need the definite article the, literally translating to the bad, which is the Spanish way of saying evil.

The Context for Inclusive Education Essay Example | Topics and Well Written Essays - 4000 words

The Context for Inclusive Education - Essay Example The context of inclusion education has been formulated as along with implemented in different countries with greater significance. In this respect, different policies as well as practices in relation to inclusive education have been devised and implemented on a global context. Inclusive education is determined to be a decisive policy with regards to human rights along with equal opportunities. Additionally, the SEN provisions will ensure that social justice would prevail largely in a specific community of various nations (Winter & O’Row, 2010). Inclusive education aids in the formulation of effective educational policies especially for children with disabilities and those who require SEN. The inclusive education system is based on certain principles that include diversity, equality and tolerance. With regards to this, inclusive education program is developed based upon certain policies and practices, ensuring that the provisions are accepted on local, national and global context. There are various legislative policies, amongst which the policy of ‘Special Educational Needs Code of Practice’(2001) has been formulated and implemented with the intention of accomplishing the objectives of inclusive education in local, national and worldwide context. ... usive education program is developed based upon certain policies and practices, ensuring that the provisions are accepted on local, national and global context. There are various legislative policies, amongst which the policy of ‘Special Educational Needs Code of Practice’(2001) has been formulated and implemented with the intention of accomplishing the objectives of inclusive education in local, national and worldwide context. The Code intends to avail children with SEN and the process in accordance with which inclusive education services will be offered. Therefore, the plans associated with the Code are based on deciding appropriate policies on the basis of which educational policies in schools will be developed (Crowne, 2012). The Code ascertains the framework, the principles along with the standards that are to be followed by schools. Additionally, it will aid in evaluating the progress of schools in offering SEN to children and also accomplishing the determined ob jectives of providing inclusive or special education to disabled children. It covers the provision of ‘Special Educational Needs and Disability Act 2001’ [1] (The National Archives, 2001). The SEN Co-ordinator (SENCO) provides the basic frameworks and the principles on the basis of which inclusive training programs will be conducted by ‘Local Education Authorities’ (LEAs). Accordingly, the local autorities will be able to maintain schools, develop settings in relation to early education and undertaking other measures along with duties in order to meet the needs of children with SEN. In this context, the ‘Education Act 1993’ has provided the ‘Secretary of State’ with the obligation and right to develop the Code. Moreover, ‘the Secretary of State’ is also empowered with the task of

A Madmans Diary by Lu Xun Essay Example | Topics and Well Written Essays - 250 words

A Madmans Diary by Lu Xun - Essay Example From the visit, he learns about the younger brother’s tribulations; he suffered from a mental condition, but he recovered and has since relocated to another area. The narrator is given a diary by the older brother whereby an account of the younger brother’s illness was kept. This is the diary referred to as the ‘Madman’s Diary’ by the narrator, and its contents constitute the bulk of the story. From the diary, we learn of the extreme paranoia of the protagonist during the time of his illness (Xun & Nadolny 36). The story describes about social conditions in china at the time. The diary talks about cannibalism, which is a common practice in Chinese history and culture. During the early 1900s, Chinese people were desperate as a result of the extreme famine, and this culminated into cannibalism. It is this cannibalism that the protagonist describes during his illness by being paranoid that those surrounding him would soon or later eat him up. A deeper analysis of the story shows that the author was castigating and condemning Chinese culture at this time, whereby the strong in society devoured the weaker ones. The character that catches my attention is the madman himself. Even though he has crazy ideas about cannibalism, he typifies change in society. Despite his hardships, he struggles to get better, and later he gets a good job in another city. From his diary, he has given us insight into the Chinese society at that time whereby strong people ‘ate up’ weaker ones (Hsun & Yang

Business Presentations DB2 Essay Example | Topics and Well Written Essays - 750 words

