Saturday, August 31, 2019

Marketing Segmentation, Targeting and positioning of Burger King Essay

Background The following is the analysis the segmentation, targeting positioning of Burger King. Burger King Corporation is founded by James McLamore and David Edgerton, beginning the legacy of flame-broiled beef and commitment to quality ingredients and friendly service. BURGER KING is the second largest fast food hamburger chain in the world. Nowadays, more than 11 million guests visit BURGER KING Restaurants around the world. When back to early 2004, their sales profit starting to slump. Burger King’s CEO had change their advertising agency CPB and amend their marking strategy to gain their revenue. Market Segmentation Markets consist of buyers, and buyers differ in one or more respects. They can be divided by demographic factors, geographic factors, and behavioral factors or by psychographic factors. Any of these variables can be used to segment a market. Seller can design a separate product or marketing program potential customer. Burger King have dividing their market into demographic factors, geographic factors, psychographic factors and behavioral factors. As geographic factors, Burger King are dividing the customer by region , they located in USA since 1954.On June 30, 2004, Burger King had 7,976 store all around in USA, the local people can just came by their neighborhood to enjoy their meal. As demographic factors, they dividing the customer by young male, kids and family. Burger King Start to use a logo which is a man sitting on a hamburger and holding a soft drink to represent their company in 1955.In 1960, Burger King transformed their logo from a man into an animated cartoon character t hat a kid wearing a crown in their television advertisements, introducing children to BURGER KING with the famous slogan, â€Å"BURGER KING ®, Where Kids Are King!† In order to take the kids as potential customer, Burger King had to including the parents which pay for the children‘s meal at the same time. Burger King started The HAVE IT YOUR WAY ® marketing campaign revolutionizes the fast food industry by encouraging customers to customize the ingredients of all BK ® sandwiches to fits the whole family member need. As behavioral factors, Burger King dividing the customer by benefits by speed and economy, regular occasion and regular  user, a fast food restaurants which affordable food products that can be prepared and served within a short stipulated amount of time. As y psychographic factors, Burger King dividing the customer by lowers social class and working class, which they will buy their meal in a fast food restaurants quickly and take away their food then they can able to back to work. Market Targeting Market segmentation reveals the market-segment opportunities facing the firm. The firm now has to evaluate the various segments and decide how many and which ones to targets. A development of a marketing max which can then be directed at a particular unique segment. Burger King are using concentrated targeting in the case, it means concentrates on serving many needs of a particular customer group. Burger King‘s advertising agency CPB advice to using The HAVE IT YOUR WAY ® as the theme and begins to experiment with humorous web marketing campaigns, such as the Subservient Chicken. CPB designing a web site which allowed visitors to type in commands that a man dressed like a chicken executed. This is targeting the demographic group with young adult market, notably among young males which they do not watch television commercial and surfing on internet all the time, they are willing to try new things. The most important thing is they will share the fun news with their friend and family, it can let the campaign became word of mouth and spread it all over the world. In 2005, CPB created a faux heavy metal band called Coq Roq to launch the new product chicken fries by Web site, music videos, t-shirts, CDs, and ring tones, this is also targeting the same demographic group. It shows that Burger King are just target on segment within the total market. Market Positioning Market positioning is the process of communication the brand to the target customers in such a way that can easily recognize where it fits with competing products. Burger King had targeting young adult market, notably among young males market. They position their market as serving high-quality, great-tasting, and affordable food. Compare with their mainly competitor McDonald are targeting kids and families, they had a different targeting audience. McDonald also serving affordable food, but them serving  the customer differently, Burger King promise their customer can HAVE IT YOUR WAY ®, customer can customize the ingredients of all BK ® sandwiches, with the similar pricing of food, Burger King having better service quality. When their competitor McDonald only provide snacks like French fries and chicken nuggets, Burger King had both products and they provide onion rings, Burger King had provide more variety choice for their customer. Conclusion: In conclusion, Burger King had using the marketing strategy to maintain the second largest fast food hamburger chain in the world. Burger King using concentrated targeting with the young adult market, notably among young males, Burger King does not require the use of mass production, mass distribution, and mass advertising. Burger King had gain the big success. There is still a disadvantages, they have abandon the female market and the other potential customer. The whole world trend has encourage people to eat healthy food, the entire fast food hamburger chain had facing the challenge. The time had change, female are the next global emerging market, their economic power is truly revolutionary, representing the largest market opportunity in the world. Probably Burger King should targeting the female market, create a new brand with brand new healthy food menu, they even to serve coffee and desserts, and held up the charity function or donation to develop a positive image. Referencing: Philip Kotler, 1994. Marketing Management: Analysis, Planning, Implementation, and Control (The Prentice-Hall Series in Marketing). 8th Edition. Prentice Hall. BPP Learning Media, 2012. CIM – 1 Marketing Essentials: Study Text. Edition. BPP Learning Media. About BK ® | Company Information | BURGER KING ®. 2014. About BK ® | Company Information | BURGER KING ®. [ONLINE] Available at: http://www.bk.com/en/us/company-info/about-bk.html. [Accessed 02 April 2014]. .2014[ONLINE]Available at:http://investor.bk.com/download_arquivos.asp?id_arquivo=E1719FB0-8AC7-4769-A163-6CDD72847D64. [Accessed 02 April 2014]. Burger King – Subservient Chicken – YouTube. 2014. Burger King – Subservient Chicken – YouTube. [ONLINE] Available at: https://www.youtube.com/watch?v=bBsEJKRM-oQ.

