Corruption Essay Example for Free

Corruption Essay Introduction: If two or more persons meet together and start talking about the present society of India, they soon come to the conclusion that every system, every institution of India is infested with corruption. Corruption has become so common in public life that people are now averse to thinking of public life without this phenomenon. Meaning: But what does Corruption actually mean? Corruption means perversion of morality, integrity, character of duty out of mercenary motives (e.g. bribery) without regard to honour, right or justice. In public life, a corrupt person is one who bestows undue favor on someone with whom; he has monetary or other interests (e.g. nepotism). Simultaneously, those who genuinely deserve those things as their right remain deprived. Not a new phenomenon: Corruption in public life is not a modern phenomenon. It was prevalent in the political and civic life of even Maura period as has been discussed by Chanakya in the Arthassastra. (Give other examples)†¦ But it is only recently that Corruption has become remnant in our public life. People no longer protest against corrupt practices, fight injustice or express any shock when big scandals are exposed. Also corruption is not uniquely Indian phenomenon; it is witnessed all over the world (USA, Japan, Italy, etc.) Forms of corruption in India: Explain bribery, nepotism, theft and wastage of public property, dereliction of duty†¦ etc. Extent of corruption: Start with a hospital where a child is born and move further on to education – system, career opportunities, political system, judiciary, law and order, other day – to – day activities†¦ till post – modern report and crematorium. Results of corruption: Individual sufferings, people lose faith in the existing system, prevalence of chaos and ‘anarchy, society disintegrates, country becomes weak, foreign invasion may occur†¦Ã¢â‚¬â„¢ Causes of corruption: It is a vicious circle. Start with those politicians, who run the state, come down to higher officials†¦ then to the lowest rung of bureaucratic hierarchy. Lastly, come to the general people’. Who elect the† corrupt people as their representatives’ and expect special favors from them.

Marketing Mix Definition And Concept

Marketing Mix Definition And Concept According to Laura Lake the marketing mix is a mixture of marketing tools that are used to please customers and company objectives. Customers frequently call the marketing mix the offering. Basically offer is controlled by the following variables often referred as the four Ps in marketing: Product Price Place (Distribution) Promotion By exercising the variations of these four components you have the capability to reach multiple consumers within your target market. According to Jed C. Jones the term marketing mix is defined as the marketing Mix refers to the main elements that ought to be attended to in order to correctly market a product. They are also well-known as The 4 Ps of Marketing, the marketing mix is very helpful, and is a guideline for understanding the fundamentals of what makes a good marketing campaign. 3.1.2 Variables of Marketing Mix: Product: The marketing mix concept has its heredity from the 1950s U.S. corporate marketing planet, and the practice of marketing has obviously developed tremendously since this expression was invented. One of the alterations is that, there are a lot more services accessible nowadays, such as those obtainable through online and the difference between product and service has become more fuzzy (e.g., is a Web based software application a product or a service ). Moreover Product here refers to as products or services. The product you propose needs to be able to meet a definite, vacant market demand. Or else you need to be able to create a market niche via building a muscular brand. Price: The price you set for your market offering plays a big role in its marketability. Pricing for offerings that are further commonly available in the market is more flexible (Elastic), and its implication says that unit sales will move up or down further responsively in replication to the price modification. In contrast, those products that have usually more limited availability in the market (but with strong demand) are more inelastic, meaning that price changes will not affect unit sales to a large extent The price elasticity of the offering can be found through various market testing methods. Place: It usually refers to any way that the customer can attain a product. Provision of a product can come about via any number of distribution channels, for instance in a retail store, via mail, via downloadable files, on a cruise ship, in a hair salon, etc. The easiness and options through which one can make your product available to your customers will have an effect on your sales volume. Promotion: It is basically concerned with any vehicle you use for getting people be familiar with more about your offering. Advertising, Public relations, Point-of-sale displays, and word-of-mouth promotion are all conventional ways for promotion. Promotion is basically a way of concluding the information gap between would-be sellers and would-be buyers. Ones choice of a promotional strategy will be dependent upon the budget, the type of offering you are promoting, and availability of the said promotional vehicle. The marketing mix serves as an outstanding criterion for continually examining that you are covering all of the bases in your marketing campaign. Mass Media: It refers jointly to all the media technologies, including the Internet, television, newspapers, and radio, which are used for mass communications, and to the organizations which control these technologies. Mass media play an important role in determining public perceptions on a variety of important issues, both through the information that is distributed through them, and through the interpretations they place upon this information. The also play a large role in shaping recent culture, by selecting and representing a particular set of beliefs, values, and traditions (an entire way of life), as a reality. That is, by portraying a certain interpretation of reality, they shape reality to be more in line with that interpretation. Contemporary research demonstrates a growing level of concentration of media ownership, with many media industries already highly concentrated and dominated by a very small number of firms. Direct Marketing: It is a type of advertising that reaches its target audience without using conventional formal channels of advertising, such as TV, newspapers or radio. Businesses stay in touch straight to the consumer with advertising techniques such as fliers, catalogue distribution, promotional letters, and street advertising. Direct Advertising is a sub-discipline and a kind of marketing. There are two main definitional types which differentiate it from other types of marketing. The first is that it sends its point directly to the clients, without the use of intervening commercial communication media. The second characteristic is the core theory of successful Advertising driving a precise call to action. This aspect of direct marketing involves a stress on measurable, trackable positive responses from consumers (known simply as response in the industry) apart from of medium. 