Examining The Definition Of White Collar Crime Criminology Essay

Examining The Definition Of White Collar Crime Criminology probeLittle is known about neat turn back umbrage among mediocre battalion. Many masses atomic number 18 unaw atomic number 18 of its toll, because it is a less unembellished aggrieve. They sessistert even detect it themselves as happens, for example, with descriptions of consumer goods, with major lampoons, corruption and pollution. They can just observe and endure its effects long after it occurred.This experiment explores what is known about sportsmanlike hold back plague and leave behind find out e actually part of it in effectuate to comprehend its gravity. This shew aims to realise the intrusion of exsanguine speck offense among citizens and to expose the harms caused by it. These issues will be discussed in this order. correspond to Croall (2001) to the highest degree of the early criminologists associated crime plainly to activities of a lower societal class of offenders who frequently pop ulated courts and prisons. In the 19th century this hypothesis was challenged by a US criminologist named Edwin Sutherland who express that crime should non only be associated with that particular class of large number and that persons of the upper socio-economic class engage in much criminal demeanor that this criminal behaviour differs from the criminal behaviour of the lower socio-economic class generally in the administrative procedures which are used in transaction with the offenders and that variations in administrative procedures are not significant from the point of view of actor of crime (Sutherland, 19499)Newburn (2007) states that criminology has a weensyish interest in white match crime, it reduceed generally on crimes much(prenominal) as theft, assault, burglary, criminal damage and others being strongly criticized for it. In the public belief criminology deals and researches only the crime of the powerless rather than the crime of the powerful. There are a fall of drives why criminology has treated this subject with small interest. Some of these reasons are that close of the activity is private and most of the time hidden making it very hard to battleground, the social and political interests in this area is little, the crime statistics do not capture this fount of crimes. Another reason is that media coverage is diametrical for this type of crime. There is normally less space devoted to professional crime, the coverage is less prominent and it is mostly written in the specialist press rather than in the common one. Even tough the focus of criminology in this area is little the fantasy of white stay crime dates back in the 19th century. The criminological clobber that is regard in this type of crime started with Edwin Sutherlands break a manner. He was the criminologists that gave birth to the term and introduce its study to criminology. He tried to direct the preoccupation of criminologists from crimes committed by ma sses of low social status to crimes committed by the ones belonging to a higher social class.Sutherland was way ahead of his time by his research. His concept of crime committed by high status undivideds and the concept of white clerical collar crime came well before labeling theories suggested that the nature of crime should not be found in the act itself but in the social ending to the act. Even though Sutherland approach was indisputable it was considerable criticized. (Newburn, 2007) match to Tappan (1947, cited in Newburn, 2007, pp. 374-375) Sutherlands attempt to label people who had not been convicted by a court of justness as criminals was appalling and stated that what Sutherland sees as deviant behaviour is actually normal business practice. As a response to Tappan, Sutherland stated that some of the normal business practices were in contradiction with the court-ordered rules. His definition of white-collar crime is highly disputed because it oversees very opposite kinds of victims, offenders and offences. It covers crimes committed by people from a high social status, crimes that are committed against or on behalf of some organizations. It is likewise a very different type of crime because it generally takes place in private, it just about always involves a form of inside knowledge, it has the tendency of having uncertain juristic and criminal status, it involves an call of trust, the offenders appear to be legitimately present at the scene and the complaints are made long after the event. As mentioned before there are different kinds of victims, offenders and offences in white collar crime and because of that according to Croall (2001) there are seven primary(prenominal) types of white collar crime such as theft at hunt, histrion, corruption, manipulation offences, consumer offences, nutriment offences, environmental crime and an eight type, state-corporate crime, identified according to Newburn (2007).Theft at work corresponds to activities that range from small outmatch employee theft to large scale embezzlement. According to Barclay and Tavares (1999) research underinterpreted by the British retail consortium open that theft by staff accounted for losses of approximately one tempt of losses from all crime. According to Newburn (2007) another research undertaken by Karstedt and Farrell (2007) essayed that, from kB people that make participated in the study, more than 61 per cent admitted to put one across committed offences such as paying in cash to stave off taxation, emptying paying a TV licence, falsely claiming refunds and many similar small crimes.Employment offences cover business practice and aspects of working life that ranges from employment, wellness and safety to low pay. Every year a large assembly of people are injured or even killed at work and evidence shows that the people that are more apt(predicate) to fall in this category are from the lowest socio-economic groups. Tombs (200 4, cited in Newburn, 2007, pp. 380) states that there have been enter over 1600 deaths that have been linked to asbestosis in 2000 and in 2001 the Health and natural rubber Executive recorded 633 fatal occupational injuries and about 130.000 other injuries that had the result in a minimum three days off work estimating the cost of workplace injuries at 18 billion pounds a year.environmental crime includes a variety of offences ranging from fly-tipping to major industrial disasters such as Bhopal. Bhopal is the city where a carbide plant leaked close to 30 tones of methyl isocyanate, exposing almost half a million people and it has been estimated that almost 20.000 of those people died to date because of it. Another form of environmental crime is represented by bollix dumping. A well known case dates according to Newburn (2007) from 1998 in Cambodia where a shipment of waste was deposited 15 miles outside a village wrapped in plastic sheets. These plastic sheets were considered very useful in such a poor country and were taken by local villagers that in short started to feel sick having symptoms that varied from headaches to chest pains. It has been estimated that almost 600 of the 1200 residents fell sick. (Newburn, 2007) deceit covers many activities that involve a form or another of misapprehension in order to achieve monetary or material advantages. According to Levi et al. (2007) there are 14 common types of tommyrot benefit blind, charity fraud, cheque fraud, consumer frauds, counterfeit intellectual property and products, data-compromise fraud, embezzlement, gaming frauds, insider dealing/ commercialise abuse, insurance fraud, lending fraud, pension-type fraud, procurement fraud and tax fraud. (Levi et al. 2007)Benefit fraud is a type of fraud base on the social surety system and has a variety of cases from working and claiming benefits to failure to notify benefit officials of changes in circumstances.Charity fraud covers frauds where donat ions are taken for charities that do not exist or have been embezzled from registered charities.Cheque fraud is the type of fraud which means issuing cheques knowing that they are not cover. It is a type of fraud that is normally covered up to a come down limit.Consumer frauds include lottery/prize scams, telemarketing frauds, misrepresentation of products and gaming frauds such as fixed races.Counterfeit intellectual property and products fraud includes the sinful copying of vehicle parts, art and antiques, computer software and games, CDs, DVDs and even medicines.Data-compromise fraud covers fraud on both companies and individuals by fraudulently gaining and using financial information.Embezzlement is the type of fraud taken against businesses, government departments and professional firms by staff and it generally involves accounts manipulation or the construction of false invoices.Insider dealing/market abuse represents in general share trading by using information that is not available to the public. It may or may not directly affect people but it affects the market and can be seen as fraud against the whole public.Insurance fraud stands for fraud that is made against insurance companies and varies from arson for profit to false claims.Procurement fraud includes fraud and corruption involved in the purchasing process from price-fixing to the abuse of inside information. (Levi et al. 2007)Tax fraud covers the failure to pay direct, indirect and shine taxes. According to Newburn (2007) this is a very common type of fraud and it is estimated that it cost the European Union almost 34 billion pound per year.These are the types of white collar crime guided by Levi et al. (2007) and in order to better understand Sutherlands definition of the concept we should also research the offenders.McBarnet (1988) states that usually wealthy offenders or large corporations are the ones who make the most of white collar crime as they can more easily avoid breaking the l aw by employing respectable advisers to keep them in accord with the letter of law. However, if they do break the rules, they may also use expert advisers or hire the best lawyers to negotiate with enforces and contest cases in court, in order to produce more indulgent outcomes. (Croall, 1989)Jewkes and Letherby (2002) state that very a few(prenominal) offenders are prosecuted for white collar crime and, because of this, it is difficult to determine what characterizes a white collar criminal. Offenders of white collar crime are usually believed to be from high status backgrounds but there are indications that show the opposite. According to Jewkes and Letherby (2002) there are authors that found that small businesses were the types of business that mostly resorted to insurance fraud rather than big ones. They also found that small video stores and moonlighting builders are more likely to be convicted by The midland Revenue because their offences are cheaper to investigate and ea sier to convict than large businesses. Another reason for this is because small businesses deal directly with the public making it harder for them to conceal their trading operations that most of the time are less complex than the ones from large businesses and also because the proprietor is much more easily identified as the trusty person.Regarding to the race, age and gender of the offender there is little information. Although Gelsthorpe and Morris (1988) affirm that the abundant majority of offenders are male. That could be related to womens lower involvement in powerful positions with so many opportunities to commit high-profile white collar crime. On the other hand, a large number of women are found in fraud categories. Anyway, there had been a few legendary female white collar crime offenders to compare with the male defendants in the Guinness trials, or the directors of firms who have been charged with white collar crime. In addition, most major scandals involving frauds or corruption in the United Kingdom have involved men. similarly that, popular representation of entrepreneurs and mavericks are also primarily male.It is believed that, white collar offenders are recognized by their older age. This can be part explained by employment rates, because younger people are less likely to achieve a powerful and trusted position associated with forms of white collar crime. Some people agree with the statement that theft at work increases with age. (Croall, 2001)Race or ethnicities have been little explored in studies of white collar crime compared with other types of crime, where it has received greater attention. This could be linked to the employment status of different minority groups where high-status occupations are dominated by majority.Studies based on white collar crime have confirmed a wide variety of offenders that were divided into two main categories Individual offenders and Organisational offenders.Newburn (2007) states that individual offen ders can be separate according to their occupational status as elite offenders, the tenderness classes and white-collar workers. Elite offenders group include people with great influence, owners and partners in businesses and corrupt politicians. The middle classes group belong to middle managers, professionals and civil servants whom are mostly dealing with tax offending and fraud. pink-collar workers group is represented by clerical workers and the other people involved in theft, from a lower aim of organisations.Organisational offenders can be grouped according to the size of their businesses into corporate offenders, petty materialistic businesses, and rogue and cow man businesses. Corporate offenders involve the worlds largest corporate bodies in diverse types of delinquencies. Petty bourgeois are small companies operating locally mostly implicated in health and safety offences. Rogue and cowboy group are mainly involved in consumer fraud by misrepresentation on products and services. afterward describing what white collar crime means, its forms and offenders we should take a look at the victims of this type of crime. According to Levi (1988) the victims of white collar crime vary from people that is very wealthy to people that are very poor. Newburn (2007) states that, white collar victimization is different from the victimization of conventional crimes. According to Croall (2007) one of the main focuses of white collar criminology is to expose the harm caused by the crimes of the powerful which come out to overcome the harm caused by conventional crime. It tends to use general categories to describe the victims and it has the tendency to research the relation between class, status, power and offending, criminal justice and sentencing rather than victimization. Croall (2007) argues that victimization is made and studied as a throng of layers. At the first level it affects private individuals, at the second level it affects organizations and at th e third and final level it affects the society. There are crimes that do not target individual people but they end up doing it. For example crimes that target and affect the government end up alter all citizens. Victimization of white collar crime is often covered up by creating incidents that result from systematic violations of the regulations. The victims are also categorise as deserving and undeserving. Investors can be accused of making vainglorious investments and are seen as less deserving than people who for example are victimized through pension fraud. One of the principles of the consumer law is to let the emptor beware so most of the victims are blamed by others or even blame themselves for not paying attention and for being taken in by sales cons and counterfeit goods.According to Croall (2007) one of the most outrageous blaming of the victims was at the Hillsborough disaster when 96 people were killed in the crumble of a football stadium, disaster that ended up to have been evoke by the advanced drunken state of the spectators. (Croall, 2007)According to Croall (2001), the best way to reduce the extent of white collar crime is through promoting a good relationship with firms that are being policed.Criminal law is universalist and absolute, and those who offend against it are criminals. (Snider, 1990 385)Even if sentences for white collar crime attract less public attention, they do attract criticism where, for example heartbreaking fraudsters receive short prison sentences or companies blamed for death or injuries are given a relatively small fine. Their actions are seldom criminalised if they are, they are rarely punished adequately. It should be taken into consideration the harm that has been done. (Croall, 2001)White collar crime continues to raise a lot of questions to which answers essential be found in order to improve the quality of life.This essay defined and described the concept of white collar crime. It studied and showed its t ypes, the offenders and categories of offenders, the victims and the impact that it has on them and also how criminology studies this type of offence.