Business Presentations DB2 - Essay Example Correct timing is also essential and the use of the right language is vital. A well organized speaker who makes good use of the time available can ensure objectives are successfully achieved. Presentation efficiency is impaired if the speakers are poorly organized. In this connection the use of financial or scientific terms is helpful as they form a type of common denominator. Non-verbal interaction with the audience is important because it guides presentation. The choice of words and vocabulary is one type of symbol that possesses emotional and psychological properties. The main challenge in presentation is to persuade the audience sending clear messages and informing about the issue, to persuade people to do something, to develop positive attitudes, and to cause other changes in peoples thinking and behavior that will be beneficial to the project (Adair, Thomas 2003). My personal success in making the presentation is effective time management and selection of appropriate information. I have tried to identify the key tasks and points in a presentation which should be given the greatest amount of time. In the presentations I have tried to present the most important facts and made a recommen ­dation. The object is to give the audience to whom it is presented, sufficient information to enable it to take suitable action, if necessary. I have tried to state facts fairly and accurately, in logical order and in a concise manner. The ingredients of successful presentation include six principles of effective speaking: be clear, be prepared, be simple, be vivid, be natural and be concise. The personality and amount of self-confidence the presenter has can have an effect on presentation efficiency. The more self-assured and assertive individ ­ual can deal more effectively with people who encroach on their time. The use of visuals helps the

Multilingual communities: Effects of code switching

Multilingual communities: Effects of code switching In multilingual communities, code-switching is a widespread phenomenon that happens from daily life and workplaces to classrooms in which specific languages have been instituted as the official languages of instruction. Malaysia is one of the nations that have multilingual communities that consists of three main races; Malay, Chinese and Indians. From 1957 to 1967, language was used as an important tool in order to achieve unity and Bahasa Malaysia becomes the national language. Previously, English was compulsory in all schools especially the vernacular schools and due to the lack of English educators at that time, the idea was off the hook. In 1967, English language status was removed but it was still used nationwide. 1.1 Background of Problem In 1956, the Education Review Committee aimed to establish multicultural education systems that support other languages since Malaysia have multilingual communities and English becomes part of it. Today, English had becomes an international language and unofficially second language in Malaysia since most people used it. English as a second language status in Malaysia has been complemented through wide use of English in the social setting as well as the education setting. Teaching of English has been greatly emphasised by the government through its ministry. Due to this matter, the declining level of English proficiency among students has brought about the need to find out how to tackle the issue. Teachers, consequently, have been employing code switching as a means of providing students with the opportunities to communicate and enhancing students understanding. Furthermore, code switching helps to facilitate the flow of classroom instruction since the teachers do not have to spend so much time trying to explain to the learners or searching for the simplest words to clarify any confusion that might arise. Code-switching should not be considered as a sign of shortcoming in the teacher. Instead, it is a careful strategy employed by the teachers. Code-switching should be allowed whenever necessary with some learners in specific situations. Richard (1985) suggests that code-switching is a term in linguistics referring to replacement between two or more languages in a single conversation, stretch of discourse, or utterances between people who have more than one language in common. Speakers of more than one language are known for their ability to code switch or mix their language during communication. This phenomenon occurs when the speaker substitutes a word or phrase from one language to a phrase or word from another language. Ayeomoni (2006) claims that many educators have attempted to define the term code switching and each understand the concepts from different points of view. Gumperz (1982) defined code-switching as the use of more than one code or language in the course of a single speech event, taken to refer to teacher utterances in the classroom. In other words, the teachers use code-switching in order to convey meanings to the students. Besides that, Numan and Carter (2001) stated that code switching as a pheno menon of switching from one language to another in the same discourse (p. 275). Appel Musyken (1987) mentioned that code switching can be divided into two categories which are intrasentential and intersentential. Intrasentential is a switch that occurs in the middle of a sentence. It was also known as code mixing. For example, my girlfriend suka ice cream. The word Suka means like in the Malay language. The real sentence is My girlfriend likes ice cream. A word from the Malay language is replaced by an English word in a sentence. The later is a switch of language that happens between sentences. A suitable example is I got an A for my drawing, awak macam mana, Farid?. Awak macam mana means what about you. The exact sentence should be I got an A for my drawing, what about you, Farid?. The first sentence uses English and the later is in Bahasa Malaysia. There is one more type of code switching which is extrasentential as introduces by Hamers and Blanc (1989), extrasentential switches include tags and fillers. An excellent example of a local extrasentential code switching that close to our culture is Later lah. Lah is a particle widely used by Malaysians and Singaporean in their speech. Holmes (2008) stated that the particle Lah is used to show intimacy or solidarity in a relationship. So, the term code switching in this study is the use of two languages within a sentence or between sentences. Intrasentential refers to the switch that occurs within a sentence while