3.1.3 Marketing Mix Management by Peter Grant: According to Peter Grant Marketing Mix Management is the successful business enterprise which will flourish through the aggressive and pre-planned execution of a complete Marketing Mix strategy in approaching revenues. Identify Audience or Vertical Market to Penetrate Assign Marketing Mix Resources that Accommodate Audience in Communications Process Implement Plan The objective is to use both active and passive mechanisms to emphasize the impression rate, (or number of times that your audience perceives that it remembers), your corporate communications message to your target audience, leading to bigger revenues. To be really successful, all areas of the Marketing Mix need to be pre-planned and then executed in a timely and disciplined fashion. The World Wide Web, correctly handled, can identify and address both in a passive and active mode, both current and future clients. Marketing Mix Definitions and Action Steps Pro-activity Discipline Actions / Results Active / Passive Web Site Crosses all boundaries in passive / active communications. Great freedom by potential clients in accessing your information. Active Direct Sales Face-to-Face contact. Builds rapport, leads to proposals. Active Telesales Phone solicitation to identified customers; leads to rapport building and eventual appointment for a Direct Sales call. Active Telemarketing Identifying potential customers through qualifying needs to have a problem solved that could be addressed through your particular product or solution. Passive Direct Mail Lists by maintaining an internal client database (from inquiries generated from advertising or from telemarketing/telesales calls. Lists from purchased list service. Mass mailing service (ValPak, SuperCoups). E-Mail nickname lists from inquiries. We do not recommend spamming. Fax blast to internally generated lists. Postcard mailing for cost-effective contact frequency. Passive Advertising / Promotions Target vertical market associations that purchase your product or service. Ensure that your core corporate communications look (logo, slogan, and graphical look) is repeated in any advertisement. Vertical Market trade show participation Complimentary Introductory Program exists within your communications goals. Consistent Corporate Communications look to all of your marketing efforts (Logo, stationary, brochures, advertisements, etc.). This acts to reinforce your impressions rate. Passive Public Relations Monthly Press Release and Backgrounder to all vertical market associations. Monthly release to horizontal / territory markets to build perception and retention of your core products, services and corporate identity. The execution of the above Marketing Mix objectives in a timely and well-focused manner should ensure the relative success of any enterprise that has done appropriate market research to determine the viability of its concept. 3.1.4 How to select the finest marketing mix: pros, cons, and tips for telling people about your business includes connected article on how people get business tutorial: How to Select the Best Marketing Mix: Your marketing campaign is that set of actions that you use to get the word out get the right people or group to know what you do, who you are, and where to find you. (Then your sales campaign takes over and change prospects into customers.) You can try to wing it. But going through the same planning procedure as larger companies before launching the marketing campaign will pay off perhaps by reducing the costs, and almost surely in getting better results for the similar investment of time and money. During the past some years advice is there for the software developers, physical therapists, dance instructors, dog trainers, and other small, usually service-oriented businesses on setting up their personal marketing campaigns. Here what campaigns are all about, and how you can create your marketing work for you. WHOS YOUR CUSTOMER? One cant hit a target if he/she doesnt know what youre aiming at or where the target is. So before one define the marketing campaign, do the homework: * Clearly recognize your products and services. For Instance: neon art and signage; pre-school day care by ex-teachers. * Describe your business goals, and then set the prices or rates. How much totality of business do you want? What mix of products and services do you would like to sell? * Recognize the prospect base by income, geography, age, type of organization or individual, and line of business (for instance, nonprofit organizations with yearly revenues of $100,000 to $750,000). Cons: Can be costly; needs a lot of time and effort. Not right for a number of people or businesses. Tips: Learn to qualify prospects rapidly. Follow up promptly with mailings, letterings, samples, chiefly in response to specific requests. Keep good accounts; consider using a contact-management program. Events. Attending, participating in, or reveal. Examples: trade shows, conferences, and seminars. Pros: Very good for exposure. If you dont show, often highly affordable. Cons: Very volatile results; can be time-consuming and draining, with expensive travel expenses. Tips: Prepare. Pick a small number of shows in your field to attend on a regular basis. Meet as many people as probable to grow contacts. Collateral. Materials that you print up and hand out. For Example: brochures, newsletters, pamphlets, reprints, coupons, fliers, and business cards. Pros: Can be cheap, especially if the pieces can provide many purposes and you make them using desktop publishing. Cons: Can be costly putting together a desktop-publishing system. Can take a lot of time, until you get the hang of it. Needs episodic updating; inventory needs to be managed cautiously. Tips: Think cautiously before over committing to a costly item that will go out of date. Look for pieces that can be their personal mailer. Other diverse advertising specialties. Instances: bumper stickers, coffee mugs, key rings, calendars, and other gewgaws; skywriting and blimps; contests, surveys, and joint marketing efforts. Pros: Can help drawing the attention; gives you a simple way to depart your name and address with prospects. * Expect to spend an average of an hour a day, each day, in marketing. * Always be ready. Answer the phone with a smiling, positive voice; always carry business cards. * Do follow-up promptly. * Remember that marketing rarely has immediate results. It can take months, or even years, to set up yourself. * Dont spend the money you dont have. * Use outside services sensibly mostly where you desire to save time or where special-purpose gear is needed. No two campaigns will be similar. Even though your business may be alike as somebody elses, you may have a different philosophy, budget, or capacity to take on advertising, public speaking or phone calls. Only experience will educate you whom marketing approaches works best for you, in terms of your aptitude to do them and in delivering consequences. 