A Brief Note On Race And Class Inequality - 1936 Words

Race and Class Inequality I.Introduction â€Å"No matter your social status, or how powerful you feel you are, we are all equal. We came here by birth and will leave in death† (Unknown). Within the United States, social class/status is a very evident aspect of our culture. Social class is the status of certain people that we, as a society, are identified, and then divided and placed into different â€Å"classes,† such as high, middle, and low class. Research has defined social status as, â€Å"A broad group in society having a common economic, cultural, or political status†(Dictionary). Social class is affiliated to status, while status, is therefore associated with lifestyle, prestige and achievement of a person. Even though social class is strongly†¦show more content†¦Today, it is common to see around 600 prisoners for every 100,000 people. America s incarceration boom has been found to be heavily racially focused. Further research has shown that around thirty percent of all African-American males ages twenty to twenty-nine are under correctional supervision either in jail, prison, on probation or on parole. When looking at the Bureau of Justice Statistics, it’s interesting to see how what life is determined for a person based on what racial and ethic group they are apart of. Based on current rates, it predicts that a young black man, at the age of sixteen, back in 1996 would face a twenty-nine percent chance of spending time in prison. When looking at the same statistic for a young white man, there is only a four percent chance that he will spend time in prison. It is also said, according to Thomas K. Lowenstein, Director of the Electronic Policy Network, that seven percent of black children (nearly nine times more than white children) have an incarcerated parent. High Incarceration rates seen to have become a typical and predicable part of early adulthood for many black men in the United States. Research has also proven that low wages, unemployment, family instability, and restrictions on social rights of minorities have been linked to higher rates of incarceration. The risks of a prison sentence are correlated with education. One study shows that sixty percent of people that did not finish high school and around thirty percentShow MoreRelatedWhat Is Wealth Disparity?1291 Words   |  6 Pagesexactly is wealth disparity? And why does it matter? The website inequality.org is a fascinating website full of statistics on this topic and provides data by analyzing whether policies instituted help, or hurt this problem. They define wealth inequality as â€Å"the unequal distribution of assets within a population. The United States exhibits wider disparities of wealth between rich and poor than any other major developed nation† (inequality .org, 2017, para. 1). Using terms such as distribution ofRead MoreThe United States And The American Revolution1707 Words   |  7 Pagescreated equal† has been a point of contention in various topics ranging from race to riches. Though the United States might not be close to a rebellion scaled to the French Revolution, modern â€Å"Robin Hoods† have agitated the idea of pseudo-equality, by proposing higher taxes on the rich—even if those with a higher income stimulate the economy. Nevertheless, it is important to note the undeniable, vast difference in class systems within the United States. Thomas Piketty, a renowned French economistRead MoreMonetary Equality : The United States And France1713 Words   |  7 Pagescreated equal† has been a point of contention in various topics ranging from race to riches. 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Teaching The Confessions of St. Augustine Essay - 3945 Words

Teaching The Confessions of St. Augustine ABSTRACT: Augustines passionate and immensely personal account of his conversion has enthralled readers for centuries. Unfortunately, the passion and personal nature of the writing can stand as a barrier to comprehension, especially when the text is taught at the undergraduate level. Add to this the fact that the work has the character of one long and substained prayer to God, contains many passages that are tediously introspective, and refers to a time and place that are foreign to todays undergraduates, the task of helping students to understand and appreciate the work is daunting, to say the least. Augustines very passionate and immensely personal account of his conversion has†¦show more content†¦How does grace manifest itself in our lives? It is when Augustine begins, in memory, to sort through the many significant people and events that filled his life that he provides us with an answer. Here a significant theme emerges, and one upon which I will focus primarily. The t heme is Augustines conviction that salvation is offered us through the people and events of our lives. In passage after passage, Augustine makes it very clear that Gods grace was made available to him through people who influenced him, and through events that altered his life. One early announcement of this theme is found in book two, chapter three, in which Augustine ponders why God remains silent while humans-in this case, Monica-gives him an ear full. He writes, Do I dare say to you that you, my God, remained