Friday, August 30, 2019

Evolution of Leadership Models

What is leadership? And how has the theory on leadership developed? Greenwood (1993) paints an interesting if somewhat surprising picture as he reviews the development of leadership theory from the turn of the twentieth century onward. Greenwood (1993) describes how in the early 1900s the Father of Scientific Management, Frederick Taylor while not directly writing about leadership in his description of the role of the supervisor introduced the matter of traits and its link to situation.He did so as he described the ideal traits to be found in an effective foreman even while acknowledging that no one person would have all those characteristics and so there was the need for by dividing the work into specialized areas. Further, from the nineteenth century Thomas Carlyle examined the characteristics of great men â€Å"positing that the rise to power is rooted in a heroic set of personal talents, skills or physical characteristics† (Heifetz, 1998:16).At the start of the twentieth c entury, other scholars (Bird, 1940, Tead and Metcalf, 1920, Barnard, 1938), also affirmed that successful managers have certain traits. However, in 1948 Stogdill’s seminal work highlighted the inconsistencies in the trait theory studies significantly dismantled the theory noting that: The evidence suggests that leadership is a relation that exists between persons in a social situation, and that persons who are leaders in one situation may not necessarily be leaders in other situations†¦. Stogdill, 1974 cited in Greenwood, 1993:7Interestingly, Davis (1934) referring to traits noted there was no checklist for success but stated that leadership characteristic â€Å"they are necessarily a function of the characteristics and requirements of the leader and the particular situation, as well as the innate capacities of the executive himself† (Davis, 1937 cited in Greenwood, 1993:8). By 1955 Koontz and O’Donnell building on his work posited that the trait theory was of little promise noting that leadership involved the power of persuasion upon followers and that the quality of leadership was impacted by certain nvironmental factors. Leadership theory was also influenced by human relation considerations, which emerged around about the same time. These thinkers made the link with leadership as it relates to the leader’s ability to connect with people, to empathise, develop teams and to delegate and emphasized that the follower was central and leadership focused on the needs of the follower. So while the movement did not develop a leadership theory it introduced the linkage between individual needs, observations and group dynamics and appropriate styles of leadership behavior.Blake and Mouton challenged Davis’s theory of behavior stating that â€Å"the dimensions needed for an effective description of operational conduct are attitudinal variables, not behavior variables† (cited in Greenwood, 1993:13). Using the managerial gri d and attitudinal variables the writers posited that there was one best way to lead but differing tactics depending on the situation. This premise is not supported by the situational theory, which focuses on many leadership styles which depends on the situation.In many ways situational theory is a convergence of many schools of thought; although the path to its development has been ‘messy’ and sometimes circuitous. The theory is based on â€Å"leadership effectiveness †¦ strongly tied to a leader being demanding and simultaneously sensitive to the needs of the followers† (Greenwood, 1993:14). It predicts leadership performance based on interaction between leadership personality and the leaders control of the situation. In this regard, the theory is a variance with Blake and Mouton’s view of one best style.Tannenbaum and Schmidt’s (1973 ) classical work supports the contingency theory and described seven leadership styles, which were employed de pending on interrelatedness of three key issues: forces in the manger, the subordinate and the situation. As noted by the writers. the successful manager of men can be primarily characterized neither as a strong leader nor as a permissive one. Rather, he is one who maintains a high batting average in accurately assessing the forces that determine what his most appropriate behavior at any given time. Tannenbaum and Schmidt (1973:180) Situational Model versus LMXThe situational approach has evolved into a situational leadership model, which combines the four styles of leadership linked with the nature of the task and the performance readiness of the individuals to determine the most appropriate leadership style. Performance readiness is based on two principal issues ability and willingness. By combining the leadership styles with performance readiness continuum matrix one is able to match performance readiness with leadership style. So for instance a low performance readiness (R1) wou ld require a telling style (S1) (Hersey, Blanchard & Johnson, 2008).The work of Armenakis, Harris & Mossholder (1993) writing on creating readiness for organisational change provide a framework of readiness and urgency, which is related to the Situational Model and supports the premise that readiness is linked to leadership style. On the other hand, the LMX theory (Graen & Uhl-Bien, 1995) is a more recent theory, which examines the three domains of leadership; that is leader, follower and relationship in order to increase predictability of leadership practices. It incorporates operations and relationship in the leadership process.However, Stage 3 Leadership Making and Stage 4 – Team Making two important elements of the leadership process are still evolving. In my opinion, while the concepts are of interest it has not yet matured sufficient to be a useful tool when compared to the Situational Model. In summary, the situational model while not the end all and be all of leadersh ip theory provides a useful tool for practitioners to apply in their professional practice. Concluding remarks I am amazed at the state of leadership theory despite the many years of intense study. Such is the complexity of the issue.In my own professional practice I often adopt a leadership style that is in line with the contingency theory. With my team the style based on the model tends to be S2 while with some of the pilots countries where there is a concern with preparedness ranging between R1 and R2 I tend to adopt a telling or selling leadership style. Additionally, given the time limitation on the project readiness of the stakeholders can generally be described as low readiness/high urgency. I am not in apposition to replace staff so I will have to rethink my communication strategy ( Armenakis, Harris & Mossholder, 1993).I start where I began what is leadership? In a sense I know more about what leadership is not. It is not about traits or personalities nor is it leader focus ed. Leadership in many ways is still an art, it is relational, reflexive, intuitive and is a state within, which the leader and follower are inextricably linked. Denise Forrest Bibliography Armenakis, A. A. , Harris, S. G. & Mossholder, K. W. (1993) ‘Creating readiness for organizational change’, Human Relations, 46 (6), pp. 681-703. Graen, G. B. , & Uhl-Bien, M. 1995) ‘Relationship-based approach to leadership: development of leader-member exchange (LMX) theory of leadership over 25 years: applying a multi-level multi-domain perspective’, The Leadership Quarterly, 6 (2), pp. 219-247. Greenwood, R. G. (1993) ‘Leadership theory: a historical look at its evolution’,Journal of Leadership & Organizational Studies, 1 (1), pp. 4-19, Heifetz, R. A. (1998) ‘Values in leadership’. In: Leadership without easy answers. Cambridge, Massachusetts: Harvard University Press, pp. 13-27. Hersey, P. , Blanchard, K. H. & Johnson, D. E. (2008) ‘S ituational leadership ®Ã¢â‚¬â„¢: In: Management of organizational behavior: leading human resources. 9th ed. New York: Pearson International, pp. 132-157. Leana, C. R. (1986) ‘Predictors and consequences of delegation’, Academy of Management Journal, 29 (4), pp. 754-774. Raelin, J. A. (2003) Creating leaderful organizations: how to bring outleadership in everyone. San Francisco, California: Berrett-Koehler. Tannenbaum, R. & Schmidt, W. H. (1973) ‘How to choose a leadership pattern’, Harvard Business Review, 51 (3), pp. 162-180. Evolution of Leadership Models What is leadership? And how has the theory on leadership developed? Greenwood (1993) paints an interesting if somewhat surprising picture as he reviews the development of leadership theory from the turn of the twentieth century onward. Greenwood (1993) describes how in the early 1900s the Father of Scientific Management, Frederick Taylor while not directly writing about leadership in his description of the role of the supervisor introduced the matter of traits and its link to situation.He did so as he described the ideal traits to be found in an effective foreman even while acknowledging that no one person would have all those characteristics and so there was the need for by dividing the work into specialized areas. Further, from the nineteenth century Thomas Carlyle examined the characteristics of great men â€Å"positing that the rise to power is rooted in a heroic set of personal talents, skills or physical characteristics† (Heifetz, 1998:16).At the start of the twentieth c entury, other scholars (Bird, 1940, Tead and Metcalf, 1920, Barnard, 1938), also affirmed that successful managers have certain traits. However, in 1948 Stogdill’s seminal work highlighted the inconsistencies in the trait theory studies significantly dismantled the theory noting that: The evidence suggests that leadership is a relation that exists between persons in a social situation, and that persons who are leaders in one situation may not necessarily be leaders in other situations†¦. Stogdill, 1974 cited in Greenwood, 1993:7Interestingly, Davis (1934) referring to traits noted there was no checklist for success but stated that leadership characteristic â€Å"they are necessarily a function of the characteristics and requirements of the leader and the particular situation, as well as the innate capacities of the executive himself† (Davis, 1937 cited in Greenwood, 1993:8). By 1955 Koontz and O’Donnell building on his work posited that the trait theory was of little promise noting that leadership involved the power of persuasion upon followers and that the quality of leadership was impacted by certain nvironmental factors. Leadership theory was also influenced by human relation considerations, which emerged around about the same time. These thinkers made the link with leadership as it relates to the leader’s ability to connect with people, to empathise, develop teams and to delegate and emphasized that the follower was central and leadership focused on the needs of the follower. So while the movement did not develop a leadership theory it introduced the linkage between individual needs, observations and group dynamics and appropriate styles of leadership behavior.Blake and Mouton challenged Davis’s theory of behavior stating that â€Å"the dimensions needed for an effective description of operational conduct are attitudinal variables, not behavior variables† (cited in Greenwood, 1993:13). Using the managerial gri d and attitudinal variables the writers posited that there was one best way to lead but differing tactics depending on the situation. This premise is not supported by the situational theory, which focuses on many leadership styles which depends on the situation.In many ways situational theory is a convergence of many schools of thought; although the path to its development has been ‘messy’ and sometimes circuitous. The theory is based on â€Å"leadership effectiveness †¦ strongly tied to a leader being demanding and simultaneously sensitive to the needs of the followers† (Greenwood, 1993:14). It predicts leadership performance based on interaction between leadership personality and the leaders control of the situation. In this regard, the theory is a variance with Blake and Mouton’s view of one best style.Tannenbaum and Schmidt’s (1973 ) classical work supports the contingency theory and described seven leadership styles, which were employed de pending on interrelatedness of three key issues: forces in the manger, the subordinate and the situation. As noted by the writers. the successful manager of men can be primarily characterized neither as a strong leader nor as a permissive one. Rather, he is one who maintains a high batting average in accurately assessing the forces that determine what his most appropriate behavior at any given time. Tannenbaum and Schmidt (1973:180) Situational Model versus LMXThe situational approach has evolved into a situational leadership model, which combines the four styles of leadership linked with the nature of the task and the performance readiness of the individuals to determine the most appropriate leadership style. Performance readiness is based on two principal issues ability and willingness. By combining the leadership styles with performance readiness continuum matrix one is able to match performance readiness with leadership style. So for instance a low performance readiness (R1) wou ld require a telling style (S1) (Hersey, Blanchard & Johnson, 2008).The work of Armenakis, Harris & Mossholder (1993) writing on creating readiness for organisational change provide a framework of readiness and urgency, which is related to the Situational Model and supports the premise that readiness is linked to leadership style. On the other hand, the LMX theory (Graen & Uhl-Bien, 1995) is a more recent theory, which examines the three domains of leadership; that is leader, follower and relationship in order to increase predictability of leadership practices. It incorporates operations and relationship in the leadership process.However, Stage 3 Leadership Making and Stage 4 – Team Making two important elements of the leadership process are still evolving. In my opinion, while the concepts are of interest it has not yet matured sufficient to be a useful tool when compared to the Situational Model. In summary, the situational model while not the end all and be all of leadersh ip theory provides a useful tool for practitioners to apply in their professional practice. Concluding remarks I am amazed at the state of leadership theory despite the many years of intense study. Such is the complexity of the issue.In my own professional practice I often adopt a leadership style that is in line with the contingency theory. With my team the style based on the model tends to be S2 while with some of the pilots countries where there is a concern with preparedness ranging between R1 and R2 I tend to adopt a telling or selling leadership style. Additionally, given the time limitation on the project readiness of the stakeholders can generally be described as low readiness/high urgency. I am not in apposition to replace staff so I will have to rethink my communication strategy ( Armenakis, Harris & Mossholder, 1993).I start where I began what is leadership? In a sense I know more about what leadership is not. It is not about traits or personalities nor is it leader focus ed. Leadership in many ways is still an art, it is relational, reflexive, intuitive and is a state within, which the leader and follower are inextricably linked. Denise Forrest Bibliography Armenakis, A. A. , Harris, S. G. & Mossholder, K. W. (1993) ‘Creating readiness for organizational change’, Human Relations, 46 (6), pp. 681-703. Graen, G. B. , & Uhl-Bien, M. 1995) ‘Relationship-based approach to leadership: development of leader-member exchange (LMX) theory of leadership over 25 years: applying a multi-level multi-domain perspective’, The Leadership Quarterly, 6 (2), pp. 219-247. Greenwood, R. G. (1993) ‘Leadership theory: a historical look at its evolution’,Journal of Leadership & Organizational Studies, 1 (1), pp. 4-19, Heifetz, R. A. (1998) ‘Values in leadership’. In: Leadership without easy answers. Cambridge, Massachusetts: Harvard University Press, pp. 13-27. Hersey, P. , Blanchard, K. H. & Johnson, D. E. (2008) ‘S ituational leadership ®Ã¢â‚¬â„¢: In: Management of organizational behavior: leading human resources. 9th ed. New York: Pearson International, pp. 132-157. Leana, C. R. (1986) ‘Predictors and consequences of delegation’, Academy of Management Journal, 29 (4), pp. 754-774. Raelin, J. A. (2003) Creating leaderful organizations: how to bring outleadership in everyone. San Francisco, California: Berrett-Koehler. Tannenbaum, R. & Schmidt, W. H. (1973) ‘How to choose a leadership pattern’, Harvard Business Review, 51 (3), pp. 162-180.

Thursday, August 29, 2019

Substance Abuse and Prostitution Essay Example | Topics and Well Written Essays - 750 words

Substance Abuse and Prostitution - Essay Example The situation can escalate quickly when someone is under the effects of Ecstasy, often needing to rush them to the bathroom and purge their bodies with water so they don't dehydrate. It also becomes difficult to prevent people influenced under many of these drugs from having unprotected sex, which is another major health indicator. The two go hand in hand. But this is not the only problem with drug abuse around the state. According to a study done about the use of tobacco within the University of Minnesota, those who smoke regularly (which is roughly 25% of the current population of the university) are 6.3 times more likely to use marijuana 5. Part of the problem with marijuana too is the fact that it is easy to get a hold of. Through personal experience and people I know, even though I don't use the drug myself, there are roughly about ten or so people I could talk to who could get me some marijuana within a couple of days, and for fairly cheap as well. With only $20, a person can get significant amount. Part of the problem is the rising prostitution and drug traffickers around the Metro Area. It is a little known fact that the Twin City Area harbors some of the highest levels of prostitution. Even more alarming is the fact that most prostitutes within Minnesota start at the young age of 14, and that there are approximately 1,000 prostitutes who are under the legal age in the Metro Area 6. Not only that, but the Yellow Pages lists over 140 escort services.