3.1.5 Marketing mix customization and customizability by Marc Logman: According to Marc Logman businesses looking for customized methods of designing, pricing, selling, and delivering their wares can do it themselves or leave it up to the customer. We are sailing out of the century and into the next with our marketing techniques in full-scale transformation. Top-down marketing is changing into bottom-up. Transaction marketing is changing into relationship marketing. One-way or broadcast marketing is changing to an interactive style to support a dialogue with the client and mass marketing is changing to a customized, one-on-one way of reaching individual customers. Because of fierce rivalry, long-standing competitive advantages often are no longer sustainable. The policy is to be followed, says dAveni (1994), is one of nonstop market annoyance in order to generate impermanent competitive advantages. Hamel and Prahalad (1994) propose that firms should look almost endlessly for new openings. In the middle of such dizzying change, companies must be able to create real-time decisions, so their planning and tactics horizons frequently become shorter. To be flexible and highly receptive to market moves, a top-down approach in which business plan decisions precede tactical and planning decisions often no longer supports. Companies should be able to become accustomed to their tactics immediately. In the same background, a firms communication approach becomes more and more bottom-up. Rather than determining target group (who?) and communication aim (what?) before deciding on the instrument (how?), specific methods of communicating, such as by means of the Internet, are leading to the recognition of who and what. Moreover, many writers assert that a paradigm shift is happening from transaction marketing to relationship marketing. Firms are beginning to understand that keeping current customers may be more significant than trying to attract new ones. In the computer business, different hardware specifications may be developed by the customer. Menu options offer choices of hard disk capacity, processing speed, software drivers, and so on. Capacity can be extended; new cards can further be added. Software firms are also developing innovative tools that allow the user to perform several operations more efficiently. Power quest recently introduced the package Partition magic, which allows users to divide their hard disks more effectively. Business-to-business markets, in which suppliers sell products to the manufacturer, are using both customization options. Some manufacturers, such as the auto makers, hold suppliers accountable for integrating their products into the final version. Others tend to favor buoying customizable products from the supplier and become accustomed on their own. In the second case, manufacturers often rely on competent integration-engineering division. The Laboratory of Production Technologies of Siemens in Belgium transform the basic technology into integrated solutions that fit completely into the production lines of different Siemens divisions. Purchase Price Offering the price discounts is one of the most popular ways to customize prices. Criteria for discounting often includes a customers sales volume, its sales history (such as being loyal or not), and the time of purchase. High-volume customers might get special discounts, users of old product versions might get discounts on new product versions, and so on. Another way to customize prices is through customizing the product, with additional product option leading to higher prices. Communication According to Logman (1996) points out that, especially in todays rapidly changing business environment, customers may have different information needs. Some might want to be informed about new product versions, whereas the others are interested in information about possible upgrades of old product description. The Price-sensitive customers may be interested to some extent in promotional information, whereas the quality-sensitive customers may be interested in product information. To meet the individual information needs, a firm can either communicate directly to the customers or adjust its information (such as through direct mail) or else it can offer a customizable information system that allows customers to find the preferred information easily. The World Wide Web is the most salient instance of the latter framework, with clientele selecting from corporate Web sites. Distribution and Logistics Customers now have much more freedom in choosing the logistics and methods of distribution to fit their detailed requirements. They can determine when, where, and how they want goods to be delivered; they can even state the manner in which they want goods to be handled before and after the delivery. Gilmore and Pine (1997) refer to this as the representation requirements. After-Sales Support and Costs Like many products, services can also be bundled into a customized service parcel. In numerous industries, customized augmented solution that includes both product and service are offered. In b to-b markets, such as in the mainframe computer business, sales contracts frequently cover agreements on product maintenance, substitution, and so on. By using a remote control system that permits diagnosis and possible remedy of product defects from a distance, customers after-sales costs may be condensed. Nashuatec does make use of such a system in the fax business. The Web provides another chance in this direction. By transferring video images of a product performance, product failures can be detected. After-sales costs, to some extent, can be customized by end users. Someone who buys a fresh car may decide to opt for lower energy costs by driving at a reasonably price rate of speed. A company may manufacture a copy machine that is simple for customers to maintain and repair themselves. Service costs are thereby condensed and the customers after sales cost perceptions may be positively influenced. CUSTOMIZED OR CUSTOMIZABLE: A TRADE-OFF? Businesses clearly have two alternatives when it comes to producing and marketing a product or a service: either going for the customize marketing mix instruments or let the customers themselves do it. The choice depends on numerous considerations. Finally, a firm must think about the independencies and interdependencies of its marketing mix decision. Can it present customized final product while offering a customizable information network for after-sales communication? Does price customizability results from product customizability? Can experienced computer users design their personal PCs from a list of options of standard components at a price that seems suitable to them? Will customizing methods of distribution affects price? With