Effects Of The Learning Together Model Education Essay

effectuate Of The eruditeness unneurotic prototype Education EssayCHAPTER 11.1 insertioncooperative words accomplishment has been proclaimed as an effective biddingal approaching in promoting the cognitive and linguistic study of gypers of side as a siemens run-in (ESL) or face as a Foreign Language (EFL) (Kagan, 1995 Kessler, 1992 McGroarty, 1989, 1993). These look intoers, among others, have established the hypothetic relevance of accommodating knowledge (CL) in arc gage diction (L2) education ground on the premise that CL provides maximum opportunities for essenceful in mark and output in a highly synergistic and auxiliary environment. CL in any case integrates language and content argument, and its varied applications argon in harmony with the pedagogical implications of the input, sociableization, and inter vigorous theories of L2 acquisition.This is beca hire CL enhances the motivation and psycho neighborly adjustment of L2 learners (Cohen, 1994 Do rnyei, 1994, 1997). According to Olsen and Kagan (1992), CL amplifications fundamental fundamental interaction among learners as they restate, expand, and elaborate their ideas in devote to convey and/or clarify mean meaning. This interaction is important because it contributes to gains in L2 acquisition (Long Porter, 1985 Pica, Young, Doughty, 1987) and in pedantic operation (Bejarano, 1987 Ghaith Yaghi, 1998 Kagan, 1989). Further much than, it has been established that CL enables learners to process information beyond the level of sensory(a) run intoing by offering redundancy and multiple venues of information door way of life and tasks (Olsen Kagan, 1992 Webb, 1989).Likewise, CL may be especi eithery useful for ESL/EFL learners based on the assumption that it provides a variety of flexible ways for organizing focussing and integrating language and content instruction into various discourse and instructional con text editions (Olsen, 1989). In amplification, C L encourages active participation in genuine conversations and collaborative problem-solving activities in a develop climate of personal and pedantic support. It besides empowers learners and provides them with self-reliance and envision to organize and regulate their own learning (Clifford, 1999 Thomson, 1998)As joint encyclopedism advances into the nations assortrooms, the benefits of nurture strategies increase greatly. information strategies suggested in Diversified T to each oneing, though strong in themselves, gain more power as we put the steps into the hands of bookmans. For many learners, active participation is the key to mastery. In the past, teachers have done most of the action with students passively observing. Now, after conservatively patterning the steps of a strategy, teachers throw out direct the activities to small hosts of students. When students take actively involved in the learning process, the quest(a) occur1. motive increases/boredom decr eases2. Mastery improves for kinesthetic learners3. Responsibility of learning sacs to the students1.2 Background of the seek ProblemThe social and schooldays scope of the present turn over is a bilingual environment where Bahasa Malaysia, the native language, is predominately used in the media and for daily converse and English is taught as second language, rated for their educational and cultural significance. However, ESL instruction in the context of the present study remains competitive in nature and does not provide opportunities for active learning and meaningful intercourse among learners because learners are evaluate to perform better than their classmates in order to wee higher grades and deliver the goodss the approval and success. in that respect is a hold to examine the theoretical relevance and might of cooperative learning as an instructional approach in a bilingual and handed-down school context such(prenominal) as this one based on the assumption tha t it would encourage active learning and meaningful interaction in the target language of English among learners.1.3 Statement of the ProblemIt has been said that students learn to read by indication and to write by writing. If, in fact, this is true, it is reasonable to assume that students develop feelings of outlay by experiencing small daily successes. Success in school, particularly in reading, has a strong impact on students feelings of worth and accomplishment.on-key reading requires both the magnate to break down the code and the ability to understand the meaning intended by the writer. Collaboration is call for betwixt leftover and right brain visual skills in order to be a strong reader. Fortunately, students who are weak in either champaign can be assisted by using specific strategies conjunctive learning is a philosophical shift from the teacher as firsthand transporter of information to teacher as facilitator. Student works unneurotic in pigeonholings of di ckens to five as they teach one another, problem settle and develop appropriate social skills. co-op learning provides a way for students who are weak in academic skills to actively get into in the learning opportunity by contributing their own strengths and by receiving confederate assistance. However, research indicates that the strong student who helps the weak one actually benefits more.1.4 conceptual poserThis research is to mildew the effectuate of the Learning in concert Model of Cooperative Learning on English as a Second Language in knowledge Comprehension acquisition and Academic self-pride to improve students scores on reading comprehension bear witnesss at heart a particular primary quill school setting.The observational radical of students from the upper primary level is the sampling for comparison in the form of quantitative and qualitative instruments. Before and after acquirements provide be taken into consideration for analysis.During the pre visitat ion a specifically design seek will be habituated for the purpose of the present study is administered to all participants 1 week previous to the treatment. This test is based on a reading text and include 12 items that measured participants verbal comprehension of ideas in a flash stated in the passage and higher order comprehension that required inference and interpretation. Finally, the homogeneous set up test is administered to the participants in the halt and data-based congregations at the endpoint of the treatment. This test is a domain-referenced test that covered the learning outcomes and competencies targeted during the period of investigation.The express test is based on a selection reading text that is previously read by the participants and include nine multiple-choice, three gip answers, and octet sentence-completion items that measured the outcomes and competencies under investigation.Outcomes of the tests, the questionnaires, the feedback on the technique s and observation of the self-esteem of the sample will be taken into consideration for further evaluation. The conceptual mannequin of this research as belowFigure 1 Conceptual Framework of researchPRETESTCLASS BCLASS AEKSPERIMENTALGROUP restrainGROUPPOST- TESTQuestionnaires(Self-Esteem)STUDENTSTUDENTFMFMRESULTMurid)1.5 Purpose of the ResearchThe purpose of this research is to determine the effects of the Learning Together Model of Cooperative Learning on English as a Second Language in development Comprehension Achievement and Academic Self-Esteem to improve students scores on reading comprehension tests in spite of appearance a particular primary school setting. ESL learners found reading for information easy in their first language but more difficult in a second or foreign language. learning comprehension tests caused disturbance and a sense of trouble for students who did not have the skills to cope with the tests. edition in a second language was not easy but taking te sts made it heretofore more difficult.1.5.1 Research ObjectivesThis research intends to find the following objectivesTo examine whether the Learning Together CL illustration more effective than established class instruction in promoting the ESL reading comprehension achievement.To examine whether the Learning Together CL exemplar more effective than conventional class in promoting achievement at heart male and female students.To examine whether the Learning Together CL good example more effective than conventional in increase the entertain for the observational assort.To examine whether Conventional Method can increase the students interest among the control radical students.1.5.2 Research QuestionsSpecifically, the study address the following questionsa) Is the Learning Together CL model more effective than conventional instruction in promoting the ESL reading achievement?b) Is the Learning Together CL model more effective than conventional in promoting achievement within m ale and female students?c) Is the Learning Together CL model more effective in increase the interest for the students in experimental conference?d) Is Conventional Method can increase the students interest among the control group student?1.5.3 Hypothesis Nulla) at that place is no meaning(a) residual in achievement mean score on post test of students in experimental group compare to students in control group.b) There is no significant difference of achievement score in English Lesson within male and female students who had been taught using Learning Together Model.c) There is no significant difference in interest for the students in experimental group using the Learning Together Model.d) There is no significant mean score in English Reading Comprehension test in Interest for the Control root Students Using Conventional Method.1.6 logical implication of the ResearchIts clear that reading comprehension is a decomposable cognitive process that depends upon a number of ingredient s all working together in a synchronous, even automatic way. Vocabulary clearly plays a sarcastic role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. And the reader must apply reading comprehension strategies as ways to be sure that what is being read matches their expectations and builds on their increment body of knowledge that is being stored for immediate or future reference.. In conventional classrooms, ESL students receive less teacher and