Wednesday, August 28, 2019

Mrs. Fields Case Study Example | Topics and Well Written Essays - 2000 words

Mrs. Fields - Case Study Example Mrs. Field’s cookies can be characterized as a quite successful organization. The growth of the organization in the US market should be related to the capabilities and the characteristics of its founders, Debbi Sivyer and Randy Fields. At the first instance, meaning the time when they met, the resumes of Debbi and Randy were different; Debbi was trying to explore her skills in cooking while Randy had graduated from a first class university, Stanford, aiming to develop his future in economics. From this point of view, the future of Debbi and Randy would be expected, then, to be different. There would be no expectations, then, that the above persons, with different background and skills, would cooperate in a business, such as Mrs. Field’s cookies. Instead, Randy would be expected to become a successful economist, while Debbi would be expected to continue working in different roles, possibly increasing her skills in baking. However, the marriage of Debbi and Randy can be c onsidered as having an important role in the opening of their business. In accordance with the information provided through the case study, Debbi and Randy had different goals in regard to their business. Debbi aimed ‘to bake great cookies’ (case study, p.2) while Randy thought the specific initiative as a profitable investment, taking into consideration the market needs for products of the particular characteristics. Under these terms, it is assumed that Debbi and Randy supported the opening of the first store for promoting their own aims, as described above. The potential existence of common interest, referring to the family income that would be generated through the particular project, was also a critical reason that led to the support of this initiative both by Debbi and Randy. The opening of the second store resulted to an important dilemma for Debbi: Debbi

Tuesday, August 27, 2019

Week 5 discussion 1 and 2 Essay Example | Topics and Well Written Essays - 250 words

Week 5 discussion 1 and 2 - Essay Example A normal person of average neuropathy scores between three and six. An average non-psychopathic criminal scores of between 16 and 22. A criminal with antisocial personality scores between 22 and 26 while a serious psychopathic antisocial personality criminal scores between 26 and 29 (Snowden & Gray, 2011). The PC L-R’s twenty traits are grouped into two factors; factor one is described as true psychopathy traits, which describes the mental, psychological, and erosional state. They are eight traits that assess how an individual feels, mental status and thought process. Factor two traits are referred to as false psychopathy. The factor two traits describe an individual’s conducts, demeanor and activities. The traits assess antisocial, deviant behavior and lifestyle behavior (Barone, 2004). In as much as PC L-R is one of the most credible tools for assessment of psychopathy, it may not entirely address the nature of human behavior as behavior is influenced by social and cultural environment. In certain social settings, it is culturally ethical and acceptable to conduct activities like cattle rustling, which is not ethical in other communities. It would be inappropriate to apply the rating scale on people homogenously as it could have legal implication when an individual is found not guilty on an insanity defense. However, through the use of the PC L-R assessment, a rehabilitation mechanism could be developed and implemented effectively as a means of changing the dominant undesirable antisocial traits (Cooke et al., 2007). Serial murder is an unlawful homicide of more than two people, which is carried out systematically in a period of more than 30 days. Serial murder can occurs in a specific place or different locations, but appears to have similar motive. Serial killings bare similar characteristic, planned, and have a cooling off period between the killings. An example of serial murder is that of Ted Bundy,

Monday, August 26, 2019

Journal Entries Assignment Example | Topics and Well Written Essays - 250 words

Journal Entries - Assignment Example I do not like the way the drugs make me feel. Although my mother ensured that I took my medicine at the stated time, I felt sick to the stomach but I did not expel them. I had a healthy meal as prescribed by my doctor; the vegetarian lasagna was just great. Sometimes after taking the medication, I had a slight headache. I could not log onto my computer to obsess over their lives. Moreover, I got the sleep that I had missed for days. I admit I had a good night rest. Taking lithium and Clozapine makes me feel nauseated, drowsy, and fatigued. Furthermore, I have been taking a lot of naps, and I miss using my computer, I can only use it for a limited time span as I have blurred vision. Also, I cannot get outside as my eyes are sensitive to the sun. However, I am taking my treatment plan as positively as ever. I am still happy, and I do understand why I am still taking this medication, but I have to. I woke up at dawn for a run, to get rid of the excess vigor. My doctor advised me that exercising is great, that is why I choose to go for a run. After the run, I took my medication and had a nap. So far, I have been watching what I eat- no junk food for me. I can admit that I feel great and cannot wait for the next day to reach do that I could do the same. However, I have a desire to quench my thirst now and then; my water bottle has been my faithful

Sunday, August 25, 2019

It Is Important to Identify and Meet the Individual Needs of Learners Research Paper

It Is Important to Identify and Meet the Individual Needs of Learners - Research Paper Example As a teacher, planning is one of the very essential roles as it helps in directing or guiding me in delivering. My planning depends on the various individual needs identified; that prompt me to apply the necessary teaching strategy. This dependency is due to my requirement to ensure that these needs of my students are all properly attended to within my planning. Without this planning, it would be difficult to meet the individual needs of every of my students, and many of them might not follow in line with the curriculum. Therefore, it may result in dissatisfaction and/or de-motivation to the students and me as the students would feel not well catered for and I may feel I have underperformed in my teaching role as a planner. Also, it is a part of my teaching responsibility to allow the involvement of learners in the planning of assessments. Since learners are not to be subjected to surprise tests, I always involve them in the planning process while giving them chances to make their su ggestions. This way, they may not feel put in overwhelming situations. Furthermore, they will have a feeling of a sense of ownership. That way, the planning process can meet every learner’s individual need, by the consideration of different resources that enhance effective and fair test. It is the responsibility of a teacher that requires me to implement/deliver teaching according to design and plan while including diversity and equality promotion. It is essential for educators to recognize the influence of culture on learning.

Communication in Organizations Essay Example | Topics and Well Written Essays - 2000 words

Communication in Organizations - Essay Example Communications channels within an organization must successfully function so as to contribute positively on the development of the organization (Jhonson, n.d). In this article we try and focus on the effectiveness of communication networks in the presence of multiplicity of workforce in the organization. In organizations it often happens that authorities fail to ensure that subordinates tell each other what they wish or need to know, which leads to miscommunications and disruptions. Although authorities can give instructions for the formation of a smooth and clear pathway of communication, they cannot dictate anything on this issue. A well-run management can always influence the process of communication within the organization. They can act as complementary link to the communication chain and help in passing on of the information. John Connor says, "There is no more valuable asset in business life than the ability to express ones thoughts with clarity and precision." (Communicating w ithin the organization, n.d). With the inset of globalization, most of the organizations are looking forward to make a mark in the global market. To understand and meet the needs of the global market it is very important for an organization to incorporate and encourage diversity among the workforce. â€Å"A diverse collection of skills and experiences (e.g. languages, cultural understanding) allows a company to provide service to customers on a global basis† (Greenberg n.d). Diversity brings in the problem of communication due to different languages, cultures and ideas of the workforce. Communication is very important at the organizational level to maintain smooth functioning of the organization. The companies willing to prosper have to incorporate the policy of diversity in the employees and to maintain smooth functioning of the day-to-day

Saturday, August 24, 2019

Islamic women and Education Research Proposal Example | Topics and Well Written Essays - 250 words

Islamic women and Education - Research Proposal Example Schoeter Susanne (178) explains from a personal and woman’s perspective that women like her need education and needs to be involved in policy making process on decisions that include education, a voice that identify a woman’s role in advocating for women’s interests in education. Fatima Al-Fihri is another woman who contributed to education in the ancient periods, establishing University of Al Karaouine in North Africa while Dafiya Khatun constructed theology schools in the Middle East (Women’s Iislmic Initiative in Spirituality and Equality 1). Roles of Nyai Abida in education are also evident in academic administration in Pesantren Seblak (Srimulyani 100) and women like Ahl-al-Aaqil played active roles as educators (Falola & Amponsah 83, 84). The active role in education continues and is evident in the positions of Muslim women in South Africa’s academic institutions (Lovat 186). In addition, women seem to play a significant role in self-motivatio n into education. Even though environmental factors may affect ability of Muslim women to advance in education, the women mediate effects of these factors (Oplatka 341, 342). Respecting personal domain as a Muslim is another reported motivational factor to the women’s education (Laar, Derks, & Ellemers 70, 71). Existing literature suggest significant women’s role in education and this transverses across history. A study is therefore necessary on trend of the women’s roles in education across history and by regions. Laar, Colette, Derks, Belle, & Ellemers, Naomi. â€Å"Motivation for education and work among young Muslim women: The importance of value for ingroup domains.† Basic & Applied Social Psychology 35.1 (2013): 64-74. Print. Oplatka, Izhar & Orit. â€Å"Muslim women in graduate studies: Some insights into the accessibility of higher education for minority women students.† Studies in Higher Education 37.3 (2012): 327-344. Print. Women’s Islamic Initiative in

Friday, August 23, 2019

Art Museum & Gallery Studies, Art Curatorship ( curatoring for an Essay

Art Museum & Gallery Studies, Art Curatorship ( curatoring for an exhibition ) - Essay Example â€Å"Front Door, Back Gate† took "domesticity" as its theme, complimenting an on-going Jeannie Finaley exhibit at the Hatton Gallery, a challenging yearly endeavour by students from University of Newcastle upon Tyne. The exhibit reflects the spaces and limitations of domestic life as well as domesticity as a theme for art. The group chose interior as â€Å"Front Door† and exterior as â€Å"Back Gate†; which showcases Hatton’s historical collection along with other works on loan. We used complementary home and garden furniture to create a welcoming homelike atmosphere. Traditional gallery displays are very different from the way we display art in our homes. Domesticating the gallery provides a refreshing experience for visitors and shows domestic art and artworks on that theme in a new context. The vivid â€Å"Red Table† by Patrick Heron reflects love and solitude as well as suggesting lifestyle and joie de vivre. Heron has an affinity for vivid, exotic and captivating reds in this abstract still life. The interior space shows a table set for one, giving a sense of solitude, but also loneliness. It echoes survival in that, even when alone, we still set the table. Domestic traditions have survival value too. The composition is inspired by forms and patterns extracted from domestic surroundings, activating the space around the objects, enlarging upon the subject to encompass the whole of domestic reality, or bringing the whole world in and simplifying existence down to a table set for one. Simplicity adds innocence and invites the mind to invent the story. It is provocative in the use of colour and contrast, yet mysterious as shapes are obscured while details jump out like questions. Leon Maurice’s â€Å"Net† photograph shows a sense of belonging. Likewise, the â€Å"Net† curtain photograph reflects a sense of place with a hint of voyeurism: a glimpse through a net curtain looking out onto a blurred view, creating a visual link