marketing practices in such a flux, companies are ever looking for innovative solutions to customize their ways of offering products and services. Using the framework provided here allows marketing practitioners to assess different customization options for their marketing mix instruments. But some warnings are in order. When a firm chooses to customize the marketing mix at its own, it should take care to make sure that its marketing policy is transparent and clear-cut to customers. Offering inconsistent solutions to diverse people may be seen as giving special treatment to some while discriminating against others and offering inexpert customers a do-it-yourself customizable product or service might be able to result in confusion, dissatisfaction, or even in a disaster. Along with the advances in technology that facilitate both customization and customizability comes with a new array of challenges. But careful decisions based on a proper framework for assessing the options can result in a marketing mix that draws closer to providing everything to every customer. 3.2 Brand Equity: 3.2.1 Brand Equity Definition Concept: According to Philip Kotler and Gary Armstrong, Brand Equity is defined as how much is a brand worth of? Brand equity refers towards the value of the brand. Brand equity does not develop immediately. A brand needs to be cautiously nurtured and marketed so customers feel real value and trust regarding that brand. Nike, Adidas, Harrods, all have high brand equity. These brands command high awareness and consumer loyalty. But how much are these brands really worth? It is hard to put a value on these brands. But how much is a pair of Nike trainers worth without the logo on it? According to Scott D. White, Brand equity can be defined in many diverse ways. He has developed an easy, yet dominant definition of brand equity. For a brand to be strong it must achieves two things over time: i.e. retain current customers and attract new ones. To the amount, a brand does these things well, it grows stronger versus opposition, and delivers more earnings to its owners. Flouting down the definition of brand equity into its two components, one can more easily determine a dependable way to measure the brand equity, and to track changes in brand equity over time. The components of retention, brand equity, and attraction of customers, stem from people experiences with and perceptions of a brand. The ability to keep customers is largely experiential. A high equity brand displays stronger levels of customer satisfaction and loyalty. History has shown that customers will continue to buy a brand that can offer them their moneys worth. The ability to create a center of attention for new customers is largely perceptual. Because consumers do not have actual brand experience and they must go by what they hear, see and judge about a brand. The two primary ways through market receives this information is by messages controlled by marketing, such as the advertising and PR efforts and as well as uncontrolled messages such as the press stories and word of mouth. 3.2.2 Brand Equity Variables: 3.2.2.1 Brand Awareness: Brand awareness is a marketing concept that measures customers knowledge of a brands existence. At the aggregate level, it refers to the amount of consumers who know of the brand. Measurement driven conceptualization: Brand awareness is the degree to which a brand is associated with a particular product and is documented by potential and existing consumers either positively or negatively. Formation of brand awareness is the main goal of advertising at the beginning of any products life cycle in the target markets. In fact, brand awareness has influence on the buying behavior of a buyer. All of these calculations are at best approximations. A better complete understanding of the brand can occur if numerous measures are used. Brand equity is the positive effect of the brand on the differentiation between the prices that the consumer accepts to pay when the brand known compared to the value of the benefit received. 3.2.2.2 Brand Association: Brand Associations are not the benefits, but they are the images and symbols associated with a brand or a brand benefit. For instance- The Nike Swoosh, Nokia sound, the Film Stars as with Lux, signature tune the Ting-ting-ta-ding with Britannia, Blue color with the Pepsi, etc. Associations are not the reasons-to-buy but provide contacts and differentiation that is not replicable. It is relating perceived qualities of a brand to a known unit. For example- Hyatt Hotel is linked with the luxury and comfort; BMW is linked with sophistication, and superior engineering. The most popular brand associations are with the possessors of a brand, such as Mr. Bill Gates and Microsoft, Reliance and Dhirubhai Ambani. Brand associations are formed on the following basis: Customers contact with the organization and its employees; Advertisements; Word of mouth publicity; Price at which the brand is sold; Celebrity/big entity association; Quality of the product; Products and schemes offered by competitors; Product class/category to which the brand belongs; POP ( Point of purchase) displays; etc Positive brand associations can be developed if the product which the brand depicts is durable, and desirable. The consumers must be persuaded that the brand owns the features and attributes that can satisfy their needs. This can lead to consumers having a positive impression about the product. Positive brand association helps a business to gain goodwill, and hinders the competitors entry into the market. Brand association is anything which is deeply seated in consumers mind about the brand. Brand should be linked with something positive that can help customers to relate your brand being positive. Brand associations are the qualities of brand which come into customers mind when the brand is talked about. It is associated with the implicit and explicit meanings which a customer relates or associates with a specific brand name. Brand association can also be defined as the extent to which a specific product/service is familiar within its product/service or category. While selecting a brand name, it is necessary that the name chosen should emphasize a significant attribute or benefit that forms its product positioning. For example Power book. 3.2.2.3 Brand Impression/ Perception: Brand perception is actually how the public (the ones you are relating to) sights the product. Its the desired team shirt a football fan wears on Sundays. Bands poster hung in a teenagers room. An opinion voiced to a buddy. Brand experiences and perceptions are developed over time through a mixture of sources, including: Previous experience with the brand Interactions with sales, customer service, and other employees Recommendations from friends and colleagues Reviews by reputable sources Advertising Brand managers need to know that how consumers perceive and select the brands in specific product categories and market segments. One also need to know that what is important to consumers when making a brand decision, where consumers get the information about products and services, and what consumers think about your brand. 