silent when I departed still farther from you? Did you in truth remain silent to me at that time? Whose words but yours were those that you sang in my ears by means of my mother, your faithful servant? (Augustine 69) This is but one of numerous examples that could be given. Although ultimately Augustine credits Gods saving grace for his conversion, he also acknowledges that the instrumental sources of his conversion were multiple. Among them can be listed people, events, inner experiences, and even places. Among events that receive special mention are: the reading of Hortensius, the death of his best friend in Thagaste, his encounter with a drunk onShow MoreRelatedComparison Between the Analects and Confessions Essay955 Words   |  4 PagesComparison between the Analects and Confessions Both St. Augustine’s Confessions and Confucius’s Analects are important teachings that have great influence on people around the world in the ancient time and nowadays. Both doctrines discuss ethical values of the society back in the time as we can find some similarities between the two. 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In excerpts from each, the narrator describes how he had undergone a change from relishing in worldly and selfish activities to renouncing such immoralRead MoreThe Writings Of Augustine s Writings Essay1721 Words   |  7 PagesIn his famous Confessions, Augustine presents ideas of creativity through his resistance to other religions as well as his persuasive ideas, notions of community in terms of a group bound by religious beliefs, and conflict in the form of internal struggle with belief and sin, all of which find resonance in other religious texts such as the Qur’an, the Chronicle of St. Denis, and passages from the Tanakh. Augustine began writing Confessions in around 40 0 CE as a spiritual autobiography that walks

Week 3 Devry Business Law Assignment Free Essays

The definition of a valid contract is that it complies with all of the legal requirements for a contract. There are several types of contracts. First is a unilateral contract, which is one that only one of the parties involved makes the promise. We will write a custom essay sample on Week 3 Devry Business Law Assignment or any similar topic only for you Order Now The other party involved would than act in return for the promise stated. A bilateral contract is when both partied make a promise. An implied contract is when there are surrounding circumstances along with facts, which show that a promise was created. A contract is not executed when all of the parties involved have fully completed their promise and contractual duties. In order for the offer to be valid, there are several basic elements. First, there must be intent to contract. Secondly, it must be communicated to the acquirer. Lastly, the terms and conditions needs to be certain and definitive. All parties involved have the right to duress from one another. If these elements are not met, the contract may be seen as invalid. In contract law, in order for a contract to exist, one part must make an offer and the other must accept the offer. There are several rules to the accepting of an offer. First, prior to the offer being accepted, the offer may be withdrawn. The offeree must accept the offer, which is the person who was made the offer. Another person cannot accept the offer of their behalf without specific authorization. For example, if a power of attorney exists, another person may be able to accept the offer. If the offer specifies a method in which the acceptance should be given, it must come in that form. For example, if the offeror states that the acceptance must come via fax and no other method is allowed, it is the only form that can be accepted. In order for a binding contract to be created, there must be consideration in order for it to become legally sufficient. The consideration in contracts is when one party for a specific promise gives something of value from the other party stated in the contract. The consideration may be given for the performance of an act or not performing an act. One example of this would be that one party pays another party to not put up a fence of their property. In order for the contract to become enforceable, the consideration must be adequate. The adequacy does not mean that the price matches, exceeds, or is the fair market value. Instead, it means that the agreed consideration is measured. There must be value that can be objectively determined in order for consideration to exist. Pennsylvania law allows for the recovery of damages when a contract is breached. Essentially, any damages incurred due to the breach will total a sum that will compensate the non-breaching party for all loss in which they sustained. In order for this to take effect, the non-breaching party must present sufficient evidence of what exactly the damages where. The damages needs to be reasonably foreseeable at the time the contract was entered into and also reasonable certain as to the calculations. Examples of these damages would include lost profits, lost rental income, an increase of rental costs, an increase of labor costs, an increase of material costs, and so forth. References: Miller, R. L. , Jentz, G. A. (2010). Business Law Today: Comprehensive Edition. In R. L. Miller, G. A. Jentz, Business Law Today: Comprehensive Edition (pp. 248 – 256). Cengage. Schwartz, S. (2012). Schwartz Blackman. Retrieved from Pennsylvania Commerical Law: Breach of Contract and the Duty to Mitigate Damages: http://www. schwartzandblackman. com/pennsylvania-commercial-law- breach-of-contract-and-the-duty-to-mitigate-damages-part-two/ How to cite Week 3 Devry Business Law Assignment, Essays