Thursday, August 22, 2019

Hammurabis Code Essay Example for Free

Hammurabis Code Essay I am going to discuss the source of Hammurabi’s Code from our book, Sources of World Societies. During this time, there were a lot of different social classes, and the rich were definitely favored more than the poor. The Code contemplates the whole population as falling into three classes, the amelu, the muskinu and the ardu. The amelu was a patrician, the man of family, whose birth, marriage and death were registered, of ancestral estates and full civil rights . In the book, Sources of World Societies, Hammurabi’s code was not the first known law code, but it is the earliest one to survive largely intact . The code deals with the family, commercial activities, and agricultural life. The laws stated in the book dealt with medical practices, explaining the phrase an â€Å"eye for an eye, tooth for a tooth,† the most common law, meaning that a person who has injured another person receives the same injury in compensation. The example used for that is Law 196, â€Å"If a man put out the eye of another man, his eye shall be put out . Hammurabi’s Code was very to the point, meaning that there was most likely a law for everything possible in a wrongdoing. For example, Law 218 states, â€Å"If a physician performed a major operation on a freeman with a bronze lancet and has caused the freeman’s death, or he opened up the eye-socket of a freeman and has destroyed the freeman’s eye, they shall cut off his hand . † I understand that the physician did mess up a crucial surgery, but I do think it’s a little outrageous to cut off his whole hand! Perhaps it would be better if he just got punished for the mistake. I do think it’s unfair that if he messed up a slave’s surgery, he received shekels of silver. Law 217 states, â€Å"If it was a freeman’s slave, the owner of the slave shall give two shekels of silver to the physician . † How messed up is that? Slaves were killed for almost every minor offense. Hammurabi’s Code consisted of around 282 Laws. Hammurabi’s Code was established around 1780 B. C . Hammurabi was the ruler who chiefly established the greatness of Babylon, the worlds first metropolis . Hammurabi had many accomplishments other than the law code. He unified Mesopotamia under Babylonian rule, and established the supremacy of the Babylonian god Marduk . Hammurabi’s Code was arranged in orderly groups, so that all men might read and know what was required of them. The code was carved upon a black stone monument, eight feet high, and clearly intended to be reared in public view. This noted stone was found in the year 1901, in a city of the Persian mountains. It begins and ends with addresses to the gods . The Code clearly stated the rules of marriage, having children, and what they were able to do with their children. For example, if a married couple got a divorce, and the woman was a â€Å"bad wife,† the Code allowed him to send her away while he got to keep the children and her dowry, or he could degrade her to the position of a slave in his own house . Women seemed to be treated poorly during this time, and men seemed to always be in charge. For example, Law 110 states, â€Å"If a sister of a god open a tavern, or enter a tavern to drink, then shall this woman be burned to death . Honestly, this one kind of shocked me a bit. Women go to taverns all the time, and if it was this day and age, it would be considered a huge crime if a woman got put to death from going to a tavern. The most common penalty was a fine, but many resulted in death. For instance, Law 2 states, â€Å"If any one bring an accusation against a man, and the accused go to the river and leap into the river, if he sink in the river his accuser shall take possession of his house. But if the river prove that the accused is not guilty, and he escape unhurt, then he who had brought the accusation shall be put to death, while he who leaped into the river shall take possession of the house that had belonged to his accuser . † This law actually makes a lot of sense. If a man is wrongly accused, then the accuser should get punished. Why should the accuser go without getting a penalty, but he should just get a fine, and not be put to death. It does seem a little weird that their letting the river determine their fate. It seemed like they had a lot of beliefs in nature, and let nature decide their fate. I have read these Code laws over and over multiple times and a few of them has made me chuckle a bit. I just think to myself, what were these people thinking?! Law 25 says, â€Å"If fire break out in a house, and some one who comes to put it out cast his eye upon the property of the owner of the house, and take the property of the master of the house, he shall be thrown into that self-same fire . † This law confused me a bit, does it mean that if the person coming to put out the fire looks at the property of where the fire is at, he must be thrown into the fire? If so, that definitely doesn’t make any sense. Law 132 states, â€Å"If the finger is pointed at a mans wife about another man, but she is not caught sleeping with the other man, she shall jump into the river for her husband . † I understand that cheating a a very wrong thing to do, but if she was not caught why should she have to jump into the river? What is she going to learn about doing such a thing. Jumping in the river probably was a big penalty back then. In conclusion, after I looked and went over Hammurabi’s Code, I have learned quite a bit about how life was lived back then. Just thinking that all of our ancestors had to go through that, and how many lives were lost for doing certain crimes that we would consider minor offenses nowadays. If our ancestors lived in the world we lived in today, they would probably think it’s so easy, when we think it’s super hard. The laws were taken very seriously and hardly went unseen. We think these laws are very outrageous and uncalled for, when in reality, they probably weren’t that big of a deal back then. I chose this source because it seemed really interesting to get to know about how the law was made back in 1800 B. C. E. It is important to understand this period of history to see how laws were even made or thought of. Every law that we have is most likely a revised version of one of Hammurabi’s Code Laws. Hammurabi’s Code informed me that early World History is very different than what it is today. This is my first time ever hearing about Hammurabi’s Code, and even learning about 1800 B. C. E. I have really enjoyed learning more about this topic.