intersentential points to switches between sentences. Last but not least, extrasentential refers to the tags and fillers that do not exist in the word list of the language used. Statement of Research Problem Malaysian learners needs to become proficient English users in order to access knowledge and information available in English as well as to be able to communicate successfully, thus suggesting the important position the students may hold in the future. But before they can get to the targeted proficiency level, definitely they must get used to the English language itself. Since English acts as a second language in Malaysia, the lack of exposure is the pivotal factor that will hinders the students to become proficient in English. Thus, classroom instructions are the most valuable experience for learners because of the limited exposures to sufficient comprehensible input from the natural environment they might get. Therefore, in order to raise they proficiency level, they must gain sufficient comprehensible input. It means the students have to gain understanding towards what they learnt before thinking about raising the proficiency level. This is where a strategy to help them learn English as a second language must be applied by teachers. Code switching is a form of strategy that will solve these problems. It helps to facilitate the flow of classroom instruction since the teachers do not have to spend so much time trying to explain to the learners or searching for the simplest words to clarify any confusion that might arise. Teachers code switch when th e level of English used in the textbook or to be taught is beyond the learners ability or when the teachers have exhausted the means to adjust his speech to the learners level. Research Objective The purpose of this study is to investigate code switching in the teaching of English as a second language to secondary school students. There are several factors which are vital in determining the effectiveness of this study. Objectives of the study: To investigate the attitudes of teachers towards code switching The attitudes of teachers towards code switching The types of code switching Function of code switching in instruction Research Questions In more details, this study will answer the following question: What do teachers think about code switching in the English classroom? Do English teachers code switch in the English classroom? What types of code switching occur in the classroom? What is the function of code switching? Definition of Terms Specifically in this study, there are several terms which are used throughout the whole study, thus it is necessary to provide the definition of these terms for better understanding as well as reference to readers. The terms are: Learning It can be described simply as mental activity that includes receiving, storing, retrieving and using knowledge. This process requires interest and often demands effort. It depends heavily on memory process. Distance Learning It can be defined as formal education process in which the majority of the instruction occurs when students and instructors are not in the same place. It is a two way between teacher and students who are separated by a geographical distance and time where the communication support the educational process. Adult learners Individuals who are experienced, financially independent, working full time while enrolled in a learning programme, have other responsibilities and enrolled in the learning programme on their will. They are also experienced, achievement oriented, highly motivated, relatively independent and also required a degree of independence in learning. In this study, adult learners refer to adult students enrolling in PJJ Programme in Faculty of Education, UiTM Shah Alam. Intrinsic motivation Intrinsically motivated actions is that which occurs for its own sake, action for which the only rewards are the spontaneous affects and cognitions that accompany it. Intrinsically motivated behaviors require no external supports or reinforcements for their sustenance. Extrinsic motivation It refers to motivation that comes from outside an individual. The motivating factors are external or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. Institutional barriers It can be defined as structural in nature as those barriers erected by organization that provide learning opportunities for adults or all practices and procedures that exclude or discourage working adults from participating in educational activities. Situational barriers It can be defined as problem that arises from ones situation in life at a given time. Dispositional barriers It can be defined as attitudes or self perception about one self as learners. PJJ students It can be defined as part time students who come to class on every weekend and most of them are adult learners who are working. Significance This study is apparently one of the first few attempts to investigate the code switching in the teaching of English as a second language to secondary school trainee English teachers in Mara University of Technology, at Malacca City Campus. Therefore, this study may provide a useful launching pad for further research in this area of interest towards teachers from other states. The findings of this study could provide some data for future research in this area. It could perhaps also help in the more effective teaching strategy in the teaching of English as a second language to secondary school students as code switching can be considered as one the teaching strategy. Limitations This study was conducted in Mara University of Technology, at Malacca City Campus and due to this matter; the results will not be the generalization of the whole population of English trainee teachers nationwide. CHAPTER TWO THE LITERATURE REVIEW