peer communion and communication at a start out linguistic and cognitive level than in cooperative learning classrooms. One of the main advantages of group work for second language learners is that it offers students the chance to hear more language and more intricate language during interaction. In discussion with others, students may hear more mazy language from their peers than from the teacher in conventional class discussion. Consequently, at to the lowest degree some of the input will be at an appropriate level. In one study, students participating in group-based investigation made more high-ranking cognitive gains than those who took part in peer-tutoring or whole-class manners (Holt, 1993).Most observational research indicates that the deliverer is the teacher 60 to 70 % of the quantify during teacher-centered interaction. In comparison, in cooperative learning, one quaternityth to one half of the students can speak at any given time, depending on whether pair work or group work is being used (McGroarty, 1993). This is important to language learning because it give students more opportunities to practice using language skills. In addition to increasing the number of opportunities available for communicative expression, cooperative learning systems promote use of a wide range of communicative functions. This is important to language learning to expose students to a variety of langua ge skills. Through teacher modeling and pre program line exercises, students are given specific instructions in such skills as paraphrasing the ideas of others, asking for explanations, summarizing, clarifying, indicating agreement or disagreement, and interrupting politely, all verbal skills, which are beneficial to the language acquisition process.1.7 Limitations of the ResearchSome problems which may arose when research is conducted. They areThe outcomes may only cover the sample and may not necessarily be concluded all the groups in the general. However, samples with similarities of culture, undercoat and also environmental factors may result in similarities of outcomes and problems.Differences in approaches and styles of the teachers, the interest of the students, the studying environment and other factors also need to be addressed in order to have more valid and reliable results.Reading techniques are focused on the reading comprehension and could not be generalized for othe r aspects of the language.1.8 translation of TermsDefinition of ReadingTrue reading requires both the ability to break down the code and the ability to understand the meaning intended by the writer. Collaboration is required betwixt left and right brain visual skills in order to be a strong reader. Fortunately, students who are weak in either area can be assisted by using specific strategies.Reading Comprehension Its clear that reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even automatic way. Vocabulary clearly plays a captious role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. And the reader must apply reading comprehension strategies as ways to be sure that what is being read matches their expectations and builds on their growth body of knowledge that is being stored for im mediate or future reference.Definition of Cooperative LearningCooperative learning is a philosophical shift from the teacher as primary conveyor of information to teacher as facilitator. Student works together in groups of two to five as they teach one another, problem solve and develop appropriate social skills. Cooperative learning provides a way for students who are weak in academic skills to actively go in in the learning opportunity by contributing their own strengths and by receiving peer assistance. However, research indicates that the strong student who helps the weak one actually benefits more.1.9 SummaryThe research is an attempt to check over the effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-Esteem. Reading comprehension is a complex cognitive process that depends upon a number of ingredients all working together in a synchronous, even automatic way. Vocabulary clearl y plays a vital role in understanding what has been read. The reader must also be intentional and thoughtful while reading, monitoring the words and their meaning as reading progresses. Cooperative Learning advances into the nations classrooms, the benefits of reading strategies increase greatly. Reading strategies suggested in Diversified Teaching, though strong in themselves, gain more power as we put the steps into the hands of students.Effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-EsteemCHAPTER 2Literature Review2.1 Introduction Cooperative Learning(CL)Currently, CL is perceived as a generic term for a number of instructional techniques and mathematical functions that address conceptual learning and social development. It encompasses the following instructional models the Structural Approach (Kagan, 1989), Group investigation (Sharan Sharan, 1992), Student squad up Learn ing (Aronson, Blaney, tonushan, Sikes, Snapp, 1978 Slavin, 1995), Curriculum Packages (Slavin, Leavey, Madden, 1986), and Learning Together (Johnson, Johnson, Holubec, 1991, 1992, 1994).The Structural Approach is based on using content-free ways of managing classroom interaction called organises. Structures are relatively easy to implement and can be categorized into squad and class building, communication, mastery, and critical thinking structures. One example of a structure is Numbered Heads Together. Kagan (1989) describes the procedure of Numbered Heads Together as followsStep 1 Students number off within squads.Step 2 The teacher asks a high consensus question.Step 3 Students put their heads together to make sure everyone on the team knows the answer.Step 4 The teacher calls a number at random, and students with that number annul their hands to be called upon to answer the question and earn points for their teams.Group Investigation divides work among team members, who complete specific tasks and then reconvene to slump a group presentation. Student Team Learning includes the Jigsaw method and its variations and the Student Teams Achievement Divisions (STAD) method. The Jigsaw method has five major components reading, adroit group discussion, team report, testing, and team recognition. Meanwhile, STAD is organized around the components of teacher presentation, team study, individual(a) quizzes, individual improvement scoring, and team recognition. The main difference betwixt Jigsaw and STAD is that Jigsaw is well suited for teaching real in a narrative form such as a legend or chapter, whereas STAD is useful in teaching materials that require single correct answers such as language rules and mechanics. Curriculum Packages are specific programs for teaching math and language and include the Cooperative Integrated Reading and penning program.The Learning Together model organizes instruction according to the principles of positive mutualness , individual accountability, promotive face-to-face interaction, social and collaborative skills, and group processing. Specifically, positive interdependence means that the success of students is linked with the success of their team members and may be structured finished mutual goals, joint recognizes, shared resources, complementary roles, and a common team identity. Individual accountability means that the performance of each member is assessed and results are given to the team and the individual so that team members cannot get a free ride on the efforts of their teammates.Yet, team members distillery help, share, encourage, and support each others efforts to succeed through promotive interaction within their groups. Furthermore, they use and develop their interpersonal and small-group skills of leadership, decision making, trust building, and conflict management. Finally, the team members perform group processing to reflect how well the team is mathematical process and how its effectiveness may be improved. As such, the main difference between the Learning Together and other CL models is that this model is less decided and less prescriptive than the Structural and the Student Team Learning models that betroth specific steps in lesson think and some what prepackaged curricula, lessons, and strategies in a prescribed manner (Johnson Johnson, 1998, p. 226). Rather, the Learning Together model provides a conceptual framework for teachers to plan and tailor cooperative learning instruction according to their circumstances, student needs, and school contexts. (For further description of the various CL models, see Kluge, McGuire, Johnson, Johnson, 1999.)2.2 Review of Previous StudiesPrevious research involving students who spoke English as a first language and who learned content in English has suggested that CL may encourage higher self-esteem and lower feelings of hallucination at school (Johnson, 1979). For instance, Norem-Hebeisen and Johnson (1981 ) account that self-esteem was positively cerebrate with cooperative relationships among 821 White, middledle-class secondary school students in a mid western suburban American community. These investigators further account that competitive and laissez-faire(a) patterns of social interdependence reflected lower self-esteem and greater concerns regarding success and social approval.However, Johnson, Johnson, Scott, and Ramolae (1985) found no significant differences between the Learning Together CL model and individualistic and competitive forms of instruction in improving the self-esteem of 154 fifth- and sixth-grade students of science in suburban Minnesota. Along similar lines, Oickle (1980) studied the effects of team reward and individual reward structures on the English achievement and self-esteem of 1,031 students from diverse communities enrolled in four American middle schools.This researcher reported positive effects in favor of the team reward structure in promoting achievement in the four schools and in improving self-esteem in only one of the schools. Similarly, Madden and Slavin (1983), who studied the development of self-esteem among regular and special needs elementary school children in Baltimore, Maryland, reported greater general self-esteem effects for STAD but no differences in academic and social self-esteem between STAD and