Wednesday, August 21, 2019

The Portrayal Of Women In Horror Movies Film Studies Essay

The Portrayal Of Women In Horror Movies Film Studies Essay DEFINITIONS: Woman: Whist the term girl can be used for a child or female adolescent, the term Woman would refer to an adult female human. Horror film: Cinema that is created to disgust and cause fear and distress to its spectator though themes of a gruesome and paranormal nature. INTRODUCTION This dissertation will consider the roles of women in the horror film genre and will deconstruct the way in which the conventions of the horror film prescribe such roles. Despite continued criticism for presenting women in a negative manner, many of the films explored here appear to suggest strong female representation so it will possible to investigate the position of the female from a number of different angles allowing a fluid discussion and counter argument. The passive female roles will be studied from the perspective of the male gaze and abjection, whilst active female roles will be explored from the role of the mother and the outcome of The Final Girl. As it would be impossible to discuss the entire history of the horror genre and womans relationship to it within the space available, so three chosen films will support the discussion. In all cases these films are regarded as classic horror films and, importantly, landmark and watershed moments in the horror genre. Psycho (1960), The Exorcist (1973), and The Texas Chainsaw Massacre (1974) all represent meta statements in the history of the genre and provide essential examples of the arguments discussed here. It should also be noted that all three films contain also ambiguous female characters for example; Mrs Bates in Psycho, the cross dressing Leatherface in The Texas Chain Saw Massacre and the possessed Regan in The Exorcist who will all be debated. Significantly the films were produced and released during periods of change for womens rights, including the beginnings of the womens liberation movement in the early sixties though to the publishing of The Female Eunuch by Germaine Greer, and Spare Rib magazine in the seventies. This help to fuel the debate more significantly as the selected films span a time when women in the real world (as opposed to the constructed world of the cinema) had made great steps toward equality through the feminist movement. Horror films are told as stories of good versus evil. The drama of their narratives tends to derive from the clash between a monster and an innocent, So I want to understand why so many gratuitous, unjustified acts of violence towards woman could be justified on screen. I will consider the following aspects: male gaze, abjection, family structure, and the outcome of the final girl in the context of horror film genre. These are four common tendencies embedded within the literature of women and horror film and the background to these discussions will be framed within the context of the chosen films. This writing will deconstruct and examine the structure of those films, the motives behind their structure, and will consider their target audience. It will examine the symbolism that is used to express the plots and sub-plots and, most importantly, consider the roles of the female characters in those films. I will employ psychoanalytic and feminist theory to explore the female roles and will interpret commentary on Freudian and Lacanian theory, including castration anxiety and the role of the subconscious and apply them to horror film. Semiotic and populist perspective will also be considered to set out this debate. Much has been written on the subject and over twenty books have been researched to discuss this consideration of women and horror film in detail. Key texts include: Ways of Seeing (1972) by John Berger, Men, Women and Chain Saws: Gender in the Modern Horror Film (1992) by Carol J. Clover, The Monstrous-Feminine: Film, Feminism, Psychoanalysis (1993) by Barbara Creed and Powers of Horror (1982) by Julia Kristeva.  The texts outline the intellectual context into which this dissertation enters. People assume that horror film exclusively represent women in a reactionary fashion, but further analysis has suggested that female characters are not as weak and vulnerable as they first may appear. For example The Final Girls last moments have been radically written and rewritten across the remakes and sequels to give new meaning. Analytical and theoretical analysis has been informed by the writing of Laura Mulvey and in particular her discussions of the male gaze. Mulvey argues in her polemic essay Visual Pleasure and Narrative Cinema that cinema was primarily created for the male spectator exploiting women as objects of desire. Julia Kristevas essay The Powers of Horror provides essential understanding on the position of abjection in the context of horror and mortality. All of the above writers discuss theoretical studies and theories of Dr Sigmund Freud and Jacques Lacan who are both indirectly referenced throughout this dissertation. Barbara Creeds The Monstrous-Feminine and Carol Clovers book Men, Women, and Chainsaws will inform debate around the matriarchal figures in Psycho and the outcome of the final girl in The Texas Chainsaw Massacre. CHAPTER 1 Gendered Spectatorship The male gaze is made explicit in the horror genre, and this is inscribed in both the aesthetics of the films and its exhibition context. One of the most important essays about women in cinema is Laura Mulveys theory on the male gaze. As Mulvey states: The cinema offers a number of possible pleasures. One is scopophilia (pleasure in looking). There are circumstances in which looking itself is a source of pleasure (1989, p16). (do I reference?) If scopophilia can be defined as love of looking or deriving pleasure from looking, then this can be a definition of the cinema experience. Cinema is, after all, a form of visual entertainment. It involves the individual singularly engaging with the screen and its projections as a form of escapism and even relaxation, and can be comfortably achieved alone as it involves very few social skills, since the viewers only commitment to the process is to look. However, once we question how the film is viewed and who views the film, the relationship becomes more complex. The purpose of this essay is to question how the female is viewed from the perspective of the spectator; to question how women are portrayed in horror films, and how they are looked at. It will explore the argument that cinematic looking comes from a male perspective and will question what kind of pleasure is obtained from looking at horror films from this perspective. As Mulvey explains: The cinema satisfies a primordial wish for pleasurable looking (1989, p17). It allows the spectator the opportunity to observe in an entirely passive role while the action takes place. The experience of cinema is a one-sided arrangement between the film itself and its viewer. However, as Mulvey discusses regarding Dr Sigmund Freud, it also goes further, developing scopophilia in its narcissistic aspect (1989, p17). Scopophilia can also suggest that sexual pleasure can be derived from looking at objects; that how they are interpolated can make them erotic, and while they are not erotic in their own right through their relationship with the spectator they can become sexually objectified. The celebrated psychologist Dr Sigmund Freud isolated scopophilia as one of the component instincts of sexuality which exist as drives independently of the erotogenic zones. At this point he associated scopophilia with taking other people as objects, subjecting them to a controlling and curious gaze (Mulvey,1989, p16). The history of art emphasises this aspect of scopophilia. Throughout art history, painters have been commissioned to paint female models as objects of desire that have been and still are masquerading as works of art more closely related with pornography than with the great masterpieces. Moving forward, Clover debates that the cinematic gaze, we are told, is male, and just as that gaze knows how to fetishize the female form in pornography it also, she suggests (going on to relate this to cinematography), knows how to follow a female character as she moves through a forbidding house, and scrutinise her face for signs of fear in a way that it does not do with male characters, since: a set of conventions we now take for granted simply sees males and females differently. (1992 p50-51). This suggests that the ownership in the context of cinema is the cause of the effect that the viewer, by objectifying the figure on screen, gives it new meaning, a new social place. By simply being viewed, new rules apply. To place this into the context of women within horror, the male can now view the woman and the conditions and events around her in a newly detached manner and freely let the actions against her take place on the screen. In psychoanalytic terms, the female figure poses a deeper problem. She also connotes something that the look continually circles around but disavows, claims Mulvey (1989, p21). This could be suggesting that as the spectator is assumed to be male, the appearance of a female (ie non-male) form creates an anxiety around the potential for castration and an un-penised body à ¢Ã¢â€š ¬Ã‚ ¦hence unpleasure. Mulvey argues in Lacan: and Post feminism by Elizabeth Wright (2000, p45-46) that the look is linked to the discovery of sexual difference, and that the lack of a penis must be filled by multiple images of glamourised women as a substitute for the imaginary phallus. Mulvey writes that cinema, and in particular horror cinema, is inclined to focus attention on the human form (1989, p17). The human form and the human condition are key aspects in the horror genre, especially the female body. Horror displays visceral and exaggerated versions of our basic desires and a strong and aggressive version of body lust. The horror film in particular relies on the physical human form and hostility towards the body to carry its plots and storylines in the most extreme sense. This is clearly not a natural state of being: to be seated in a darkened room, with a huge rectangular screen in view and surround sound at high volume. But this is the environment of the cinema, where the viewer is asked to focus on exaggerated and extreme events far beyond the realms of real life in the name of entertainment.   Here, not unlike in other places in the media, the female form is prevalent, to be exhibited again for entertainment and it is the female characters in the horro r film genre that appear to command most of the attention on the cinema screen. Mulvey suggests that, since the world displays such disparities between the genders, with the masculine nearly always holding the reins of power: Do I reference here as well? pleasure in looking has been split between active/male and passive/female. The determining male gaze projects its fantasy onto the female figure, which is styled accordingly (1989, p19). So since society isnt equal in terms of who holds the power, either sexually or otherwise, women act a certain way because they are aware of how men expect them to be that is, passive and sexualised. Mulvey states this as a symbolic equation, woman = sexuality. (1989, p35). John Berger differentiates men from women as he describes a mans presence as being defined by what he is capable of doing to you or for youà ¢Ã¢â€š ¬Ã‚ ¦but the pretence is always towards a power which he exercises on others. (1972, p39-40) Expand Mulveys view is that narrative cinema positions its spectators as male, catering only for male fantasies and pleasures (p39 Feminist Film Theorists). This suggests that women are objectified in film in general (and for the purposes of this argument, substantially in horror films). Mulvey also claims that the spectator/viewer/audience is said to be a man; cinema almost expects its viewers to be male and therefore creates characters and plots to fulfil a mans gaze. So prevalent is this notion that Mulvey claims narrative cinema does not offer a place for female spectators'(p40 Feminist Film Theorists); that cinema essentially isolates the female as a serious viewer: As the spectator identifies with the main male protagonist, he projects his look onto that of his like, his screen surrogate, so that the power of the male protagonist as he controls events coincides with the active power of the erotic look, both giving a satisfying sense of omnipotence. (Mulvey, 1989, p20). Shorten Clearly men can easily identify with the male protagonist but the female audiences have to distance themselves from their femininity in order to participate in the cinematic experience; critics refer to this as gender confusion. Freud would argue that to share these experiences, woman would have to revert back to her pre-Oedipal phallic phase. It might now be relevant to explore the male gaze specifically functions in the context of the horror genre. Looking back at the history and evolution of the horror film, the cinemas flourished at a time when there was less available to the public and strong moral codes and rules about relationships were in place. The clichà ©d idea of horror films was being scripted and edited to fulfil the role of the dating couple on a Saturday night. (pg 61 Horror: The Film Reader Edited by Mark Jancovich (different authors per chapter) The cinema was a place where young couples could escape family life for the few hours of a date. It allowed them space to be alone together at a time, before the sexual revolution, when men were expected to be chivalrous and protect and provide support for their female companion, as Mark Jancovich explains: Women cover their eyes or hide behind the shoulders of their dates. (pg 61 Horror: The Film Reader Edited by Mark Jancovich (different authors per chapter). This then created an opportunity for the male viewer to comfort his date as she squirmed and shrieked at the on-screen horror. He could become closer and more intimate as she was lured into vulnerability by the action projected in front of her. Mulvey highlights this dominant order: As an advanced representation system, the cinema poses questions about the ways the unconscious (formed by the dominant order) structures ways of seeing and pleasure in looking. (1989, p15) Paraphrase or include in text. Given this climate, the notion of the girl as victim was allowed to evolve. A connection could then be made between the female viewer and her on-screen female counterpart, in that the spectator cannot bear to look on helplessly as her cinematic alter ego that is, a close representation of herself suffers the horrors of rape, mutilation and murder. Mulvey argues that women have had two different functions within cinema: as erotic objects for the characters within the screen story, and as erotic objects for the spectator within the auditorium. (1989, p19) There is clear evidence of this in Tobe Hoopers The Texas Chainsaw Massacre. It follows the story of a group of young Americans as they venture into the countryside and meet their fate in the shape of a disturbed and hostile cannibalistic family whose weapons of choice are butchers tools and chainsaws. The three young men meet their deaths quickly, paving the way for the females more drawn-out and gratuitous torture. While one of the women meets her slow, lingering fate via a meat hook and deep freezer, the other is chased and tortured repeatedly across the final third of the film. Female characters in horror films are generally young and attractive. They maintain a key role in the film; examples of this would be Laurie in Halloween and Marion in Alfred Hitchcocks infamous Psycho. When Michael