Introduction Alternation between languages in the form of code switching is a widely observed phenomenon in foreign language classrooms. Numan and Carter briefly define the term as a phenomenon of switching from one language to another in the same discourse (2001:275). Following this definition, discourse will be handled as the students and teachers naturally occurring language use in classroom settings throughout this paper. Additionally, the languages between which alternation is performed are the native language of the students, and the foreign language that students are expected to gain competence in. While putting the phenomenon of code switching in context, the functions of code switching will be introduced in various aspects. Firstly, its function in bilingual community settings will briefly be explained by giving a sample authentic conversation which will help the reader deduce ideas about its possible applications in educational contexts. Secondly, the functionality of code switching in teachers classroom discourse will be introduced with its aspects as: topic switch, affective functions, and repetitive functions. Thirdly, the focus will shift to students code switching by introducing some basic functional perspectives as: equivalence, floor holding, reiteration, and conflict control. Lastly, weak and strong sides of code switching in foreign language classrooms will be discussed with a critical approach. This chapter outlines past research on code switching especially the main factor contributing the attitudes of teachers in the use of code switch, types and functions of code switching used in the classroom. This chapter will provide a clear idea of how code switching plays role in second language learning from the perspective of previous researches and the findings from past studies. 2.1 Theoretical Background Multilingual communities have the tendency to switch code either with or without their consciousness and Malaysia is a good example of a community that practice code switching. People sometimes switch code varied within a domain or social situation. For example, when there is some obvious change in the situation, such as the arrival of a new person, it is the obvious reason why people switch code. In most cases, a speaker may similarly switch to another language as a signal group of membership and shared ethnicity with an addressee. The code switch occurs from the first language to the second language or vice versa. In addition, switches motivated by the identity and relationship between the participants often express a move to show solidarity and it may also referred as the status relations between people or the formality of their interaction. The main focus here is to examine code switching in the field of education, in other words, the correlation between code switch and English t eacher in school especially in secondary school. In order to gain a better insight into code switch and it roles in terms of education, the main concern should be focused on the fundamental concept of code switching. According to Marasigan (1983), the use of two languages in the same discourse is referred to as code-switching. Ayeomoni (2006) stated that many scholars have attempted to define the term code switching and each understands the concept from different points of view. A search of the Linguistics and Language Behavior Abstracts database in 2005 shows more than 1,800 articles on the subject published in virtually every branch of linguistics. However, despite this variation or perhaps in part because of it, scholars do not seem to share a definition of the term. A useful definition of code switching for sociocultural linguistic analysis should recognize it as an alternation in the form of communication. It also signals a context in which the linguistic contribution can be understood. The context so signaled may be very local (such as the end of a turn at talk), very general (such as positioning), or anywhere in between. Furthermore, it is important to recognize that this signaling is accomplished by the action of participants in a particular interaction. That is to say, it is not necessary or desirable to spell out the meaning of particular code switching behavior. Rather, code switching is accomplished by parties in interaction, and the meaning of t heir behavior emerges from the interaction. This is not to say that the use of particular linguistic forms has no meaning, and that speakers make it up as they go. Individuals remember and can call on past experiences of discourse. These memories form part of a language users understanding of discourse functions. Therefore, within a particular setting certain forms may come to reappear frequently. Nonetheless, it is less interesting (for the current author at least, and probably for the ends of sociocultural linguistic analysis) to track the frequency or regularity of particular recurrences than to understand the effect of linguistic form on discourse practice and emergent social meanings. In earlier studies, Bokamba (1989) suggests that code switching is the mixing of words, phrases and sentences from two distinct grammatical (sub) systems across sentence boundaries within a speech event (p. 279). The term code switching (or, as it is sometimes written, code-switching or code switc h) is broadly discussed and used in linguistics and a variety of related fields. Code mixing on the other hand, is the embedding of various linguistic units such as affixes (bound morphemes), words (unbound morphemes), phrases and clauses from two grammatical (sub) systems within the same utterance and speech event (p. 279). Numan and Carter (2001) define code switching as a phenomenon of switching from one language to another in the same discourse (p. 275). To recapitulate, code