Strategic Marketing Plan Background and History

Question: Dicuss about the Strategic Marketing Plan for Background and History. Answer: Introduction Situational analysis is referred to as the collection of methods for analysis of internal as well as external market of business environment of an organization (Drori Honig, 2013). The organization that is chosen for the study is Vendlink Company. It is a fully serviced vending solution to the customers of Melbourne, Australia. It provides high quality snacks, meals and drinks through vending machines (Vendlink.com.au, 2016). The study will conduct a situation analysis for final marketing plan of the organization. The study will provide the internal as well as external marketing analysis of the organization. Apart from that, a brief customer analysis of the organization will also be provided in this study. Lastly, the study will describe the SWOT analysis of the organization. Internal Environment Analysis Company Background and History Vendlink is fully serviced vending solution organization in Australia, Melbourne, which provides best quality cold drinks and snacks. The organization was established in 2008 and it is a 100% Australian owned company (Grech Allmanà ¢Ã¢â€š ¬Ã‚ Farinelli, 2015). Starting with providing unique quality snacks food and coffees, the organization has gradually shifted to provide reliable vending Machine to the customers. As per the annual organizational report of 2014, the market share of the company was 35% (Vendlink.com.au, 2016). Moreover, it is observed that the organization provides service all over Melbourne. Description of Vendlink Company Vendlink is the best snacks and cold drinks provider in Australia, when customers need it (Vendlink.com.au, 2016). All the beverage products served through their vending machines provided by the organization are healthy and nutritious (Winston et al., 2013). According to Kocken et al., (2012), the organization provides technologically advanced vending machines to its customers and employees. The vending machine is incorporated with Vend AssureTMTechnology, which eliminates issues through money refund from it in case of fail in providing products. On the other hand, Grech Allmanà ¢Ã¢â€š ¬Ã‚ Farinelli, (2015) opined that the organization also provides free installation of this machine across all locations in Melbourne. The organization has a large product range, which makes the taste buds of the customers happy. All the local snack and cold drinks brands give the customers a traditional taste. Mission Statement Corporate Objectives Mission Statement Providing healthy product vending machines to health conscious people Provide a wide product range including both local and popular snacks, drinks and meals Regular and free installation service of the vending machines Corporate Objectives Proper maintenance of positive organizational growth Increasing the sales volume of vending machine for attaining 40% distributing market share in Melbourne 15% increase in sales volume of overall products Table 1: Mission Statement Corporate Objectives (Source: Taiwo et al., 2016) Brand Identity Healthy and nutritious beverage foods attract all the health conscious people towards this organization through their vending solution. The 100% Australian products easily gain the trust of the customers (Urde et al., 2013). Young and active customers easily rely on the products of this organization due to its hygienic quality. Apart from that, the free installation and regular service of vending machine has helped the organization achieve a strong brand identity. This brand identity will surely help in final marketing plan of the organization. Product and Service Portfolio Product Portfolio Service Portfolio High Quality Snacks foods, meals and drinks Wide range of beverage and foods. Nutritious foods Technologically advanced vending machine Vending machine provides snacks and drinks to customers and employees in no time Free installation of vending machine Regular service of vending machine Table 2: Product and Service Portfolio (Source: Parida et al., 2014) From the above table, it can be identified that the organization has incorporated top branded snacks, beverages and meals. There is no extraordinary feature but still it has able to maintain flawless service. On the other hand, Winston et al., (2013) indicates that wide varieties of vending machines are present for various sectors. Free service installation, free insurance and free checkups are the elements that enhance the brand image of Vendlink. Scope of the Marketing Plan The organization is planning to sell healthy coffee and snacks to the customers in college, hospitals and offices in Melbourne. The organization will restructure the price of the snacks food machine for the market of Melbourne. The brand identity of the organization will assist