Myers pretty sister meets her fate in the opening scene of Halloween, she is pursued by (and through the eyes of) her killer; indeed, throughout Halloween the story is often seen/told through the eyes of the killer, a technique referred to as the POV (point-of-view) shot. But before the murder takes place, the audience are offered a completely superfluous view of her naked body, seen through the male gaze as she brushes her hair. It could be argued that the female characters occupy many on-screen hours and appear to dominate the films, yet on closer inspection the real lead role is saved for the star psychopath, who is almost always male. It could be debated that male spectators are therefore being asked to identify with the killer. With respect to Halloween there are a number of shots explicitly from Myers physical point-of-view with an acoustic close-up of his monstrous heavy breathing (Isabel Pinedo 1997, p52). It cannot be proven that the whole audience identifies with him but they are forced to see through his murderous gaze, which almost compels a form of affinity. Horror genre is traditionally thought of as low culture. It has a casual tone and audiences have grown to expect violence, nudity and cheap thrills. This position in low culture appears to grant a licence to horror films to get away with more than high art cinema, and horror is rarely studied for meaning or metaphor to the same extent. But because of these lower expectations, the reality can be stretched (not unlike in cartoons), leading to irrational storylines with horror far more extreme than could be expected in real life. Therefore, it could be argued that horror films make explicit the assumption of a male spectator which is, according to Mulvey, only implicit in all popular cinema. Other films, under the pressure of higher expectation, have to keep such a misogynist perspective more contained, but horror can afford to make it overt. Clearly all normal rules do not apply. So, once reality is dropped in favour of visual pleasure, why do we ask audiences to witness hostility and brutality against women? Brian De Palma assesses the motives behind this argument. It is, he suggests, not that women are presented for male pleasure but that they provide a greater capacity for terror in the audience: If you have a haunted house and you have a woman walking around with a candelabra, you fear more for her than you would for a husky man. (Clover, 1992, p42). This provides a greater margin for a violent death. But why is this? Why would a woman be more vulnerable than a man in this age of equality? The answer to this lies far deeper than in the relatively trivial world of the slasher movie or psychological thriller. This genre is simply a form of entertainment and perhaps not the place for intellectual analysis, as John Carpenter hinted when he was challenged with the notion that he is responsible for the tasteless massacre of sexually active women. He claimed that, although the victims in his (and so many other) horror films are indeed the more sexually active characters, to insist that this is why they die is to miss the essential pointThey get killed because they are not paying attention. How do I reference Carpenter? And it could be argued that academics were reading a little too much into Halloween, since a male character is also murdered straight after sex with his girlfriend. One could even claim that this balances the plot and clears the director of the accusation that he is somehow guilty of misogyny. However à ¢Ã¢â€š ¬Ã‚ ¦argues that: His death is usually only a device to remove protection from the now vulnerable female. (pg 165 Bitches, Bimbosà ¢Ã¢â€š ¬Ã‚ ¦). This suggests that the male character is now secondary and his death is insignificant by comparison to the murder of the female. It could also be argued that Carpenter and other celebrated film makers just want to make entertaining horror and dont intend to make hateful statements against women, or objectify them for the male gaze, but that this is simply what people find exciting and why they fill up cinemas. Irrespective of Carpenters intentions, the standards of what is considered entertainment tell us a great deal about our views towards women in horror cinema and perhaps in society as a whole. CHAPTER 2 The Abject Feminine The ultimate figure of abjection is the corpse. As the horror genre is ultimately obsessed with death one could suggest that horror fetishizes the abject. It has been suggested that the horror film attempts to bring about confrontation with the abject. (p4 Horror Film and Psychoanalysis: Freuds Worst Nightmare.) Creed refers to Kristevas notion of the border: When we say such-and-such a horror film made me sick or scared the shit out of me we are actually foregrounding that specific horror film as a work of abjection or abjection at work almost in a literal sense. (1993, p10) By the presentation of repulsion one knows what is not repulsive; to understand abjection one must understand boundaries. As we grow up we stop playing in dirt and become more dignified; this is something we learn from society as well as from our mothers teaching us how to be clean and proper. This notion references Lacans concept of the mirror stage, Kristeva supports: It is thus not lack of cleanliness or health that causes abjection but what disturbs identity, system, order. What does not respect borders, positions, rules. (1982, p4). Woman and abjection The horror genre has a historical tendency to represent the female form as abject. In Kristevas view, woman is specifically related to polluting objects, which fall into two categories: excremental and menstrual. This in turn gives woman a special relationship to the abject. (1982, p10) What we are scared of is not the matter that we expel but what it signifies loss of identity, loss of control, death and the unknown. Nor is it the end of a natural life that contributes to the tension of horror cinema, but an endless list of horrific deaths that we could possibly encounter. Paul Wells backs this notion with his comments on the forbidden facets of the human body its propensity to foul secretions and physical corrosion which are linked to our relentless descent towards death, and which are reflected in images of abjection in the horror film (2000, p16). IS THIS 2ND PERSON? When we are children our parents encourage us to respect boundaries about cleanliness and behaviour, and we reject the abject. But in the context of the horror film there is perverse pleasure that allows us to explore our curiosity about the abject. The abject confronts the repressed/un-civilized side of the ego and allows us to investigate the other. The horror film makes good use of the abject. Julia Kristeva uses her experience with milk as a child in an attempt to explain the idea of abjection: Food loathing is perhaps the most elementary and most archaic form of abjection. When the eyes see or the lips touch that skin on the surface of milkà ¢Ã¢â€š ¬Ã‚ ¦I experience a gagging sensation and, still farther down, spasms in the stomach, the belly: and all the organs shrivel up the body, provoke tears and bile, increase heartbeat, cause forehead and hands to perspire. Along with sight-clouding dizziness, nausea makes me balk at that milk cream, separates me from the mother and father who proffer it. (p23 Powers of Horror: An Essay on Abjection by Julia Kristeva). Does this need to be cut? This could suggest that when a skin forms on top of milk, it is crossing over a border or breaking a rule regarding what is acceptable as good food, and so the milk is no longer pure. The milk has perhaps split into two; milk being the acceptable form and its solidified state being the abject. Hence it fulfils a similar role in our imagination as a corpse does over a living, breathing body. We will no longer accept/drink the milk as it has turned bad and represents death, a state beyond living. The maternal body grows and delivers a living being but it is also the sister of the corpse so it can remind us of life but also death. If we confronted the abject in everyday life we would be constantly aware of our own mortality. Milk described in the context above provides an effective example of abjection, as it suggests the differential between acceptable breastfeeding as a child and unacceptable breast-feeding as an adult. The Exorcist was the first of many possession films. Its premise involves an innocent young girl named Regan McNeil who displays abnormal behaviour in the middle class American home she shares with her mother and house keeper. Throughout the film her father appears absent so it is her mother (Chris McNeil) who bears witness to the profound and hostile series of events and paranormal behaviour as the plot unfolds. Creed states that: The possessed or invaded being is a figure of abjection in that the boundary between self and other has been transgressed (1993, p32) à ¢Ã¢â€š ¬Ã‚ ¦by the devil himself, who appears to be the only male central figure in the film until the arrival of a psychiatrist and two Roman Catholic Priests. Within the plot of The Exorcist, Regans character is a vehicle that allows the portrayal of abjection to the mass audience. Had a young boy been cast in a similar role, the horror could have been undermined, but due to our own preconceptions of femininity and youth, the possession portrayed within this young girl only adds to the horrific events. Regan is the most passive of female victims, repeatedly switching from tearful little girl to demonic aggressor. She expels her bodily fluids, blood, vomit and urine; she is a playground for bodily wastes (1993, p40). Creed goes on to point out that the female body is more abject because its maternal functions acknowledge its debt to nature 1993, p11). She also points out that, as Regan cavorts and flaunts herself, we become all too aware of the forbidden fascination of the abject , as well as its horror, inherent in the fact that this young girl has overtly flouted her respectable feminine function, and has; put her unsocialized body on display. And to make matters worse, she has done all of this before the shocked eyes of two male clerics. (p 198 Post-Theory: Reconstructing Film Studies. edited by Bordwell, D and Carrol, N) Creed (1993, p37) puts forward: In Kristevas view the abject represents that which disturbs identity, system, order. Regans possessed soul projects this through levitation and deep spoken foul language. As the film continues, an exorcism takes place in the form of a battle between the Church and the Devil. If religion could be used to explore the abject, no film does it more tellingly than in The Exorcist. Creed puts forward, according to Kristeva: Kristeva argues that, historically, it has been the function of religion to purify the abject. (1993, p14) As the film comes to an end, Regan is saved by the church and restored to purity. She turns to hug the one person who saved her: a male Priest, or perhaps God himself? Spectator In the real world, when confronted with something genuinely repulsive, we reject that object of repulsion. But in the cinema it is not necessary to fully block what confronts us. The positioning of the spectator within the cinema experience must be recognized if abjection is going to be fully absorbed. The viewer happily sits as the spectacle of horror unfolds and is projected onto them. Though the viewer has no control over the events projected before them, the unpleasant acts witnessed by the spectator can comfortably be dismissed when the credits roll and the film is over. Viewing the horror film signifies a desire not only for perverse pleasure where boundaries are crossed, both attracting and repelling (confronting sickening, horrific images/being filled with terror/desire for the undifferentiated) but also a desire, once having been filled with perversity, taking pleasure in perversity, to throw up, throw out, eject the abject (from the safety of the spectators seat). CHAPTER 3 The Absent Mother Relationships in the maternal melodrama are almost always between mother and daughter; it is to the horror film we must turn for an exploration of mother-son relationships. The latter are usually represented in terms of repressed Oedipal desire, fear of the castrating mother and psychosis. Given the nature of the horror genre its preoccupation with monstrosity, abjection and horrific familial scenarios the issues surrounding the mother-child dyad are generally presented in a more extreme and terrifying manner. (Creed,1993, p139) Cut down One area of female representation that is more ambiguous is the figure of the Mother in the horror film genre. No longer could the killer be simply defined by gender. At the beginning of the 1960s audiences were subjected to a new kind of cinematic terror, as à ¢Ã¢â€š ¬Ã‚ ¦ explains in her essay: The monster was no longer out there; it was in here. The monster was the human mind. (Pg 160 Gary, J and Sheila, S (ed) Bitches, Bimbos and Virgins: Women in the Horror Film) As Hitchcocks psychological thriller Psycho was released The early sixties audience would be led to believe that the approachable Norman Bates (played by Antony Perkins) was simply a victim of his over-zealous mothers bullying. But as the plot unravelled, the film presented a deeply obsessive human mind as the real monster, as Steven Jay Schneider further explains: When used to shed light on horror cinema, psychoanalysis in its various forms has proven to be a frightful and provocative interpretive tool (Pg 187 Schneider, S. J. Horror Film and Psychoanalysis Freuds Worst Nightmare) The film follows its self-sufficient central female character, Marion Crane, jaded by her affair with a married man, as she embezzles a large amount of money from her male employer and leaves town in pursuit of a new life. On arrival at the infamous Bates Motel she meets the proprietor, the twitchy but approachable and, more importantly, passive Norman Bates, who is clearly attracted to Crane, something she comfortably takes in her stride, suggesting a non-passive female. However, on closer inspection, Marions actions throughout the first section of the film are defined by male characters she comes into contact with: her lover Sam, her male employer and the male client, the highway patrol officer and Norman Bates who all define her destiny with their attitudes towards her. Robert Kolker supports this theory: Psycho: à ¢Ã¢â€š ¬Ã‚ ¦the mix of pleasure and pain common to all horror viewing, and aligned with a feminine subject position, is negotiated differently by men than by women. (p193 Alfred Hitchcocks Psycho: A Casebook edited by Robert Kolker) Throughout the first part of the film Marion is portrayed as feminine, attractive and defying the typical representation of women in horror films; however, from the perspective of the male gaze Bates watches Marion, unbeknown to her, through a hole in the wall as she undresses and prepares to shower. Normans eye is filmed in extreme close-up, drawing attention to the activity of the voyeurism. (1993, p145). As the camera lingers on her it is this scene that suggests that Hitchcock cannot break away fully from the traditions of the horror genre where the female becomes objectified and is observed from the gaze of the active male. Norman Bates mother is another female character significant to the plot, not seen but heard off-screen discouraging her son from having any social contact with the newly arrived female and, throughout most of the film, verbally abusing her son. Surrounded by stuffed birds, Bates even states a boys best friend is his mother. The viewer can assume that he is a loyal and reliable son. However, as Lacans theorys are refered :