switching is a practice of parties in discourse to signal changes in context by using alternate grammatical systems or subsystems, or codes. The mental representation of these codes cannot be directly observed, either by analysts or by parties in interaction. Rather, the analyst must observe discourse itself, and recover the salience of a linguistic form as code from its effect on discourse interaction. The approach described here understands code switching as the practice of individuals in particular discourse settings. Therefore, it cannot specify broad functions of language alternatio n, nor define the exact nature of any code prior to interaction. Codes emerge from interaction, and become relevant when parties to discourse treat them as such. In a more recent publication, Unanumo (2008) regards code switching as the use of more than one language in a conversation. Appel and Musyken (1987) suggest that code switching can be categorized as intrasentential or intersentential. Intrasentential is a switch of languages which occurs in the middle of a sentence. This type of switching is often called code mixing. An example of a Malaysian intrasentential switch is My youngest sister ambil Biology. Ambil means take in the Malay language. The sentence should be My youngest sister takes (studies) Biology. A Malay word is embedded in an English sentence. Intersentential, on the other hand, is a switch of language which occurs between sentences. An example of intersentential would be I quit all my jobs already. Christie tak beritahu?. Tak beritahu means did not tell. The sentence should read Christie did not tell you? The second sentence uses the Malay language while the former is in English. Poplack (1980, as cited in Hamers and Blanc, 1989) introduces extrasentential switches which include tags and fillers. These would also include an exclamation a parenthetical statement or particle from another language. An example of a local extrasentential switch is Nothing lah. Lah is a particle widely used by Malaysians in their colloquial speech. McArthur (1998) describes the multi-purpose lah as a token especially of informal intimacy and solidarity. Such a particle also exists in the Singaporean variety of English. Wee (2003) explains that it is typically found in clause-final position. It is monosyllabic and used for discourse pragmatic functions. The term code switching in this study adopts Clynes definition (Clyne, 2000) as the alternate use of two languages either within a sentence or between sentences. Intrasentential in this study refers to switches within a sentence while intersentential refers to switches between sentences. Extrasentential refer to tags and fillers which do not exist in the lexicon of the base language used. 2.2 Attitudes of Teachers in the use of Code Switch Within the world of languages use, code-switching has often been perceived as being of lower status, a strategy used by weak language performers to compensate for language deficiency. This view of code-switching and bilingual talk in general is more normatively based than research-based as pointed by Lin( 1996) who added that such a view conveys little more than the speaker or writers normative claims about what counts as standard or legitimate language. An extensive body of literature studies reported that code switching in classrooms not only just normal but useful tool of learning. Cook (2001) referred to code switching in the classroom as a natural response in a bilingual situation. Furthermore, in the same study, Cook considered the ability to go from one language to another is highly desirable not only among learners but teachers. Moreover, in eliciting teachers reflections to their classroom teachings, Probyn (2010) noticed that most notable strategy that teachers used was cod e switching to achieve a number of communicative and metalinguistic ends. Cooks studies were mainly in the second language classroom context. Rollnick and Rutherfords (1996) studied the science classrooms and found the use of learners main languages to be a powerful means for learners to explore their ideas. They argue that without the use of code switching, some students alternate conceptions would remain unexposed. Amin (2009) mentioned about the recognition to switch codes goes beyond switching between languages; it also recognizes the value of using the vernacular which believes to allow students to draw on useful sense-making resources. Cook (2001) stated that researchers see by using code switching in the classroom as a legitimate strategy (p. 105). Skiba (1997) added that no matter how it might be disruptive during a conversation to the listener, it still provides an opportunity for language development. However, historically, researchers believe that code switching occurred in many countries, which made Ferguson (2003) to conclude that ideological and conceptual sources of suspicion all often attached to classroom code-switching, suggesting that deep rooted attitudes may not be easy to change. Cheng and Butler (1989) list the following as some of the motives a speaker may have to code switch: conversational topic, role of the speaker, setting of the interaction, familiarity of the two speakers, age, sex, race, ethnic, linguistic background, etc (p. 295). Wardhaugh (2006) stated that, when done consciously, switching languages may also allow a speaker to assert power; declare solidarity; maintain certain neutrality when both codes are used; express identity; and so on (p.110). For example, if a group of bilingual Malay-English speakers are conversing in both Bahasa Malaysia and English and a monolingual, Malay speaker enters the conversation, the group will most likely begin speaking only Bahasa Malaysia, in order to allow the monolingual to participate