the control group. Conversely, Allen and vanguard Sickle (1984) reported no differences between STAD and the control group in improving the general self-esteem of 51 ninth-grade students after 6 weeks of experimentation in rural Georgia. Finally, while some researchers found that the Jigsaw method had positive effects in improving students general self-esteem (e.g., Blaney, Stephan, Rosenfield, Aronson, Sikes, 1977), Gonzales (1979) reported no such effects.In the context of ESL/EFL, previous research suggests that CL promotes positive attitudes among learners (Gunderson Johnson, 1980), intrinsic motivation and satisfaction (Clement, Dornyei, Noels, 1994 Szostek, 1994 Ushioda, 1996), and active pursuit of group goals (Nichols Miller, 1994). It also leads to gains in social support for academic excellence (Daniels, 1994), antepast of successful task fulfillment (Douglas, 1983), and increased self-confidence and less anxiety (Deci Ryan, 1985). More recently, Ghaith and Yaghi (1998) reported that the STAD method is more effective than individualistic instruction in improving the acquisition of L2 rules and mechanics. Likewise, Calderon, Hertz-Lazarowitz, and Slavin (1998) reported that a bilingual Cooperative Integrated Reading and Composition intervention improved third-grade achievement during regeneration from Spanish to English in comparison with control classes that used traditional textbook reading methods. Similarly, Bejarano, Levine, Olshtain, and Steiner (1997) reported that small-group cooperative practice of modified interaction and social interaction strategies improve EF L learners communicative competence.In like manner, Thomson (1998), in her study of a group of third-year Australian university students in a Japanese language class, found that cooperation among teachers and students increased interaction opportunities among learners and promoted autonomous learning. Finally, Ghaith (2002) reported that the Learning Together CL model positively correlates with a supportive L2 climate and with learners perceptions of fairness of grading and academic achievement. The aforementioned studies underscore the value and voltage of CL in the L2 classroom. However, there is still a need to investigate the efficacy of various CL models in promoting gains in the cognitive and non-cognitive domains of ESL/EFL instruction across different languages and cultures.2.3 SummaryConsequently, the present study set out to investigate the effects of the Learning Together CL model on the achievement, academic self-esteem, and feelings of alienation among ESL learners stu dying in a web site characterized by competitive schooling and limited opportunities for meaningful social interaction in English, the target language.Effects of the Learning Together Model of Cooperative Learning on English as a Second Language in Reading Comprehension Achievement and Academic Self-EsteemCHAPTER 3Research Methodology3.1 Study DesignThe study employed a pre test-post test control group design and focused on the variables of academic self-esteem and alienation from school as well as achievement based on the proposition that interacting positively with other people to achieve common goals tends to increase academic self-esteem and to decrease school alienation (Johnson, Johnson, Stanne, 2000). Academic self-esteem and psychosocial adjustment at school are of critical importance because they enable learners to withstand the disappointments of life, be confident decision makers, and at last be happy and productive individuals(Slavin, 1995). Likewise, the Learning Tog ether CL model was selected as the form of intervention in the present study because it encompasses all the CL elements of heterogeneous grouping, positive interdependence, individual accountability, social and collaborative skills, and group processing.Furthermore, there is at present a need to examine the efficacy of this model inThe context of teaching ESL in general, and in the context of the present study in particular, due to the scarcity of previous research.3.2 Populations and assayParticipants in the study are 60 upper primary students from a primary school in Kulim. The learners are from families with low to medium socioeconomic and educational backgrounds enrolled in the primary school in Kulim. There are 34 males and 26 females, and their ages ranged from 11 to 12 years. The participants will be selected from the primary school and will be randomly assigned to control and experimental groups the study will last for 10 weeks. The experimental group included 30 participan ts who will study together in seven teams of four members each according to the dynamics of the Learning Together CL model as described in the Study section. Meanwhile, the 30 participants in the control group will study the same material according to procedures in their textbooks.FIGURE 2 Populations and SampleMaleFemaleExperimental Group1614Control Group18123.3 Research InstrumentsAcademic self-esteem was defined in the context of the present study as the self perception of one as being a capable, competent, and successful student (Johnson Johnson, 1996, p. 67) and measured by a five-item Likert subscale adapted from Johnson and Johnson (1996). Likewise, an eleven-item Likert subscale also adapted from measured school alienation Johnson and Johnson (1996)In addition, an achievement pre test specifically designed for the purpose of the present study is administered to all participants 1 week prior to the treatment. This test is based on a reading text and included 12 items that me asured participants literal comprehension of ideas directly stated in the passage and higher order comprehension that required inference and interpretation. Finally, the same post test is administered to the participants in the control and experimental groups at the conclusion of the treatment. This test is a domain-referenced test that covered the learning outcomes and competencies targeted during the period of investigation. These outcomes and competencies included utilizing context Clues (syntactic and semantic) and using reading strategies such as previewing, skimming, and scanning to achieve literal and higher order comprehension of printed discourse.The post test is based on a selection reading text that is previously read by the participants and included nine multiple-choice, three short-answers, and eight sentence-completion items that measured the outcomes and competencies under investigation. The content validity of the test was established by the researcher, the program c oordinator, and the teacher who implemented the study, using a specification remit as suggested by Sax (1980). Consequently, it is determined that four items measured literal comprehension, eleven items measured higher order skills, and five items measured the use of context clues to aid comprehension.3.4 Procedure for Data CollectionThe study consisted of two human bodys. The first shape involve a teacher who agreed to participate in the study by applying the elements of the Learning Together CL model (heterogeneous grouping, positive interdependence, individual accountability, social skills, group processing) in her teaching of ESL. This phase focused on specifying academic and collaborative skills objectives, dividing students into groups, arranging the room, assigning roles, and planning materials. Furthermore, the participating teacher will receive training in explaining academic tasks, structuring positive goal interdependence, individual accountability, and intergroup coop eration. The teacher will also learn how to specify and monitor learners desired behaviors and enable students to process and evaluate how the group functioned. The purpose of this first phase was to maximize experiment fidelity through careful training of the teacher-experimenter who would implement the second phase of the study.The second phase of implementation involved working with the program coordinator and the teacher who agreed to participate in the study in order to determine the content and learning outcomes and competencies to be achieved during the period of investigation. In addition, detailed lesson plans were designed in order to teach the same content and skills to the experimental and control groups. The lesson plans for the experimental group were based on a checklist of teachers roles and lesson templates designed by Johnson, Johnson, and Holubec (1987) . Specifically, the plans included lesson summaries, instructional objectives, and a list of materials needed as well as specifications of time required, group size, assignment to groups and roles, and arranging the room. The lesson plans also included an explanation of tasks, procedures to structure positive interdependence and individual accountability, and criteria for success.In addition, the plans specified the social skills and expected behaviors, and included procedures for group monitoring and processing to see how well the group functions. Meanwhile, the lesson plans for the control group focused on reading the same material according to the instructional procedures (activities) suggested in their textbook. These procedures were organized into three stages of lesson planning opening, instruction and participation, and closure. These stages provided opportunities for working on various language objectives in the written and literal domains in an integrated matter, using a wide variety of instructional techniques such as whole-class brainstorming, discussion, question and answer, comp rehension checks, crossword puzzles, and graphic organizers. some(prenominal) the experimental and control group lesson plans addressed the same instructional objectives and will be based on the same reading selections and exercises. However, the experimental plans provided opportunities for small-group interaction and for sharing resources among team members. There was also an emphasis on social and collaborative skills and on developing team spirit and collegiality. Conversely, students in the control group worked individually and shared their answers with the class. As previously noted, one of the teachers who had authorized training in Phase 1 of the study had agreed to participate in Phase 2. In order to avoid any potential bias in the implementa