3.2.2.4 Brand Attachment: Brand attachment is what you vie for. It is critical not only to get your target customers make a purchase from you, but also to make them empathize with your brand. People are often inclined to award things with human characteristics and emotions. That is precisely what you want them to do. Making your brand more personal and you will get a chance to win your consumers lifelong loyalty and passion. Brands are shaped to distinct products from their competitors and join their consumers to them by building up their loyalty. Product promotion cannot be a easy and dull process of making profit. In order to have success, it has to affect both the rational and emotional aspects of human nature. A product selling, based only on their normal benefits and qualities, is not probable any more. As a high competition level makes it to be so. Therefore, brands need somewhat more to attract customers to their products. 3.2.3 Brands and brand equity: definition and management by Lisa Wood: According to Lisa Wood, an attempt to define the relationship between consumers and brands produced the term brand equity in the marketing literature. The idea behind brand equity has been debated both in the accounting and marketing literatures, and has also highlighted the importance of having a long-term focus within the brand management. Although there have been major moves by companies to be strategic in the way that the brands are managed, a lack of common terminology and philosophy within n between disciplines persists and may deter communication. Brand equity, like the concepts of brand and the added value has been discussed in the section headed the brand construct has proliferated into numerous meanings. Accountants tend to describe brand equity differently from marketers, with the idea being defined both in terms of the relationship between consumer and brand or as something that accrues to the brand owner (the company-oriented definitions). According to Feldwick (1996) simplifies the diversity of approaches, by providing a classification of different meanings of brand equity as the total value of a brand as a separable asset ; Â ± when it is sold, or included on a balance sheet; A measure of the strength of consumers attachment to a brand A description of the associations and beliefs the consumer has about the brand. The first of these is often known as brand valuation or brand value, and is the meaning generally accepted by financial accountants. The concept of measuring the customers level of attachment to a brand is known as brand strength (synonymous of brand loyalty). The third could be called the brand image, though Feldwick (1996) did use the term brand description. When the marketers use the term brand equity they tend to mean the brand description or the brand strength. Brand strength and brand description at times referred to as the customer brand equity to distinguish them from asset valuation meaning. Brand description is different because it would not be expected to be quantified, whereas the brand strength and brand value are considered quantifiable (though the methods of quantification are not covered by this article). Brand value may be thought to be separate as it refers to the actual or notional business transaction, while the other two focuses on the customer. There is an unspecified relationship between interpretations of the brand equity. This connection implies the causal chain. 3.2.4 Managing Brand Equity in Rapidly Changing Markets by Carol Holding: Several years ago, brand equity received the ultimate accolade in a capitalist society: a dollar value- sometimes listed with other intangible assets in the annual report. The highest valued brand today is Coca Cola. Its value according to Financial World is $39 billion. Thats the extra margin people will pay to get the real thing over a generic brand. On the other hand, IBMs brand, though third in value this year, was by one estimate actually negative last year. In other words, if you put the IBM logo on the product, it actually reduced the value of that product versus an unknown brand. Both of these companies, Coca Cola and IBM, have gone through enormous change, yet one managed to build its equity and one lost it. Though each companys management decisions and style had something to do with the outcomes, they also faced different types of rapid change, one far

Vices and Virtues :: essays research papers

Rene Descartes once said, â€Å"The greatest minds are capable of the greatest vices as well as of the greatest virtues.† This idea rings true in Richard Connell’s â€Å"The Most Dangerous Game†. First published in 1924, this short story follows Sanger Rainsford, a hunter from New York City, on a ship from America to Rio de Janeiro. In the middle of the Caribbean Sea, Rainsford falls overboard and hastily swims to a nearby island. He comes upon another hunter’s mansion on the island, and soon discovers that this hunter is more dangerous than he had ever imagined. Rainsford finds his life in great danger, and must outwit the hunter, General Zaroff, to survive. Using techniques he had learned hunting, Rainsford evades Zaroff, and his persecutor is fed to the dogs. Rainsford returns to the mansion, rid of Zaroff. This essay will argue that Rainsford does not remain on Ship Trap Island, and that the events that occurred there persuade him to give up the hunt.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the story, it is made painfully obvious that Rainsford has no respect for the animals he hunts. In the opening of â€Å"The Most Dangerous Game,† Sanger Rainsford is standing on the deck of a ship, philosophizing with a fellow hunter named Whitney. Whitney says, â€Å"I rather think [jaguars] understand one thing—fear. The fear of pain and the fear of death† (1). Rainsford replies, â€Å"The world is made up of two classes—the hunters and the huntees. Luckily, you and I are hunters† (1). In this way, Sanger Rainsford proves he does not understand the fear of being hunted. This belief leads him to believe that hunting is a fine sport, and that he need not consider the feelings of the game he hunts. Later on in the story, however, Rainsford’s feelings contradict this idea.   Ã‚  Ã‚  Ã‚  Ã‚  While Sanger Rainsford is being chased by General Zaroff, he begins to feel the terror of being hunted. Connell writes: The general was playing with him! The general was saving him for another day’s sport! The Cossack was the cat; he was the mouse. Then it was that Rainsford knew the full meaning of terror. (14) Now that he sees that his life is in certain danger, he begins to use traps to outwit General Zaroff. Beginning to feel like game himself, Rainsford believes his mind is his only way out. He must realize, then, that the animals he hunts do not have this defense, making hunting as a sport much more inhumane than he ever thought possible.