in the conversation, thereby expressing their solidarity with the monolingual. Or, if the bilingual group wishes to assert linguistic power over the monolingual, they might continue speaking only in English to exclude him or her. Unfortunately, code-switching is often wrongly misinterpreted as evidence of a lack of a linguistic ability of the speaker or deterioration of one or both languages. However, sociolinguistic research confirms that code-switching plays an important role in social functions, and does not necessarily indicate linguistic incompetence. So, the main concern here is reasons of code switching used by the English teachers during their lessons in the classroom. In order to discuss further into this matter, the scope will be correlated with the roles of English teachers in the English language classroom. English as a second language status in Malaysia has been agreed through wide use of English in the social setting as well as the education setting. Teaching of English has been greatly emphasized by the government through its ministry. In classroom practice, teachers have been instructed to teach by using high quality English in the classrooms. The second or foreign language learning can only accept the presence of high quality input in the classroom for learners acquisition. Cook (2001) stated that all language classroom input must be in the target language, an effective model of language use can ensure that the intended learning was successful. Classroom instructions, therefore, are the most valuable experience for learners because of the limited exposures to sufficient comprehensible input from their natural environment. Hence, the decreasing level of English proficiency among students is the main reason to the need in finding out how to tackle this issue. Teachers have been employing code switching as a means of providing students with the opportunities to communicate and enhancing students understanding. Furthermore, code switching helps to facilitate the flow of classroom instruction since the teachers do not have to spend so much time trying to explain to the learners or searching for the simplest words to help clearing the students understanding. According to Norrish (1997), teachers code-switch when the level of English used in the textbook or to be taught is beyond the learners ability or when the teachers have exhausted the means to adjust his speech to the learners level. 2.3 Types of Code Switching used in the Classroom Richard (1985) suggests that code-switching is a term in linguistics referring to replacement between two or more languages in a single conversation, stretch of discourse, or utterances between people who have more than one language in common. Speakers of more than one language are known for their ability to code switch or mix their language during communication. This phenomenon occurs when the speaker substitutes a word or phrase from one language to a phrase or word from another language. Ayeomoni (2006) claims that many educators have attempted to define the term code switching and each understand the concepts from different points of view. Gumperz (1982) defined code-switching as the use of more than one code or language in the course of a single speech event, taken to refer to teacher utterances in the classroom. In other words, the teachers use code-switching in order to convey meanings to the students. Besides that, Numan and Carter (2001) stated that code switching as a pheno menon of switching from one language to another in the same discourse (p. 275). Appel Musyken (1987) mentioned that code switching can be divided into two categories which are intrasentential and intersentential. Intrasentential is a switch that occurs in the middle of a sentence. It was also known as code mixing. For example, my girlfriend suka ice cream. The word Suka means like in the Malay language. The real sentence is My girlfriend likes ice cream. A word from the Malay language is replaced by an English word in a sentence. The later is a switch of language that happens between sentences. A suitable example is I got an A for my drawing, awak macam mana, Farid?. Awak macam mana means what about you. The exact sentence should be I got an A for my drawing, what about you, Farid?. The first sentence uses English and the later is in Bahasa Malaysia. There is one more type of code switching which is extrasentential as introduces by Hamers and Blanc (1989), extrasentential switches include tags and fillers. An excellent example of a local extrasentential code switching that close to our culture is Later lah. Lah is a particle widely used by Malaysians and Singaporean in their speech. Holmes (2008) stated that the particle Lah is used to show intimacy or solidarity in a relationship. So, the term code switching in this study is the use of two languages within a sentence or between sentences. Intrasentential refers to the switch that occurs within a sentence while intersentential points to switches between sentences. Last but not least, extrasentential refers to the tags and fillers that do not exist in the word list of the language used. 2.4 Functions of Code Switching used in the Classroom Code switching has a variety of functions which vary according to the topic, people involved in conversation and the context where the conversation is taken place. Baker (2006) have discussed the topic of code switching from a sociolinguistics perspective, in which he listed twelve main purposes of code switching, which are relevant to bilinguals talks in general. Some of these functions can be observed in classroom environment and in relevance to teachers and students interactions. According to Baker (2006) code switching can be used to emphasize a particular point, to substitute a word in place