Tuesday, August 20, 2019

English Language Teaching Methods

English Language Teaching Methods BACKGROUND: The Grammar Translation Method is the oldest method of teaching. The grammar translation method is a foreign language teaching method derived from the classical (sometimes called traditional) method of teaching Greek and Latin. This method has been used from the classical times to translate classical languages, Latin and Greek, it has been called Classical method. ADVANTAGES: The phraseology of the target language is quickly explained. Translation is the easiest way of explaining meanings or words and phrases from one language into another. Communication between the teacher and the learner does not cause linguistic problems. Even teachers who are not fluent in English can teach English through this method. DISADVANTAGES: It is an unnatural method. The natural order of learning a language is listening, speaking, reading and writing. Speech is neglected. The Grammar Translation Method lays emphasis on reading and writing. Exact translation is not possible. Translation is, indeed, a difficult task and exact translation from one language to another is not always possible. It rather attempts to teach language through rules and not by use. The persons who have learned a foreign or second language through this method find it difficult to give up the habit of first thinking in their mother tongue and then translating their ideas into the second language. The ability to communicate in the target language is not a goal of foreign language instruction. The primary skills to be developed are reading and writing. Little attention is given to speaking and listening, and almost none to pronunciation. TEACHER ROLE: The teacher is the authority in the classroom. There is no interaction from teacher to the students (except in questions). STUDENT ROLE: Students are the passive receivers of the new information. Students are supposed to memorize the rules and the new vocabulary with their meanings in their native language. If students can translate from one language to another, they are considered successful language learners. It is very important that students get the correct answer. METHODOLOGY: Teaching and learning process is based on translation, the study of grammar rules through examples (deductive approach) and memorization of vocabulary. Texts from the target language literature are used. The techniques used are: Translation, Reading comprehension questions, antonyms/synonyms, cognates, deductive application of rule, fill in the blanks, memorization, use of new words in sentences, composition, and so on. L1 USAGE: Classes are conducted in the native language. Students use their native language to translate. Since oral communication in the target language is not important, classroom instructions are given in L1. L2 USAGE: The use of the foreign language is limited; teacher and students use it only to translate words or sentences to their mother tongue to the foreign language. LISTENING: little attention is given to speaking and listening. There is no listening training. Students only listen the foreign language when translate. No listening exercises. SPEAKING: Also this is not an important aspect of the method, teacher doesnt work on speaking. No speaking (but the translation, because it may be spoken) the ability to communicate in the target language is not a goal of foreign language instruction. No pronunciation exercises. READING: read literature in the target language is the aim of this method. Grammar rules and vocabulary are stressed. A fundamental purpose of learning a foreign language is to be able to read literature written in it. WRITING: reading and writing are studied at the same time. The importance in this method is to read and write the foreign language translating from their mother tongue. EVALUATION: Translation is an important technique to test students progress in the target language. In addition, fill-in-the-blank type test items are also used. Synonyms, antonyms, and cognates can be asked to test vocabulary in formal tests. Reading passages and comprehension questions about the passages can also take place in tests as the reading section. PERSONAL OPINION: Nowadays teachers shouldnt base their teaching practice only on this method. Students probably find it boring and discouraging, besides the most important goal when we are learning a foreign language is to be able to communicate in this language, and this method doesnt put any attention to this aspect. But rather than reject totally this method, teachers can use it sometimes when they need, for example, to convey the meaning of a difficult word when other visual aids cant help students. DIRECT METHOD BACKGROUND: This method was developed initially as a reaction to the grammar-translation method in an attempt to integrate more use of the target language in instruction. It was develop by Maximilian Berlitz. He started to use it in the schools that bear his name in 1878. It was successful in the beginning but its popularity started to decay in the 1920s when schools start to complement the method with more controlled grammar based activity. The direct method of teaching foreign languages, sometimes called the natural method, refrains from using the learners native language and uses only the target language. The direct method was an answer to the dissatisfaction with the older grammar translation method, which teaches students grammar and vocabulary through direct translations and thus focuses on the written language. ADVANTAGES: Students can learn the target language directly and systematically. Students can pronounce correctly. DISADVANTAGES: It overemphasizes and distorts the similarities between naturalistic first language learning and classroom foreign language learning and it fails to consider the practical realities of the classroom. It requires teachers who are native speakers or who are fluency in the foreign language. It is largely dependent on the teachers skill, rather than on a textbook and not all teachers are proficient enough in the foreign language to adhere to the principles of the method. Sometimes a simple brief explanation in the students native tongue would have been a more efficient route to comprehension. TEACHER ´S ROLE: The teacher usually directs the interactions but he/she is not as dominant as in Grammar Translation Method. Sometimes acts like a partner of the students. The teacher asks questions, correct mistakes, lets students speak more than him/her. Use lesson plan instead of a book, speak naturally, etc. STUDENT ´S ROLE: Students are active participants. Sometimes pair of works take place. Even the teacher takes roles in activities. Students imitate the correct pronunciation. They try to express in the foreign language and interact with the teacher and classmates in the foreign language. Therefore students learn to think and speak in their target language. The Direct method is highly motivating to students. METHODOLOGY: Pictures, realia, examples, sample sentences are used to teach vocabulary. Use of L1 is not allowed. There is a direct relation between form and meaning. Grammar is taught inductively. Examples and drills are given and students are expected to discover and acquire the rules. Introduction of new word, sentence or concept: à ¢Ã¢â€š ¬Ã‚ ¢ SHOWVisual aid or gestures, to ensure student understands new word. à ¢Ã¢â€š ¬Ã‚ ¢ SAYTeacher verbally introduces element. à ¢Ã¢â€š ¬Ã‚ ¢ TRYStudent makes various attempts to pronounce new element. à ¢Ã¢â€š ¬Ã‚ ¢ MOLDTeacher corrects student if necessary, pointing to mouth to show proper shaping of lips, tongue and relationship to teeth. à ¢Ã¢â€š ¬Ã‚ ¢ REPEATStudent repeats element 5-20 times. Progress, from new word to new word (within same lesson) and progress, from lesson to lesson (LESSON REVIEWfirst few minutes of each lesson are to review lesson immediately completed and GLOBAL REVIEWtransition from lesson review to a comprehensive review. Here some examples of activities: Reading Aloud, Question and Answer Exercise, Getting Students to Self-Correct, Map Drawing, L1 USAGE: The use of the mother tongue is not permitted. L2 USAGE: Teacher and students only use the foreign language in class. LISTENING, SPEAKING, READING, and WRITING: oral communication is seen as basic. Speaking, listening, reading and writing are important skills. Especially speaking and listening are emphasized. Vocabulary is over grammar. Speaking is the most important skill. Reading and writing are not introduced until listening and speaking are fluent skills. EVALUATION: The ability to use the language is tested. Not about language, the language itself. In the Direct Method, students are asked to use the language, not to demonstrate their knowledge about the language. They are asked to do so using both oral and written skills. For example, the students might be interviewed orally by the teacher or might be asked to write a paragraph about something they have studied. PERSONAL OPINION: Even though the Direct Method is not a functional or notional way of teaching it is quite a good method to teach general English. But if the teacher is not native or proficiency in the foreign language he should certainly go to the class with a lesson plan to carry out the activities and to be successful with the Direct Method. AUDIO-LINGUAL METHOD BACKGROUND: The Audio-lingual method was widely used in the United States and other countries in the 1950s and 1960s. The Audio-lingual Method was developed in the U.S.A. during the Second World War. At that time, the U.S. government found a great necessity to set up a special language-training program to supply the war with language personnel. The audio-lingual method, Army Method, or New Key is a style of teaching used in teaching foreign languages. It is based on behaviorist theory, which professes that certain traits of living things, and in this case humans, could be trained through a system of reinforcement-correct use of a trait would receive positive feedback while incorrect use of that trait would receive negative feedback. This approach to language learning was similar to another, earlier method called the direct method. Like the direct method, the audio-lingual method advised that students be taught a language directly, without using the students native language to explain new words or grammar in the target language. However, unlike the direct method, the audio-lingual method didnt focus on teaching vocabulary. Rather, the teacher drilled students in the use of grammar. ADVANTAGES: The audio-lingual theory is probably the first language teaching theory that openly claims to be derived from linguistics and psychology. Making language teaching possible to large groups of learners. It aims at developing listening and speaking skills which is a step away from the Grammar translation method. The use of visual aids has proven its effectiveness in vocabulary teaching. DISADVANTAGES: The method is based on false assumptions about language. The study of language doesnt amount to studying the parole, the observable data. Mastering a language relies on acquiring the rules underlying language performance. That is, the linguistic, sociolinguistic, and discourse competences. The behaviorist approach to learning is now discredited. Many scholars have proven its weakness. Noam Chomsky (1959) A Review of B. F. Skinners Verbal Behaviorhas written a strong criticism of the principles of the theory. Not developing language competence, lack of effectiveness, and boredom caused by endless pattern drills are great disadvantages too. Learners have little control over their learning. Teacher has the domination of the class. TEACHER ROLE: Teacher is like an orchestra leader. She/he directs and controls the language behavior of the students. Teacher is a good model of the target language, especially for pronunciation and other oral skills. The teacher models the target language, controls the direction and pace of learning, and monitors and corrects the learners ´ performance. The teacher controls the learners and prevents them from doing anything that conflict with the theory. The teacher is expected to specify the language that learners are going to use. STUDENT ROLE: Students are imitators of the teacher as perfect model of the target language or the native speakers in the audio recordings. Learners are expected to interact with the language system, embodied in machines or controlled materials. METHODOLOGY: Explicit rules are not provided. Students induce the rules through examples and drills. Students acquire grammar by being exposed to patterns through mechanical drills. Drills and pattern practice are typical of the Audio-lingual method. These include: -Repetition: where the student repeats an utterance as soon as he hears it. -Inflection: Where one word in a sentence appears in another form when repeated. -Replacement: Where one word is replaced by another. -Restatement: The student re-phrases an utterance. Meaning is taught directly. L1 is prohibited because it may cause bad habit formations. Vocabulary is introduced through dialogues. The techniques used are: dialogue memorization, minimal pairs: (for teaching pronunciation), complete the dialogue, grammar games, and mechanical drills. L1 USAGE: L1 is not allowed in the classroom. It may cause interference and bad habit formation in L2. L2 USAGE: The teacher and the students only use the foreign language. LISTENING, SPEAKING, READING AND WRITING: Students can learn target language in natural order: listening-speaking-reading-writing. It lays emphasis on listening and speaking. The teacher is a model of L2 and students mimic him/her, so the listening skill is very important for this method. L2 is learned through repetition. EVALUATION: Students are evaluated at different stages and on different points of the language. Each question is supposed to focus on only one point on the language at time. Discrete-point tests are used. PERSONAL OPINION: there are many useful things we can learn from the Audio-lingual Method. If language learning were organized according to its structure, language learning would be easier, especially to adult learners. The Audio-lingual Method considers language ability made up of four skills and these skills can be taught separately. Since the natural order of skill acquisition is listening, speaking, reading, and writing, the Method gives the primary stress to the first two of the four skills. Speech is more basic to language than the written form, and listening and speaking are the basic form of verbal communication. In the classroom, the language skills are taught in the order of listening, speaking, reading and writing. Using pattern drills is the center of practice in Audiolingual Method. It can help students not only gain control over grammatical structures, but also develop their oral ability. The Audio-lingual method also provides language teachers with many useful techniqu es. The simple drilling techniques provide varied, graded and intensive practice of specific features of the language. The simple and direct approach is especially appropriate for young students and less gifted ones. Moreover, teaching technique with tape recordings and language lab drills offer practice in speaking and listening, which are considered of primary importance in language learning. In sum, we could adapt some kinds of techniques used by the Audio-lingual Method, such as dialogues