Communicating within the Learning Disabilities | Reflection

Communicating within the Learning Disabilities Reflection

Different Views On Motivation Education Essay

Different Views On Motivation Education showMotivation, a psychological feature can be defined as the direction and intensity of nonpareils movement (Sage, 1977). In short, the direction of ones effort alludes to an item-by-item is attracted to a legitimate situation, for example the student may be do to go bug out for a soccer team. Whereas, the intensity of ones effort refers to how overmuch effort a person put together forward in a particular situation, for example a student may at endure sensual education class unless do not put effort during class. The relationship of direction and intensity of efforts are directly related, typically a student who seldom miss training lesson forget usually put in much effort during participation.Different views on pauperism at that place are generally 3 assorted types of views on how motivation works, typically the trait-centered, the situation centered, and the reciprocal. The trait centered view refers to a make conduct actu ally comes from individual character. The individual(prenominal)ity, needs, interests and inclinations are some of the component that determines a motivated behavior. The situation centered views sees motivation as an influence of a certain situation. A student may be unmotivated in aid soccer training but motivated to play for the school soccer team. The last view of motivation which is widely endorsed by sport psychologists is the interactional view, this view actually combines the trait centered views and situation centered views to produce a new view. An interactional view of motivation study was conducted by Sorrentino and Sheppard (1978) on 44 manful and 33 female swimmers in universities, examen them on a 200 yard individual event and so a part of a fall back team. The study has sh have got that knowing the swimmers in the flesh(predicate) characteristics (trait centered view) was not the best(p) way to predict the behavior (individual best split time), be grounds the performance withal depended on the situation alike(p) whether it is relay or individual race (situation centered view) (Brewer B, ,2009)3.Achievement motivation and battleIn sport, act motivation and competitiveness are known to be adapted to influence performance and participation. Achievement motivation is defined as a persons efforts to master a occupation, achieve faithfulness, overcome obstacles, perform recrudesce than others, taking pride in exercising talent (Murray, 1938). It al execrables athletes, exercisers, students to achieve excellence, to turn in last levels of fitness and to maximize learning respectively. Achievement motivation is also an inclusive of trait view, situation view and interactional view of a motivation of a person. Competitiveness, on the other hand is defined as disposition to strive for satisfaction when making comparisons with some standard of excellence in the presence of evaluative others (Martens, 1976). Both deal not ripe with the nett offspring but also the journey of getting to the final outcomes.Own motivation experienceI am interested in the concept of motivation because due to my own personal account. I am currently a contract Physical education (PE) teacher with Ministry of Education. In 2 months time (June 2010), I will be going to theme Institute of Education (NIE) in N some(prenominal)ang Technological University to train as a PE teacher. However to be admitted into NIE, I need to pass a material proficiency test (PPT) conducted by NIE Physical Education and Sports Science. The PPT comprises of 5 different stations, namely the agility get, badminton, possession plot of ground, gymnastic and swimming.To pass the PPT, a outlook must achieve the fol mildinga. A score a primitive of 9 points or more in the test.b. Does not fail any station.To date, I baffle taken the PPT twice, but failed to pass the agility run station both time, the minimum passing time for the station for male runner is less than 17.7 sec. Even though, I am very disappointed, but I am very determined and motivated to take and pass the test again. Hence, the achievement motivation (Wikipedia, Jan 2010)2. for this PPT has influence a wide flesh of my current behaviors, thoughts and feeling for example.Choice of activity (seeking out runners of greater great power to learn with them the correct techniques).Effort to purse goals (I have been practicing for every exchange days)Intensity of effort in the pursuit of goals. (To do 25 mins sprinting, mobility, warms up before the run.) Persistence in the face of loser and adversity (When I still not able to run within the 17.7 secs, I will work harder, to try new ways to run the test.)In short, with the discernment of the 4 theories of achievement motivation, I (considering myself as low achievers) have summaries the major(ip) predication from each conjecture and hoped to use them to guide my own physical exercise to pass my PPT in march 2010. minuscule achieverMotivation penchantHigh motivation to avoid failure( charter to pass PPT)AttributionsAscribes failure to abiding and subjective component parts within my tell.(Dry testing field, headspring prepared)Goal choose payoff goals(Pass PPT) perceive competence and run into low-pitched perceived competence and believes achievement is outside own control.(To date, still cannot clear 17.7 sec)Task choiceSeeks out difficult challenges(Pass PPT, to become PE teacher)Performance conditionsPerforms poorly in evaluative conditions 4 theories of achievement motivationOver the years, 4 main theories were evolved to explain motivation in people, they are the need achievement theory, attribution theory, achievement goal theory and competence motivation theory.Need achievement theoryNeed achievement theory (Atkinson 1974 MClelland, 1961) has 5 components which include personality factors, situational factors, resultant tendencies, aflame reactions, and achievement related behaviors. These components serve as the framework to predict task preferences and performance outcomes. Achievement related behavior results from the interaction of the other four components ( extravagantly achievers tend to perform better when evaluated and select challenging tasks with intermediate risks low achievers tend to avoid risky and challenging tasks, and perform less well(p) when evaluated).Attribution theoryThis theory direction on the explanations that people tend to make to explain succeeder or failure (Heider, 1958, Weiner 1985, 1986). The theory has 3 main categories, they are stability, locus of agent and locus of control. Stability refers the cause of the success or failure may be either persistent or unstable. If the we believe the cause is stable, then the outcome is likely to be the same if we perform the same behavior on another occasion. If it is unstable, the outcome is likely to be different on another occasion.. locale of causality refers to the cause of the s uccess or failure may be internal or outdoor(a). That is, we may succeed or fail because of factors that we believe have their origin within us or because of factors that originate in our environment. Locus of control refers to the cause of the success or failure may be either controllable or uncontrollable. A controllable factor is one which we believe we ourselves can alter if we wish to do so. An uncontrollable factor is one that we do not believe we can easily alter. The close important contribution of the theory is it explains the attributions affect expectations of future success or failure and emotional reactions (Biddle, Hanrahan Sellars, 2001 McAuley, 1993b).Achievement goal theoryAccording to this theory three factors interact to determine a persons motivation Achievement goals, Perceived ability, Achievement behavior. This theory also indicates that individuals in achievement settings are typically oriented to one of two goals either task goal or outcome goal. When det ermining whether or not they have been successful in these contexts. Someone may have an task goal orientation where they completely counselinges on comparing performance with personal standards and personal improvement Others may have an outcome orientation that focuses on comparing performance with and defeating others,competency motivation theoryA theory of achievement motivation ground on a persons feelings of personal competence. According to the theory, competence motivation increases when a person successfully masters a task. This encourages the person to master more tasks (Weiss Chaumeton, 1992). For example, a young high self-esteem soccer player believes that he has control over the learning and performance of skills, then the efforts to learn the game will increase his pride and happiness, this will in turn tend to increased motivation.An analysis of the relationships between the four theoriesBased on the ledger (Weinberg, R.S., Gould, D. (Eds), 2007)1, the 4 theor ies of achievement motivation are able to work together and give a clear predication of the motivational behavior for high and low achievers. The table below establishs how high and low achievers vary in terms of their motivationals orientation, attributions, the goals, their task choices, their perceived competence and control, and their performance.High achiever baseborn achieverMotivation orientationHigh motivation to achieve successLow motivation to aviod future decoct on the pride of sucessLow motivation to achieve successHigh motivation to aviod futureFocus on shame and worry that may result from failureAttributionsAscribes success to stable and internal factors within ones controlAscribes failure to unstable and external factors outside ones controlAscribes success to unstable and external factors outside ones controlAscribes failure to stable and internal factors within ones controlGoal adoptedAdopts task goalsAdopts outcome goalsPerceived competence and controlHigh perceive d competence and believes achievement is within ones controlLow perceived competence and believes achievement is outside own control.Task choiceSeeks out challenges and able comptitors and tasksAviod challenges seeks out very diffcult or very easy tasks and competitorsPerformance conditionsPerforms well in evaluative conditionsPerforms poorly in evaluative conditionsIn contast, high achievers normally embrace task goals and are fully aware of their own ability and control. They believe success is due to stable and internal factors like high skill and they see failure is due to unstable and control factors like low efforts, they always have a positive and rose-colored attitude. For example, someone who has a positive attitude always focuses on opportunities sooner than on potential drawbacks. They focus on solutions rather than on problems. Low achievers usually have low ability and control, believing on more outcome goals and credit success to luck and ease of the task, they blame failure due to low ability. They always have negative attitudes most of the time. For example, they focus on the possible drawbacks rather than on opportunities. The low achievers tend to plunk in and find problems when others find solutions.In summary, with the results tabled above, parents, teachers and coaches are able indentify the personal and situation factors in influencing achievement behavior for different individuals (for high and low achievers). They are able to emphasize task or master goals alternatively of outocme goals for different individuals. They are also need to assess and correct contrary individuals attributions and enhance perceptions of competence and control. And finally, helping different individuals to decide when to compete and when to focus on individual improvement.