Capital Punishment Essay - True Justice Through Application of the Deat

True Justice Through Application of the Death Penalty      Ã‚  Ã‚   The death penalty, as administered by states based on their individual laws, is considered capital punishment, the purpose of which is to penalize criminals convicted of murder or other heinous crimes (Fabian).   The death penalty issue has been the focus of much controversy in recent years, even though capital punishment has been a part of our country's history since the beginning.   Crimes in colonial times, such as murder and theft of livestock were dealt with swiftly and decisively ("The Death Penalty...").   Criminals were hanged shortly after their trial, in public executions. This practice was then considered just punishment for those crimes.   Recently though, the focus of the death penalty debate has been on moral and legal issues.   The murderers of today's society can be assured of a much longer life even after conviction, with the constraints of the appeals process slowing the implementation of their death sentence.   In most cases, the appeal pro cess lasts several years, during which time criminals enjoy comfortable lives.   They have television, gym facilities, and the leisure time to attend free college-level classes that most American citizens must struggle to afford.   Foremost, these murderers have the luxury of time, something their victims ran out of the moment their paths crossed.   It is time this country realized the only true justice for these criminals is in the form of the death penalty.   The death penalty should be administered for particularly heinous crimes.    Opponents of capital punishment are outspoken and vehement in their arguments.   They believe the death penalty does not does not deter crime.   They also hold the opinion that endin... ...l Punishment:   Give It a Chance."   Pro-Death Penalty.    http://www.clas.virginia.edu/~fdc4k/brinkers.html   (7 Apr. 00) "The Death Penalty - An Eye for an Eye"   ACLU.   http://www.aclu.org/library/pbp8.html   (17 Apr. 00) Fabian, Nicholas   "A Review of Capital Punishment:   Is the Death Penalty a Deterrent Against Crime?"   Pro-Death Penalty.   http://webcom.net/~nfhome/capital.htm  Ã‚  Ã‚   (20 Apr. 00) "Issues and Controversies:   The Death Penalty"   Issues and Controversies on File. http://www.facts.com/cd/i00015.htm#100015_b   (20 Apr. 00)    Sharp, Dudley   "Death Penalty and Sentencing Information in the United States"   Pro-   Death Penalty.   http://www.prodeathpenalty.com/DP.html   (17 Apr. 00) Snell, Tracy   "Capital Punishment 1995"   U. S. Department of Justice.   http://www.ncjrs.org/pdffiles/cp95.pdf   (20 Apr. 00)

Edgar Allan Poe :: English Literature Essays

Edgar Allan Poe When picking a topic for my research paper. I thought of many different ideas. I started to think about my interests is reading literature, and I decided to write about my favorite author Edgar Allan Poe. This paper is going to look at Poe from a psychological perspective. There seems to be few attempts to look at the psychological causes of humor in Poe’s work, and how his personal life may have had an impact on his writings. Many of Poe’s tales are distinguished by the author’s unique grotesque ideas in addition to his superb plots. In an article titled â€Å"Poe’s humor: A Psychological Analysis,† by Paul Lewis, he states: â€Å"Appropriately it seems to me, that to see Poe only as an elitist whose jokes could not be grasped by a general audience is to sell him short. He does not deny this elitist side of Poe; but he holds for a broader, more universal less intellectual humor that screams out from the center of Poe’s work. (532) This arti cle provides important insight to understanding the nature of the humor and its relationship to the overwhelming horror in some of Poe’s work. Lewis’ believes that humor and fear have a special relationship in Poe’s tales. Humor, taken to its limits, leads the reader to fear. He says, â€Å"Over and over, when humor fails, we are left with images of fear: the raven’s shadow, the howling cat, the putrescence corpse, or the fallen house. (535) According to Lewis, in The Black Cat and Ligeia, he argues that are first impressions of the narrators are half comic. â€Å"We are led gradually away from this humor into an expanding horror of men driven to acts of obscene cruelty. The combination with humor and horror occurs differently in Hop Frog where cruelty and joking co-mingle. (537) To agree with Lewis, I feel what happens in this tale is not just that cruel jokers are destroyed by a cruel joke but that joking itself gives good way to horror, as the cruelty of joke destroys its ability to function as a joke. The appeal of Lewis’ article about psychological insight of Poe rings true. I agree that fear and humor are linked together in Poe’s tales. I have seen it in hospitals, and at funerals, or even when humor helps pass the time during a threat of a destructive storm or when a flood threatens us.

Major issues in second language classroom research Essay

Chapter one is all about the major issues in second language instruction that arose during classroom research. There are four general issues concerning the effectiveness of the classroom instruction that was mentioned. The first issue is entitled â€Å"Learning from instruction† which concerns Krashen’s extensive analysis of the role of instruction within his framework of interpreting L2 acquisition, wherein he views the effects of instruction as limited, however: the classroom should function to provide the learner with comprehensible target language (TL) input in an affectively supportive climate. The second issue is entitled â€Å"Teacher talk† the main goal of this research has been to determine what makes teacher talk an aid to learning, the initial approach of this research has been to describe the features of L2 teacher talk which distinguish it from speech to L2 learners in non instructional settings. The third issue is entitled â€Å"learner behavior†, both the teacher and the learners have been investigated not only their linguistic behavior but their learning strategies and social interactions with other learners have been the target of research. Some researchers have placed great emphasis on finding out whether the learners are viewed as being in control of their own learning. The last issue is entitled †Interaction in the classroom †, interaction is viewed as significant because it is argued that 1) only through interaction can the learner decompose the TL structures and derive meaning from classroom events, 2) interaction gives learners the opportunities to incorporate TL structures into their own speech. In chapter one the four major issues were introduced, because in the chapters that will follow, each chapter will treat the issues just outlined in greater detail. Chapter 2: Classroom research methods. Chapter two presents the principal studies and concepts that have elaborated the methodology for observing and analyzing classroom instruction and interaction. Several approaches were mentioned in this chapter, majority of it is the methodological approaches. Methodological approaches to the study of L2 classrooms are extremely varied, reflecting both a great diversity of research questions and purposes, and a range of theoretical perspectives on the conduct of research. There is a continuous give-and-take between the success and failures of quantitative and qualitative approaches to portray and explain precisely the processes and products of classroom interactions. These approaches have followed methods adopted by researchers in native language schooling or other sociological and sociolinguistic studies of communicative interaction. In this chapter these methods were described with regard to their capacity to extract and validate generalizations about social and linguistic processes occurring in L2 classrooms. Chapter 3: Teacher talk in second language classrooms Chapter three surveys research on the linguistic and discourse characteristics of teacher speech to L2 learners. This chapter reviews research that has investigated second language classrooms in terms of teacher’s language use in the classroom, especially the characteristic features that differentiate speech to nonnative speakers from that to native speakers. It was also mentioned here the four modifications in teacher speech which are: first is the modifications of speech rate, prosody, phonology, wherein the researchers that were involved , found teacher’s speech to second language learners to be slower, in comparison with other contexts and conditions. Second is the modifications of vocabulary, where they claim that both non teachers and teachers tend to use a more basic set of vocabulary items in their narratives told to L2 learners. Third is the modifications of syntax, it is by far one of the most investigated and quantified characteristics of teacher talk has been teacher’s syntactic modifications. These can be grouped into five types: measures of length of utterances, measures of subordination, measures of markedness, measures of grammaticality, and measures of distribution of sentence types. And the last one is the modification of discourse, which has two categories: the framing moves, where the only