and pattern drills to our students and their needs, and taking into account important factors such as sociolinguistic and discourse competences, the context of the students dialogue, and other communicative facts which are essentials when learners are studying a foreign language. SILENT WAY BACKGROUND: Cognitive Psychology is the basis. The Silent Way is the name of a method of language teaching devised by Caleb Gattegno in the early 1970,s. Not only in the past but also today, people have learned languages by means of habit formation, memorization and translation. However, cognitive psychologists and transformational generative linguists claimed that languages cannot be learned through mimicry since people can create utterances they have never heard before. Therefore people can learn languages by using their own thinking processes to discover the rules of the language they are learning. Gattegno stated his reasons for the emergence of his method as follows: As I developed my techniques while subordinating my teaching to the learning, I found that I could very early transfer the responsibility for the use of the language to my students, so that I become able to teach using fewer and fewer words. It is this aspect of my techniques of teaching that prompted me to call the approach The Silent Way of Teaching Foreign Languages (Oller and Amato 1983:73). He gives too much value to the word silent since he thinks that there are means of letting the learners learn while the teacher stops interfering. ADVANTAGES: This method fosters cooperative learning between individuals. It embodies a new approach to education in general, a respect for the individual and an awareness of the individuals extraordinary cognitive powers. If it is succeeded to teach the language the by using the rods without repeating too much, it will really save time and energy for both teachers students. The self-esteem of the students will be increased and this will enhance learning. By this way students will say I learned instead of I was taught well. (Demircan1990). DISADVANTAGES: It would seem necessary for a teacher to gain a good deal of training and skill in order to apply the Silent Way to the teaching of a total grammar in all its complexity. This method can be benefited by the teacher only in small groups of students. The teacher can gain ability in this method by trying. The teacher is expected to enrich the materials on his/her own. For some teachers the rigidity of the system (no repetitions by the teacher, no answers by the teacher etc.) may be meaningless. For some learners, one limitation is the approach to language basics which begins with seemingly irrelevant discussions about rods and which involves silence and concentration and games with the teacher about meaning. Students expectations and need for immediately relevant language learning may force teachers to abandon the approach (Celce-Murcia 1979). How such a method would in the average classroom situation or how successfully it might be used at more advanced levels is a question mark left in our minds. Language is separated from its social context and taught through artificial situations usually by rods. TEACHER ROLE: The teacher should be silent as much as possible in the classroom to encourage the learner to produce as much language as possible. The teacher is expected to create an environment that encourages students risk taking that facilitates learning. The teacher should give only what help is necessary. In other words, the teacher makes use of what students already know. The more the teacher does for the students what they can do for themselves, the less they will do for themselves (Larsen-Freeman 1986). STUDENT ROLE: The learner is expected to become independent, autonomous, and responsible in language. Learners are expected to interact with each other and suggest alternatives to each other. They must learn to work cooperatively rather than competitively. The teachers silence encourages group cooperation. In order not to miss what the teacher says, learners must give the teacher their attention. Learner-attention is a key to learning. Learners will provide each other with correct models and encourage each others initiative. Thus, this method fosters interdependence and cooperation among learners at the same time it promotes independence from the teacher. METHODOLOGY: A cardinal principle of the Silent Way is respect for the students capacity to work out language problems and recall information on their own with no verbalization and minimal help from the teacher. Vocabulary is taught by means of visual aids and word-charts. Vocabulary is always recycled by means of word-charts. There is a focus on the structures of the language although explicit grammar rules are never given. Some techniques used are: Teaching pronunciation with sound colour charts Cognitive coding with colour rods. Peer correction to improve co-operative manner. Self correction gestures Teachers Silence Structured feedback: students are invited to talk about the days instruction (what they have learnt that day during classes). Students learn to take responsibility for their own learning by becoming aware of themselves, and by controlling and applying their own learning strategies. Fidel Charts: Used to teach sound spelling association. Word Charts: Used to teach and recycle vocabulary. The words are written in different colours so that students can learn basic pronunciation patterns. L1 USAGE: native language can be used to give instructions when necessary. Also native language can be used during the feedback sessions (at least for beginner levels). If the native language is not very essential then it is avoided. During feedback sessions L1 be used at beginning levels. L1 can be exploited. For example, similar sounds in L1 and L2 can be used to make students aware of phonological similarities. L2 USAGE: The use of the target language is essential for this method. L1 can be used to give instructions when necessary. Meaning is made clear by focusing the students perceptions, not by translation. LISTENING, SPEAKING, READING AND WRITING: Pronunciation is emphasized at the very beginning. It is important that students acquire the melody of the language. All four skills (reading, writing, speaking, and listening) are worked on from the beginning. EVALUATION: although the teacher does not have to give a formal test, she/he assesses student learning all the time. One criterion of whether or not students have learned is their ability to transfer what they have been studying to new contexts. The teacher may never give a formal test. He/she assesses students learning all the time. Continuous monitoring by the teacher is essential. PERSONAL OPINION: Depending on my own teaching and learning experience, too much repetition does not help students. If the students are familiar with their teachers technique, they know that the teacher will repeat the subject-matter once again. Thus, they do not pay enough attention to their teachers talk. On the other hand, if the students know that their teacher will not repeat anymore, they will listen to him/her carefully. Another principle that I agree with is less teacher interference. If the teacher helps only when it is asked, then, that help will be more valuable. Sometimes teachers like me tend to give extra information when students ask something and of course this tires us too much. Therefore students do not make any effort to take the responsibility of their learning. Advocates of the Silent Way feel that more important than the techniques and more important even than the language learning results, is the process, the change that occurs in individuals. This includes understanding and tolerance of another and acceptance of others as contributors to ones own life. TOTAL PHYSICAL RESPONSE: BACKGROUND: Total Physical Response (TPR) is a method developed by Dr. James J. Asher, a professor emeritus of psychology at San Josà © State University, to aid learning second languages. The method became popular in the 1970s and attracted the attention or allegiance of some teachers, but it has not received generalized support from mainstream educators. Language is primarily oral. It is just like the acquisition of native language. Learners first listen (silent period), then oral production starts. Oral communication is crucial. Skillful use of imperatives by the instructor can be helpful for the acquisition of many vocabulary items and grammatical structures. Asher views the verb and particularly the verb in the imperative as the central linguistic motif around which language use and learning are organized. ADVANTAGES: It is fun and easy so students will enjoy the lessons. It does not require a great deal of preparation on the part of the teacher. It is a good tool for learning vocabulary. Class size does not need to be a problem. There is no age barrier. DISADVANTAGES: TPR is reduced to the imperative form. TPR is more useful at beginners. It is not a very creative method. Students are not given the opportunity to express their own views and thoughts in a creative way. It is limited, since everything cannot be explained with this method. It must be combined with other approaches. TEACHER ROLE: the teacher has an active role in this method. He decides what to teach, which materials to use and how they are to be presented. It is important to underline that the teacher ´s role is not simply to teach. His task is offering opportunities for learning. The cognitive map of the target language that each student creates in their mind is going to depend on the way the teacher presents the materials. Teachers should take parents as their model. At the beginning, there will be wide tolerance towards the mistakes students make. If the teacher is constantly interrupting and correcting, students will not be encouraged to talk. They will be inhibited. At first, teachers do not correct children when they begin to speak. STUDENT ROLE: learners have the roles of listeners and performers. First, they must listen to what the teacher says. Then, they are expected to respond physically to those commands given by the teacher. METHODOLOGY: The key for successful language learning is the reduction of stress, such as the first language acquisition (stress-free environment). Listen attentively and respond physically to commands given by the teacher. They are encouraged to speak when they feel ready to speak. Performing physical actions in the target language as a mean of making input comprehensive and minimizing stress grammar is studied in an inductive way. Vocabulary and grammar are introduced through imperatives. Some of the techniques used are: Commands ( sit down, skip, close your eyesà ¢Ã¢â€š ¬Ã‚ ¦), Role reversal: Students command their teacher and classmates to perform actions, Action sequence: The teacher may give three connected commands (e.g. Point to the door, walk to the door, and touch the door). L1 USAGE: The method is introduced in the students L1. After the introduction, rarely would the mother tongue be used. Meaning is made through body movements. L2 USAGE: Teacher speaks only in the foreign language, while the students use it only when they are ready. LISTENING, SPEAKING, READING AND WRITING: Natural order of skills: 1. Listening (Very important during the silent period). 2. Speaking (teacher should not force students to produce the language especially during the silent period they are expected to produce the target language voluntarily) 3. Reading 4. Writing EVALUATION: Teachers will know immediately whether or not students understand by observing heir students actions. Formal evaluations can be conducted simply by commanding individual students to perform a series of actions. As students become more advanced, their performance can become the basis for evaluation. PERSONAL OPINION: This is a very useful method to use with all students (children, young and adult students), but only in the first stages of the foreign language learning. I completely agree with learn the foreign language in a non- stress environment, because this is a key factor of the learning. Students learn better in a relaxing atmosphere, like children learn their mother tongue. The kind of activities that the teacher can use is wide and dont require any language answer of the students until they are ready to do that. But teacher has to bear in mind that this method is not enough when students are in a higher level. In that case, students need more communicative activities. SUGGESTOPEDIA BACKGROUND: Suggestopedia is a teaching method developed by the Bulgarian psychotherapist Georgi Lozanov. It is used in different fields, but mostly in the field of foreign language learning. Lozanov has claimed that by using this method a teachers students can learn a language approximately three to five times as quickly as through conventional teaching methods. The theory applied positive suggestion in teaching when it was developed in the 1970s. However, as the method improved, it has focused more on desuggestive learning and now is often called desuggestopedia. Suggestopedia is a mixing of the words suggestion and pedagogy. ADVANTAGES: Increase oral proficiency and lower classroom anxiety. The use of music, relaxing, pleasing and stimulating environmental set-up, motivated and powerful service people (teachers) giving positive messages with their attractive appearance and never-ending energy so it has the potential to increase motivation, among the learners, to try and use the product, which is English here DISADVANTAGES: The first weakness of this method is that the techniques may not work well in all the learners and cultures. It is not a practical method as teachers face the problem of the availability of music and comfortable chairs Lozanov refers in a number of occasions to the importance of memorization, excluding any reference to comprehension and creative problem solving. In fact language is not only about the power of the mind to memorize. Its about understanding, interacting and producing novel utterances in different unpredictable situations. TEACHER ROLE: Teacher is the authority. Learners learn better if they get the information from a reliable authority. Students must trust and respect that authority. STUDENT ROLE: Students play a childs role (infantilization). They adopt a new identity (new name, job, family, etc.). As they feel more secure, they can be less inhibited. METHODOLOGY: Vocabulary is emphasised. Claims about the success of the method often focus on the large number of words that can be acquired. Grammar is taught explicitly but minimally. Explicit grammar rules are provided in L1. Dialogues are used with their translations in L1 on the opposite side. Texts with literary value are used. The textbook posters are used for peripheral learning. Some of the techniques used are: Classroom set up: dim lights, soft music, cushioned armchairs, and posters on the walls. Positive Suggestion: Direct Suggestion: The teacher tells students they are going to be successful to create self-confidence. Indirect Suggestion: This is provided by music and comfortable physical conditions of the classroom. Peripheral Learning: Posters, lists, charts, texts, paintings, and graphs are hung on the walls of the classroom. Students learn from these although their attentions are not directly on these materials. Visualization: Students are asked to close their eyes and concentrate on their breathing. Then the tea