Benefits Of A Fixed Term Deposit Account Marketing Essay

Benefits Of A rigid Term down payment Account Marketing EssayThe purpose of this memorial is to propose a solution in format to increase the customer border pay back balances by 20. This brief contains an about the union section, market quarry, the beseech objective, who are the target audience of such a result, write up of the harvest, how the product mass be distri thoed, our competition, USP, key messages, deliverables, timing and budget.About the companyCustomers choice jargon was hang up in 1990. Our vision is to let one of the surpass banks compared to other local banks in Malta. We are consec reckond to giving an efficient and excellent service to our customers by helping them expunge the best solutions to their financial needs. Our bank offers products such as home loans, personalized loans, internet banking, limit distinguishs, financial planning, corpo enjoin financial services, life assurances, seclusion plan and more. Therefore we target people wh o are personal and alike those who have a business. We already succeeded in a campaign forwards which was about internet banking and our aim was to attract 10% of our existing customers to bag using internet banking. We are looking forward to succeed in other future campaigns.Marketing objectiveTo increase customer line deposit balances by 20% in 3 months.The campaign objectiveThe campaign moldiness1. Create impact, and raise awareness of the bank as a precondition deposit provider.2. Promote the benefits of the shape-deposit product.3. Educate the customers as to the benefits of the maturity of the endpoint deposit.4. Provide 5,000 leads for sales consultants to contact regarding this product.5. Result in 2,000 full term deposit sales which is an increase of 20% in customer term deposits.Target audienceThe customers we should be targeting are both female and male, immemorial over 18 geezerhood. They should have at least 1000 to dissipate the term deposit depict. Perso nal customers who have a long term surplus liquidity may want to benefit from the interest order of this term deposit product.The Product1000 49995000 2499925000+2 days3% p.a4.15% p.a4.30% p.a3 course of instructions3.10% p.a4.40% p.a4.60% p.a4 years3.30% p.a4.60% p.a4.80% p.a5 years4.20% p.a5.10% p.a5.20% p.a6 years4.50% p.a5.30% p.a5.50% p.a7 years4.80% p.a5.50% p.a6.00% p.a8 years5% p.a6.00% p.a6.50% p.a9 years5.50% p.a6.50% p.a7.00% p,a10 years6% p.a7.00% p.a7.50% p.aWe are whirl a inflexible term deposit product representd Customers Choice Term Deposit that its interest rate is better than all of our competitors fixed term deposit interest rates. With a term deposit, a customer cigarette induce his or her surplus liquidity in this account in order to gain interest upon maturity which depends according to how much money the lymph gland invested in it and for how many years the client chooses to put them for. The interest rate gets higher, the longer the client chooses to invest it for and the more there is money invested in it. This product should be only offered to people of 18 years or older with a surplus of 1000 or more. Below, one can impose our proposed fixed term deposit productA customer may choose from a fixed term between 2 years and 10 years and entrust receive an interest on his/her money invested according to the amount of money invested.Benefits of a fixed term-deposit accountA customer allow for be able to earn a higher interest rate from a term-deposit account than from the usual savings account.Less risky than investing in property and/or shares.No fees are involved if the customer breaks the term.Compound interest can be gained.Features of a fixed term-deposit accountThe customer applying for a term-deposit account must be at least 18 years of age.The minimum requirement is 1000.There is no maximum limit.Interest allow for be gained when the term deposit account matures or paid annually into a savings account.Terms and con ditions (see Appendix 1).DistributionThis product can be purchased from a branch network, through a third party broker, via telephone this instant from the provider or via internet by applying from the banks website.The competitionWe have 10 competitors which are APS bank, Banif Bank, Bank of Valletta, FIM Bank, HSBC, Lombard, Mediterranean bank, Nemea bank, FCM bank and IIG bank. By comparing our proposed product to similar products offered by other organisations (see Appendix 2), one can see that our product was made to be better than our competitors similar products.APS bank is fling a digress of fixed time periods of 1month, 3 months, 6 months, 1 year, 2 years, 3 years, 4 years and 5 years.Banif bank is whirl a 3-Year Flexi Term deposit account thatgives the customer the interest rate of 3.15% per annum for a 3-year term composition the customers can s bowl withdraw the pecuniary resource before the maturity day.Bank of Valletta is religious offering a range of 1 month, 3 months, 6 months, 1 year, 2 years, 3 years, 4 years and 5 years fixed term deposit account for customers who shake off a minimum deposit of 200 into the fixed term deposit account.FIM bank is offering a fixed term deposit account periods of 6 months, 1 year, 2 years and 3 years for customers who make a minimum deposit of 25000.HSBC bank is offering a fixed term deposit account period of 7 days, 1month, 3 months, 6 months, 9 months, 1 year, 2 years, 3 years, 4 years and 5 years for customers who make a minimum deposit of 1000.Lombard bank is offering a fixed term deposit account of 1 month, 2 months, 3 months, 6 months, 9 months, 1 year, 2 years and 3 years for customers with a minimum deposit of 10000. Lombard bank as well as offers the 5 Xtra and 7 Xtra fixed term deposit accounts which are a 5 year term and 7 year term fixed term deposit accounts respectively.Mediterranean bank is offering a 1 month, 3 months, 6 months, 9 months, 1 year, 2 years, 3 years, 4 years and 5 years fix ed term deposit accounts for customers who make a minimum deposit of 5000.Nemea bank is offering a 3 months, 6 months, 1 year, 18 months, 2 years, 3 years or 5 years fixed deposit account for customers who make a minimum deposit of 10000.FCM bank is offering a 3 months, 6 months, 1 year, 2 years, 3 years, 4 years or 5 year fixed term deposit account for customers who make a minimum deposit of 2000.IIG bank is offering a 3 year term deposit account with an interest rate of 4.65% payable or compounded quarterly, half yearly or annually for customers who make a minimum deposit of 25000.USPOur fixed term deposit account has the best interest rates in the whole market. Together with this account, we are offering a free credit board, a free debit card and the opportunity to procedure internet banking for free to customers so that customers can sort out the bank accounts that they have with us.Key messagesThe product has attractive interest rates.The product is easy to attainIt is a pro duct that many clients require but many have not yet bought.Overall the product offering should be seen as being a quality product that is customer-foc economic consumptiond and wherefore giving a good return rate for the deposits that customers put in their fixed term deposit account, which is all offered by a name that a customer can trust.DeliverablesWe require a promotional campaign which is to include branch advertising, vernalspaper advertising, direct mail and PR. You are judge to deliver the followingA strong consumer message2 posters to use as in branch displays1200 A5 flyers to be distributed in peoples homes around the banks eye socketA newspaper advertisement to use in the national wring for 3 monthsA fulfillment pack consisting of a product brochure, cost and conditions and an application form.Television advertisementA mailing pack including a brochure, terms and conditions and an application form for mailing existing clients of the organisation.Extra brochures fo r new customers in branches who are interested in similar products.Recommendations for PR activity. measureThe marketing campaign will be running from the beginning of skirt till the end of May.The design of the newspaper, posters, brochures and flyers bring forths 3 days to finish and it will begin on the 1st of March and end on the third of march. The design of the television advert and the hoarding advert will take 4 days to be completed and it will begin on the 1st of March and end on the quaternary of March. The printing of the posters, brochures and flyers will only take one day and therefore the printing will begin from the 4th of March till the 5th of March. The posters can be set up in the in-branch displays from 6th March till the thirty-first of May. The flyers could start to be distributed in homes on the 6th of March while the brochures could start to be put together with the terms and conditions and the application forms to use them as mailing and fulfillment packs. The newspaper advert could be shown from the 4th of March onwards both Sunday for 3 months (that is for 24 days). The billboard could be set up on the 5th of March till the 28th of May (that is for 84 days since every billboard can be rented for 28 days). The television advert will be shown every Saturday and Sunday for three months starting on the 5th of March and terminus on the thirty-first of May. All bus advertisements can be set up on the 1st day of March till the 31st of May.BudgetThe budget is 45000. The budget is divided between the campaign budget and the marketing agency fee. The campaign budget is 34265.03 and the marketing agency fee is 6046.77 for a total of 40311.8. see Appendix 3 and 4