significant difference in framing moves was that visiting teachers used more, compared with the regular teachers. The second category is the self-repetition, where on the assumption that repetitions may provide the learner with more opportunities to process information or follow the teacher’s model. In this review, a variety of teacher behaviors have been described and compared across different contexts. Chapter 4: Learner behavior in second language classrooms Chapter four reviews research on the characteristics of learner behavior- participation and speech. They consider research on the contribution of the learner acquisition of a second language. Classroom researchers have focused on learner’s verbal and social interactions and have inferred learning strategies from learner’s behavior in such interactions. There were also hypotheses in the data and tentative conclusions about relationships to learning that are described in this chapter. These hypotheses will form the basis for organizing the results of studies on learner behavior. Research on learner’s classroom behaviors addressed several major hypotheses. In addition, a final section of this chapter examines studies of learner’s learning strategies, a relatively recent area of investigations in second language classroom research. As for learner strategies, there are clearly fruitful topics for further research. It is evident that the strategies identified to date constitute a very mixed set of phenomena, not all of which can be investigated under classroom conditions. Chapter 5: Teacher and student interaction in second language classrooms Chapter five describes research on teacher-leaner interaction. In this chapter several of the factors that have been considered to influence the quality and quantity of teacher-student interaction are examined. The interaction which occurs as a result of these factors is described, and some of the likely consequences of the interaction for learners are suggested. In the view of many researchers and practitioners, conversation and instructional exchanges between teacher and students provide the best opportunities for the learners to exercise target skills, to test out their hypotheses about the target language, and to get useful feedback. The classroom research has shown that teachers may be less likely to address L2 learners when they are mixed with native speakers. It has also been revealed that teacher’s different questioning strategies may be either helpful for inhibiting of communication in classrooms. The greatest error teachers make may be the assumption that what occurs as †correction† in the classroom interaction automatically leads to learning on the part of the student. The nature of interaction in L2 classrooms is perhaps the most critical issue concerning formal second language learning, and although the research cited in this chapter suggests important ways in which current instructional practice may be both effective for and detrimental to promotion of TL skills, the complete picture remains to be developed. Chapter 6: Learning outcomes Chapter six draws together all of the foregoing research, as well as other studies, to determine the state of knowledge about learning outcomes resulting from teacher’s and learner’s classroom interaction. This chapter will review research on L2 classroom processes that have a potentially positive effects on learner’s perception and incorporation of the forms and functions of the target language. It should be clear that there is substance to the view that classroom instruction will aid L2 acquisition. The direction of results in the few large-scale classroom studies favors slightly a focus on form or explicit talk about grammar. Research on outcomes of learner production and teacher-learner interaction, suggests furthermore that other factors in classroom learning may contribute greatly to acquisition. Some of these factors may underline or interact with the effects noted in this section. The research reviewed here concerning the TL learning effects of interaction in L2 classrooms is limited in its conclusions, yet highly suggestive for further research. But still there are many research that remained unsolved, but hope that in the future many of these will be once and for all solved. Chapter 7: Directions for research and teaching As the last chapter it is obvious that the major findings of the research will be summarized, and that implications for further research and teaching in second language classrooms will be suggested. Despite the increase of classroom-oriented research in recent years, few can be made with great confidence because of the difficulty of synthesizing. When all the research has been carefully analyze it has been shown that research is lacking in consistent measures of classroom processes and products. Sometimes inadequate in design to address critical research question. It is also incomplete in its quantitative or qualitative analysis, which leads to a need of greater theoretical specification of the constructs and relationships to be investigated. A discussion of these methodological issues is to be carried out before any future directions are suggested. In this chapter it was also pointed out the areas for future research on classroom reading, outline major implications for curriculum planning and L2 instruction, and lastly to suggest ways of achieving greater consistency across classroom research studies. The reason of pointing these out is because, it makes it more easier for future researchers to find answers. Summary Since the 1960s, there has been an increasing attempt in research on teaching and learning from instruction to relate the major features of teacher and student behavior in classrooms to learning outcomes. The research in this book deals with the nature of the teacher and student behavior in real classroom. Using this set up , researchers were able to observe and analyze what is really the nature of the teacher and the student’s behavior. They were able to determine what are the factors that can affect a L2 learner in acquiring language. They were focused on the learning and acquisition of the L2. In the first chapter, they discussed the major issues that arose during the research. The chapters that follows, the primary research studied is that conducted in L2 classrooms, in simulations of language classrooms, or in semi-instructional, tutoring interactions between teachers or L2 speakers and language learners. Many theories, hypotheses and approaches were formed and used in these research. But there was a memo in the start of the chapter, it says that the fact that this book is reviewing research on the preceding issues does not guarantee that the research will provide unambiguous answers to them. It’s because the research that was done in this book has not yet been proven to be accurate. The purpose of this book has been to attempt to elucidate the critical issues and findings of research in and about second language classrooms. While the studies reviewed here clearly are not always as rigorous or convincing as we would like, the past ten years of classroom-oriented research is impressive in the breadth and depth of study of a variety of issues, when virtually every study was groundbreaking in one respect or another- methodology, research questions, population studied, analytical techniques applied. At the same time, second language instruction has been gaining importance, as more people throughout the world find the need to acquire one or more second languages. There is diversification in the specific purposes of language instruction, an increase in language schools and programs, and an expansion in training programs for second language teachers, researchers, and program developers. For these reasons alone, second language classroom research has an important role to play. Reflection I think this book is quite the catch. Especially if you are an English major like me. This book helped me to understand a bit more the importance of second language acquisition. I already know from my ESL/EFL class that learning a second language is important, but this book made me realize that acquiring a second language will be very advantageous for me. Because if I learn my second language perfectly, I know that I will be more confident in myself. And that I can be globally competitive. This book does not only talk about second language acquisition, it also talks about classroom-oriented research. In the classroom-oriented research they tackled the nature of the teacher and the behavior of the students. They wanted to know what are the factors that affect the L2 leaner in acquiring language and how can they overcome these if they were to be problems, and how can they improve it if it were a solutions. In this book there were also hypotheses theories, and approaches that were formed and used. The setting that was used is the classroom, and that the main subjects are the teachers and the learners. This book is a big help in understanding second language acquisition. Although some words are a bit hard to understand , I will still recommend this book to anyone who is interested in learning and acquiring a second language. And also to my fellow majors, because I know this book will be a big help in our studies.