of unknown word in the target language, to express a concept that has no equivalent in the culture of the other language, to reinforce a request, to clarify a point, to express identity and communicate friendship, to ease tension and inject humor into a conversation, and in some bilingual situations, code switching occurs when certain topics are introduced. In the substituting a word in anot her language, Man and Lu (2006) found that in Hong Kong schools, both teachers and students major reason for code switching was that there was no direct translation of words between English and Cantonese, additionally, the same study of Man and Lu found that teachers in Hong Kong schools use code switching also to ease tension and inject humor in to conversations. In a previous study, Eldridge (1996) has listed four purposes in which student code switching as equivalence, floor-holding, reiteration and conflict control. Equivalence which is a strategy that bilingual used to find the equivalent of the unknown lexicon of the target language in the speakers first language to overcome the deficiency in language competence in second language. The second purpose of code switching is for floor holding which is a technique used by bilingual students during conversing in the target language to fill in the stopgap with words in native language in order to maintain the fluency of the conversation. The third purpose of is reiteration, as it implies, it is emphasizing and reinforcing a message that has been transmitted firstly in the target language but then students rely on repeating the message in first language to convey to the teacher that the message is understood. The last function is conflict control, which is used to eliminate any misunderstanding when the accurate meaning of a word is not known in the communication. These researches shown that, the teachers and students used of code switching is not always performed consciously; which means that the teacher which is the main concern for this study is not always aware of the functions and outcomes of the code switching process. Therefore, in some cases it may be regarded as an automatic and unconscious behaviour. Nevertheless, either conscious or not, it necessarily serves some basic functions which may be beneficial in language learning environments. Mattson and Burenhult (1999) stated that all of these functions are listed as topic switch, affective functions, and repetitive functions. (p. 61). In order to have a general idea about these, it will be appropriate to give a brief explanation about each function. In topic switch cases, the teacher alters his/her language according to the topic that is under discussion. This is mostly observed in grammar instruction, that the teacher shifts his language to the mother tongue of his students in dealing with particular grammar points, which are taught at that moment. In these cases, the students attention is directed to the new knowledge by making use of code switching and accordingly making use of native tongue. At this point it may be suggested that a bridge from known (native language) to unknown (new foreign language content) is constructed in order to transfer the new content and meaning is made clear in this way as it is also suggested by Cole (1998): a teacher can exploit students previous L1 learning experience to increase their understanding of L2. In addition to the function of code switching named as topic switch, the phenomenon also carries affective functions that serve for expression of emotions. In this respect, code switching is used by the teacher in order to build solidarity and intimate relations with the students. In this sense, one may speak

I Have Cancer and My Brother has Cerebral Palsy :: Personal Narrative, Autobiographical Essay

There are things in life which none of us can control, in my life there have been many such things. In trying to write this essay I have a difficult time trying to decide what I am going to write about. I have many ideas running through my head,and I am trying to decide what makes me who I am, what makes me special. Soren Kierkegaard said, "Life can only be understood backwards, but must be lived forwards." I have a difficult time understanding my life even as I look back, I am unsure of why things happened and what effect certain events had on my life. I say this because I know nothing else, I have nothing to compare my life to. I am who I am and I have always been this way. There are three major topics that I am considering to include in my essay. The first topic is my medical history, which is quite thick, as shown by my four fat medical files. The problems all started at an early age when E-coli was found in my hip, and it had to be removed. I went in to surgery for the first time, before my first birthday, and had part of my hip scraped out to remove the bacteria. This was the first of about 5 major surgeries and a vast number of visits to the doctors. I could talk about the trauma I went through wondering if I would ever be able to walk, but I was too young to remember any of this. The E-coli was of little importance in my mind except that it was my first surgery, and also that Doctor's told my parents I would always walk with a limp, and be unable to compete in athletics. The condition that everyone believes had the largest effect on who I am is CANCER, I made that big and bold because I want the sympathy vote. I was diagnosed wi th cancer on Feb. 11, 1987 and went into surgery 2 days later. I didn't remember that date, and I had to go ask my parents all of this. They remember it all. I had a stage four Wilms Tumor attached to my left kidney, I know what side because I get to look at the huge scar every day, and that the doctor's gave me about a 50/50 chance of survival.