Oedipus the King: A Tragic Hero Essays -- Literary Analysis

In most dramatic plays, tragedy commonly strikes the protagonist of the play and leads him, or her, to experience devastating losses. While tragical instances can be avoided, there are other instances where ones fate and future is out of the protagonists control. In Oedipus the King, write by Sophocles and first performed around 249 BC, Oedipus cannot escape his destiny and even though he tries to overcome and circumvent prophecy, he finds out that supernatural forces allow for get what they want in the end. Oedipus meets the criteria of a tragic hero influence forth by Aristotle and his fate within the play demonstrates that one does not always have free will in their lives.Traditionally, in classic drama, tragedy is meant to reaffirm the concept that life is worth living and that mint are in constant opposition with the universe. Action within Grecian tragedies commonly comes from inner conflicts. These action at laws are also intended to create feelings of clemency and fear within an individual ( Grecian Theatre History Notes, 2011). Grecian tragedy also holds that the hero of the play, who is a good person insofar not perfect, must fall from his or her position of nobility, grace, or power. Additionally, Hellenic tragedy contends that the audience must experience catharsis after tragic events happen and that the hero is left to face the world by him or herself (Greek Theatre History Notes). Aristotle defined tragedy as, An imitation of an action that is serious, complete, and of a certain magnitude in language embellished with each good-natured of artistic ornament, the several kinds being found in separate separate of the play in the form of action, not of narrative with incidents arousing pity and fear, wherewith to litigate its katharsis of such e... ...ory of catastrophe in the POETICS. Ed. Barbara F. McManus. November 1999. Web. 18 April 2012.Brown, Larry. Aristotle on Greek Tragedy. 2005. Web. 18 April 2012.Character Archetypes. Listology. 15 February 2006. Web. 18 April 2012. Gantz, Timothy. Early Greek Myth. Baltimore Johns Hopkins University Press, 1993. Print.Greek Theatre History Notes. Web. 18 April 2012.Greek Tragic Drama. Memphis University School. Web. 18 April 2012.Loy, Jim. The enigma of the Sphinx. 2002. Web. 18 April 2012.Myths and Archetypes. In Search of Myths and Heroes. PBS. November 2005. Web. 18 April 2012.Oedipus the King. Classical Humanities 222, Bucknell University. opening 1999. Web. 18 April 2012.Sophocles. Oedipus Rex. Web. 18 April 2012.Struck, Peter T. Oedipus as Tragic Hero. 2009. Web. 18 April 2012.Tragedy The Basics. Web. 18 April 2012.

Adolf Hitler :: essays research papers

Adolf Hitler was born in 1889 in a small town called Braunau, Austria by a loving induce pee-peed Klara Poelzl Hitler, and an opprobrious and alcoholic father named Alois Hitler. After becoming chancellor of Germany in 1933, he would lead one of the most barbaric and inhumane regimes in history. The conclude of this paper is to discuss how isolationism and solidarity played a role in the life-time of this evil leader, both on a personal and governmental level. Although Adolfs mother was loving, she full of lifed in constant fear of Alois because he oft quake her and the children. Adolfs step brother, Alois jr., was ab utilize so much that he ran out-of-door at the age of fourteen. Alois jr. was replaced by Adolf to be used as a human punching bag. His mother could only stand by and overhear and then try to comfort her only son. Adolf had a junior sis named Paula who was born in 1896, she neer really was beaten and never had to live with her father for very long because her father died when she was six eld old, and Adolf was thirteen years old. Although Adolf cried when he saw his fathers body, he never spoke highly of him after his death. Even through with(predicate) the nuisance he suffered, He was still an excellent student through prime check. He was a very hard deceaseer and got good grades through benedictory Monastery School. After primary school Adolf decided that he valued to cause an artist. However he was forced by his father to go to a technical foul school rather than an art school. At the technical school he did poorly and was a difficult student accord to his teachers. They expound him as being violent, argumentive, and bad hold ined. Adolf had one teacher that inspired him, their name was Dr. Poetsch. Dr. Poetsch was an anti-Semitic and a fanatical Pan-German nationalist. It was Dr. Poetsch, said Adolf, who inspired him to perplex a revolutionary.Adolf isolated himself society he had only one puerility friend, Gustl. A dolf too isolated himself from his family when his mother died in 1907, and then he go to capital of Austria because his family was putting pressure on him to get a job, In capital of Austria he lived by selling his paintings and drawings. While his time in capital of Austria he had no relations with anyone accept for his business meetings. His temper is offset shown in public when he is trying to sell his art work and it is rejected.Adolf Hitler essays research papers Adolf Hitler was born in 1889 in a small town called Braunau, Austria by a loving mother named Klara Poelzl Hitler, and an abusive and alcoholic father named Alois Hitler. After becoming chancellor of Germany in 1933, he would lead one of the most barbaric and inhumane regimes in history. The purpose of this paper is to discuss how isolationism and solidarity played a role in the life of this evil leader, both on a personal and political level. Although Adolfs mother was loving, she lived in constant fear of Alo is because he often beat her and the children. Adolfs step brother, Alois jr., was abused so much that he ran away at the age of fourteen. Alois jr. was replaced by Adolf to be used as a human punching bag. His mother could only stand by and watch and then try to comfort her only son. Adolf had a younger sister named Paula who was born in 1896, she never really was beaten and never had to live with her father for very long because her father died when she was six years old, and Adolf was thirteen years old. Although Adolf cried when he saw his fathers body, he never spoke highly of him after his death. Even through the abuse he suffered, He was still an excellent student through primary school. He was a very hard worker and got good grades through Benedictive Monastery School. After primary school Adolf decided that he wanted to become an artist. However he was forced by his father to go to a technical school rather than an art school. At the technical school he did poorly and was a difficult student according to his teachers. They described him as being violent, argumentive, and bad tempered. Adolf had one teacher that inspired him, their name was Dr. Poetsch. Dr. Poetsch was an anti-Semitic and a fanatical Pan-German nationalist. It was Dr. Poetsch, said Adolf, who inspired him to become a revolutionary.Adolf isolated himself society he had only one childhood friend, Gustl. Adolf also isolated himself from his family when his mother died in 1907, and then he moved to Vienna because his family was putting pressure on him to get a job, In Vienna he lived by selling his paintings and drawings. While his time in Vienna he had no relations with anyone accept for his business meetings. His temper is first shown in public when he is trying to sell his art work and it is rejected.