Fundamental Principles to Adult Education Essay

Adult education’s principal and fundamental principle is to harness and enhance adult individual’s skill and knowledge to be productive contributors to the society. Adult learners are provided then with programs and adult education movement for granting more opportunities for their advancement, as their success is regarded as the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. Fundamental Principles to Adult Education Being a teacher of a particular credit-based community college course is a very serious and tedious task. Since there would be a variety of 35 students’ whose age range vary from 17- 70 years old, this would certainly mean a† big challenge† for the instructor’s part, in order to teach and provide learning effectively. Malcolm S. Knowles, a prominent writer and instructor, advocated the theory of non-formal (informal) andragogy or adult education in the United States. He taught various principles and wrote numerous detailed accounts discussing on how to facilitate learning especially for the adults. Applying clinical Rogerian psychology in his writings and teaching; in result, he was able to train his students to acquire the attitude of being self-motivated. Furthermore, Knowles initiated the interest for implementation of informal adult education and he differentiated the advantages of the informal education, to the standard, traditional formal education. According to Knowles, formal education are mostly implemented and commonly used in secondary educational schools, commerce schools, and universities; whereas in informal adult education, students are just likely to complete credits on particular vocational or training courses and their classes are to be held on â€Å"community center unions, and other industries and even churches. Moreover, formal education requires that of being stable for completion of long term four-year course or more; when the latter (informal education) serves to be more temporary and flexible. However, it does not mean that informal education is not serious, the system just purports to be flexible enough to meet the needs of the adults who may be busy with their lives (job, family, religious and other activities). And these cases meet the demands of several adults who would want to re-educate themselves and to refresh their knowledge and learning from their vast experience, or to simply increase and gain more knowledge and training from their desires course of interest. In brief, Malcolm Knowles acknowledged the increasing demand and importance of adult education in the present 20th century. Knowles objective of real learning in adults, he emphasizes that an adult learner should acquire self-concept, readiness to learn, experience, orientation towards learning, and especially, the motivation to learn (Smith, 2002). On the other hand, a professor in New Zealand named, T. A. Hunter, also propounded the proliferation and development of an adult education movement. Hunter’s principle of education is grounded on his belief that education is depicted to the successful adjustment of a man to physical and social changes in one’s environment. His blueprint for adult education is the successful integration of biological, physiological, sociocultural, and cognitive knowledge derived from the informal training or education (Hunter, 1929). Adult education should mainly function to harness and enhance adult individual’s skill and knowledge. Adult learners at the same time should still be given the opportunity for advancement since their success is the society’s growth as well. Adult learners should be educated not only for increase of knowledge but also for gaining more integral values as they were expected to give more of themselves and contribute in productivity of the society they belong. In addition, this adult education is more of an inspiration among individuals who are in search for more adequate and applicable learning, and is regarded as an opportunity to success with one’s endeavors and purpose of serving the society (UNESCO, 1960). Fundamental principles of adult education then, should be grounded on the â€Å"realistic† and objective goal of learning. Education as embedded in the infinite realm of knowledge should be available to everyone regardless of age, sex, race, ethnicity, and culture. Adult education, as it plays a significant role and is the demand of most populace, should be taken seriously to address the learner’s need for proper, adequate, and effective learning. Moreover, there is a call for the government, to increase attention for the provision of the proper adult education. Increase of funding for the adult learners’ facilities, venues, and other learning tools is urgent to make this effective learning possible (UNESCO, 1960). References Hunter, T. A. (1929, July 1). Adult education. The New Zealand Railways Magazine, 4, 3. Retrieved from October 13, 2008, from http://www. nzetc. org/tm/scholarly/tei- Gov04_03Rail-t1-body-d7. html Smith, M. (2002) Malcolm Knowles, informal adult education, self-direction and Anadragogy. Tthe encyclopedia of informal Education. Retrieved October 13, 2008, from http://www. infed. org/thinkers/et-knowl. htm UNESCO. (1960). World conference on adult education. Retrieved October 13, 2008, from http://www. unesco. org/education/uie/confintea/montre_e. pdf