Education Key to Success Essay

In the 21st century technology should replace traditional teaching methods in order to stimulate student engagement. As social networking becomes more and more famous and teachers have to compete with something they Just don’t have the right tools to fight them with the fight is Just unfair. With all the modern technology that todays students are surrounded with their attention spans have drastically decreased and with entertainment at the touch of a button away from them it becomes very hard to keep a class of 30 students entertained for an hour and as time passes by this will gradually get more and more orse. I am personally a very geeky technical person to me computers are like real life people who talk to you and guide you as long as you ask them right questions. I have started depending so much on computers that whenever I need help rather than asking my teacher I look it up on google because it is so much faster and easier to do but that information is not always true. I think the solution to this problem isn’t to completely get rid of todays teaching methods or not allow students to use their technological devices at all I think the solution is a medium between these two paths o that the teachers have an easier time teaching and students find it more enjoyable to learn education materials. I think todays use of power points in lectures makes it so much more easier for teachers to make their lesson plans and for students to access them later on whenever they need it. But for a couple of years that is where it’s been stuck it power points get more and more fancier but they aren’t necessarily helping the students engage into the material that they are learning in class. I think school district should have a set amount of money put aside for labs and competitions where students can ruly discover their talents. I think science classes in high schools are kind of pointless where students never actually get to experience how it truly feels like to be a scientist that thrill of having succeeded in performing a lab right is Just a fantasy to them which rather than doing it themselves they watch others do in their science class on the projectors. Parent support is also necessary for these type of activities they are always worried about keeping their children safe and not exposing them to dangerous things but the truth of the situation is that the world is unpredictable and hat isn’t necessarily good or bad but they also have to encourage students as well as teachers to be creative with their work. One of the rising problems the education system is facing today is the low standards set in math classes. Students have such a hard time in math today and rather than pushing themselves to try and work harder students take out the easy way and only fulfill the required math classes that they need to take some even avoid taking math classes if possible and pursue careers where they don’t have to do any math at all I am not an expert but Just from personal experience I think math after pre-calculus ust becomes so abstract that I stopped seeing the real life applications of pre- used to love math when I was in elementary and middle school but that all changed once I took pre-calculus what once used to be my best friend was now my sworn enemy I would do anything to avoid doing math homework I understood the concepts that was never the problem but I always knew where it would end everyday me sitting in front of that same smart board everyday seeing the teacher solve problems and asking him every day where in real life I could apply it to use and the answer would always be the same â₠¬Å"Oh you need this for higher level hysics† or â€Å"Oh you use this in engineering† I had grown so bored of these redundant answers that I completely shut myself down in my math class. I knew the math I was learning in class was to be appreciated it was Just ingenious but I never understood its purpose in MY life so I never bothered with it. And I am sure that I am not the only one my friends would complain about the amount of math homework they had to do each day and how much they regretted having taken a math class that year but I think it can all be changed if the students were Just given something more tangible to nderstand not some strange concepts that brilliant mathematicians had worked their lives on using proofs and theorems that I cant even begin to pronounce. Another problem in todays education system is the need for results everyone wants higher test scores no matter what and scientific research has proven that tests don’t necessarily show if you understand the concept or not it’s Just how good of a test taker you are. This is causing a lot of psychological issues in todays students they are all awfully stressed out right before a major exam or test and that stress later on leads to medical conditions. I think we need to rethink our approach to tests they don’t fulfill their purpose yet they are valued so much. I think I might have a simple solution for that problem rather than wasting money on standardized tests schools across the nations should have and end of the year project varying from subject to subject which would actually show how much of the material that they have actually learned and how much of it have they retained. Tests today are Just unfair to most of the kids they are not only timed they are â€Å"State Standardized† so whatever material that your teachers didn’t go over is also put in the test it can result in loss of onfidence early on in the test totally ruining the students test scores. Last but not least the final problem I want to address in this essay is the motivation that the students lack which can either be the result of teaching material or teaching method either way resulting in a loss of years and years of education. Students all around the world already know what they want to become the second they leave high school they have been exposed to all the subjects enough but in U. S we barely scrape the top of the iceberg over 80% of college bound students go undecided into college t isn’t necessarily bad but they waste years doing something that though they liked in high school but end up changing their major I think students can reach their potential faster if the standards in high school are increased every year or so. The more the students are exposed to different kinds of learning materials the easier it is for them to find what they truly like once they leave high school. it is used that might make it look that way but if technology were to combine with education the results would open up unbelievable opportunities for teachers and students.