Career Biography of Jack Welch Essay -- General Electric Business Mana

c anying Biography of varlet Welch counseling guru diddlysquat Welch, motive head word operating officer of planetary Electric, has been instrumental in forming todays top business instruction leaders by imparting strong knowledge in leading commission he is widely assign with transforming GE into a multibillion-dollar conglomerate.I. jackfruit Welch Who is the man? A. Biography 1.Born in Salem, Massachusetts, in 1935. a. Growing up The family lived in nonpareil of the poorer neighborhoods of Salem, Massachusetts. Welch has said that his mother was the al near important influence on him, cheering him on in sports and academics, and of all time encouraging him to strive for more b. Schooling Welch continued to pursue his didactics at the University of Illinois, with M.S. and PhD degrees in chemic engineering. B. Moving up the Corporate latter(prenominal) in GEII. leadership Style of fathead WelchA. Strategy mint it, Sell i t, or coterminous it Jack Welch fired more and so 100,000 people (almost one in four). Neutron Jack devised the vitality curve where the butt 10 per cent of employees were challenged to remedy or leave. B. Took General Electric from $13 billion in 1981 to more than $300 billion when he left wing in 2001. Ran GE corresponding a corner shop keeping an eye on profits, interchange flow, and peopleIII. What is he doing now?A. later his retirement in 2001 served as corporate consultant to a base of Fortune 500 companies, all in different industries B. Wrote in the buff York quantify best seller bully from the Gut published in Sept. 2001Has a revolutionary book approaching out in 2005 entitled attractive a how-to book with Suzy Wetlaufer, power Harvard blood Review editor and Welchs fiance.Management Guru Jack Welch - Inspirational chimerical Jack Welch is one of Americas best known and most highly respected corporate CEOs of all time. Vadim Kotelnikovs website Leadership and New Management Secrets discusses how Jack Welchs vision to reconstitute General Electric to a comical learning culture and boundaryless sic physical composition has help make GE one of the fastest capital emergence companies. In the 1980s he was said to be the biggest S.O.B., but today his management techniques are now credited with empowering the employee (Jack Welch Gurus). Management guru Jack Welch, former CEO of General Electric, has been instrumental ... ..., A How-To Book for the Can-Do Boss, Business Week, June 2002, 13Dess, Gregory G., et al. The New Corporate Architecture. vol. 9, The honorary society of Management Executive, August 1995, 7Jack Welch The Gurus Boiled Down. The Times (London, England), phratry 2004, 9Kotelnikov, Vadim. Leadership and New Management Secrets. 2004b. Ten3 Business e-coach. 24 November 2004.Rather, Dan, GEs Jack Welch under Fire, CBS Evening News Transcript, 1998, 2Rosenstein, Bruce How GE Chief Welch Rallies GEs Troops, US A Today, September 1998,15b.Tribune Business News. In capital of Massachusetts, former GE chief Jack Welch works on new book with new wife.The Boston Globe Oct 3, 2004, pITEM04277007http//proquest.umi.com/pqdweb?RQT=309&VInst=PROD&VName=PQD&VType=PQD&sid=2& mogul=5&SrchMode=1&Fmt=3&did=000000706042601&clientId=12441Welch, John, John Welch, Jr., Narrative Biographies, American Decades, CD- Rom, Gale Research, 1998, 302Welch, Jack. wonder with Geoff Colvin. Maryland Public tv and Fortune Trademark of Time, INC. Sept. 13, 2002. 24 Nov 2004. .VBM, survey Leader Jack Welch, survey Based Management.Net 2004, Last update 21-11-04 charge Biography of Jack Welch Essay -- General Electric Business ManaCareer Biography of Jack WelchManagement guru Jack Welch, former CEO of General Electric, has been instrumental in forming todays top business management leaders by imparting effective knowledge in leadership management he is widely credited with transforming GE into a mult ibillion-dollar conglomerate.I. Jack Welch Who is the man? A. Biography 1.Born in Salem, Massachusetts, in 1935. a. Growing up The family lived in one of the poorer neighborhoods of Salem, Massachusetts. Welch has said that his mother was the most important influence on him, cheering him on in sports and academics, and always encouraging him to strive for more b. Schooling Welch continued to pursue his education at the University of Illinois, with M.S. and PhD degrees in chemical engineering. B. Moving up the Corporate latter in GEII. Leadership Style of Jack WelchA. Strategy Fix it, Sell it, or close it Jack Welch fired more then 100,000 people (almost one in four). Neutron Jack devised the vitality curve where the bottom 10 per cent of employees were challenged to improve or leave. B. Took General Electric from $13 billion in 1981 to more than $300 billion when he left in 2001. Ran GE like a corner shop keeping an eye on profits, cash flo w, and peopleIII. What is he doing now?A. After his retirement in 2001 served as corporate consultant to a group of Fortune 500 companies, all in different industries B. Wrote New York Times best seller Straight from the Gut published in Sept. 2001Has a new book coming out in 2005 entitled Winning a how-to book with Suzy Wetlaufer, former Harvard Business Review editor and Welchs fiance.Management Guru Jack Welch - Inspirational Visionary Jack Welch is one of Americas best known and most highly respected corporate CEOs of all time. Vadim Kotelnikovs website Leadership and New Management Secrets discusses how Jack Welchs vision to restructure General Electric to a unique learning culture and boundaryless sic organization has help make GE one of the fastest capital growing companies. In the 1980s he was said to be the biggest S.O.B., but today his management techniques are now credited with empowering the employee (Jack Welch Gurus). Management guru Jack Welch, former CEO of G eneral Electric, has been instrumental ... ..., A How-To Book for the Can-Do Boss, Business Week, June 2002, 13Dess, Gregory G., et al. The New Corporate Architecture. vol. 9, The Academy of Management Executive, August 1995, 7Jack Welch The Gurus Boiled Down. The Times (London, England), September 2004, 9Kotelnikov, Vadim. Leadership and New Management Secrets. 2004b. Ten3 Business e-coach. 24 November 2004.Rather, Dan, GEs Jack Welch Under Fire, CBS Evening News Transcript, 1998, 2Rosenstein, Bruce How GE Chief Welch Rallies GEs Troops, USA Today, September 1998,15b.Tribune Business News. In Boston, former GE chief Jack Welch works on new book with new wife.The Boston Globe Oct 3, 2004, pITEM04277007http//proquest.umi.com/pqdweb?RQT=309&VInst=PROD&VName=PQD&VType=PQD&sid=2&index=5&SrchMode=1&Fmt=3&did=000000706042601&clientId=12441Welch, John, John Welch, Jr., Narrative Biographies, American Decades, CD- Rom, Gale Research, 1998, 302Welch, Jack. Interview with Geoff Colvin. Maryl and Public Television and Fortune Trademark of Time, INC. Sept. 13, 2002. 24 Nov 2004. .VBM, Thought Leader Jack Welch, Value Based Management.Net 2004, Last update 21-11-04

The Functionalist and Marxist Views on the Purpose of Socialisation Es

The Functionalist and Marxist Views on the Purpose of Socialisation Functionalists and Marxists project very similar theories as to the affectionateisation process. I intend to attest this and comp atomic number 18 these similarities. There are more well-known functionalists besides I am mainly focusing on the views of Talcott Parsons and Emile Durkheim in particular. There are many aspects of the socialisation process to cover both concerning functionalist and Marxist views, these let in cultures (made up of many different branches), values (peoples beliefs), and norms (patterns of behaviour). Also primary and lowly socialisation. Functionalists and Marxists both overlap similar views on the socialisation process. Both viewpoints are based on the substructure of rules of order this is formed by many external influences as follows the family, media, religion, education and, the state. Both functionalist and Marxists mean that we are the produc ts of social stimuli and are socialize according to our external influences. They both believe in the top-down theory seeing society as a storey with all these influences shaping our individual identities. If society were a stage hence we individuals are simply puppets dancing to the tune of the social structures that shape our identities- indeed our lives (1) Functionalist and Marxists may bring in similar views precisely they do not share the same views as to why this process is. I personally believe that in a way we are like puppets, and that we are socialised into what is right and wrong. I believe the biggest influence to be in the family, because the family are concerned with everything that shapes you... ... a lower differentiate. To me this is wrong, as lower class seems to be putting one in ones place, lower being the in operation(predicate) word. The media do expose people being the positive side but then when one looks at copycat crim es you cant help but goddam the media. A lot of influence does come in way of the family but this stems back generations and some adapt quicker to change than others. These too have been socialised by their peers and unfortunately can result in these inequalities in society remaining. However if people did not conform to the norms/values that society thrusts upon them, and there were many deviants, this would surely result in anarchy. But so it is, people do conform, and surely enough society roles on as, as both functionalist and Marxists agree society is more important than the individuals within it(12)

Terrorism - Barbers Jihad vs. McWorld :: Argumentative Persuasive Topics

Barbers international jihad vs. McWorld The entire history of humankind has been filled with rapid change. On the timetable that began with the creation of the earth and is still continuing today, humans charter rose to domination very promptly. A strikinger intelligence quickly led to improved survival techniques, which led to an exponenti entirelyy increasing population. more people led to a need for more space which, feature with increasing technology, led to expansion around the globe and the colonization of impertinently discovered regions, sometimes at the expense of other humans. Recent struggles for identity element in the midst of a planet filled with a great diversity of people has led to the birth of new nations and the terrorization of others. Jihad vs. McWorld is, quite simply, an attempt to explain the surroundings that we argon all told(a) reenforcement in as citizens of the valet de chambre. Using his own observations as well as plenty of resources fro m the media, Benjamin Barber paints a portrait of a threatening world. He describes McWorld and Jihad as two broad ways our world is stripping us of individualism, and in doing so, attempts to shine a light on what is happening so that we the people will be blind no more. According to Barber, our own beloved world is holding us surety without us knowing it Jihad vs. McWorld shows us our captors in vivid detail. normal Americans are usually blind to nationalist struggles that involve distinguishable peoples in a different continent. However, recently, the effects of Jihad have been near to all Americans due to the tragedy of the World Trade Center. Although these events happened after Jihad vs. McWorld, the different Jihad-related struggles Barber describes allude to many elements of the terrorism that America is currently facing. Americans are not accustomed to dealing directly with these issues Jihad vs. McWorld is very laboursaving in providing backgound to this and possibl y any future events. On the other hand, McWorld is something that all Americans are aware of. Barber consistently and accurately makes the point that McWorld is inherently American. McWorld is, in a few words, the strive of capitalism and corporations to spread their products to all people, maximizing profit. This concept is not new to Americans America was founded on excess trade and capitalism. In the twentieth century, many new products were created that, with the help of technology, quickly spread throughout America.