the organization to sell their technologically advanced vending machine. Apart from that, the strong customer volume of the organization will also increase scope of marketing plan for the organization. Internal Resource Assessment with strength and weakness Human Resources All the employees of Vendlink Organization are highly dedicative towards their respective job role. According to Buller McEvoy, (2012), the organization employs specialized employees in specific areas for increasing the quality of the products and services. Apart from that, Jackson et al., (2014) opined that the employees are extremely enthusiastic regarding the corporate success of the organization. They have linked their personal growth with the growth of the organization. Apart from that, the employees get regular training from the human resource department. They provide personal touch in preparing customized vending machines for the customers. Therefore, these human resources will be extremely beneficial for the new marketing activities. Financial Management For Vendlink, the maximum amount of revenue comes from food suppliers. The machine acts as the one stop unit for delivering readymade food, hence consumers do not compromise while buying (Kramer, 2012). Moreover, it gets its monthly rentals from these service areas. On the other hand, free installation and free customer service are the areas where fund is consumed. This can understood as the weakness of Vendlink. Financial weakness may hinder the feasibility of final marketing plan of the organization. Operational Capabilities At present, the organization has the capability to focus more on machine customization. It has already grasped the market but it lacks in technology incorporation. Sensor based payment and USI technology has to be installed. Moreover, more number of suppliers and investors are required. The organization is financially stable and therefore it needs to stabilize its human resource, which will redesign and update the systems on a continuous basis. Increase in operational capabilities will be beneficial towards the marketing activities of the organization. Figure 1: Internal resource strengths and weakness (Source: Tatikonda et al., 2013) Overview of Marketing Mix Strategy Product Classified and advanced vending machines Branded food items Card acceptance and instant refund system Free installation and free service Service Refill each day Price Price penetration strategy Use of corporate logo impacts on pricing Average pricing Brand identity and logo impacts on pricing Considerable low price in snacks as bulk supplies is taken Place Office, malls and private sectors Marketing through internet Official Distribution channel (no third party) Promotion Brand identity and logo impacts promotional activities Online means of promotion through social media Awareness though TV and radio Communication of offers while marketing through newspaper Table 3: Marketing Mix of Vendline (Source: Stoyanov, 2015) From the above table, it can be identified that the organization has marginally followed marketing mix strategy. Moreover, the promotional activities of the organization are still not much effective, despite the presence of different types of vending machines. Apart from this, use of only traditional means of promotion becomes another weakness for the organization. Vendlink has the opportunity to expand its customer base by penetrating into the target market through innovative promotional means. Marketing campaign and trade fair activities are to be incorporated in future (Bublitz Peracchio, 2015). On the other hand, while considering the product, it can be said that the organization has followed enhancing the service rather than product customization. Therefore, it needs to make the vending machines more advanced using sensors. Merchandising has to be made more effective through penetrative distribution strategy. External Environment Analysis PESTLE Factors Explanation Political Underdeveloped economy limit organizational growth Vendlink maintains all health and safety acts of Australia Corruption in Government and frequent policy change effects organization Economical High inflation rate impacts the product price and seems to be a threat Increasing economic condition seems to be an opportunity Social Concern of customers towards nutritious food Health concern of customers Lack of time in preparing food lead to purchase of vending machine Increasing importance of time management leads the office employees to use vending machine Technological Technological advancement of Australia assists the organization in embracing developed technical aspect Involvement of high technical features increases the attractiveness of vending machine Modern technology in vending machine ensures speedy delivery of snacks, drinks and meals Legal Increasing tax rate and environmental law increase cost of capital Product safety regulation Consumer protection act Environmental Use of environment friendly products Conduct environmental campaign Possible long term effect of environment Table 4: PESTLE Analysis of Vendlink Company (Source: Raposo et al., 2015) Customer Analysis (STP) Customer Analysis (STP) Factors Explanation Segmentation Demographic Age: 18 years-60 years Gender: Includes both genders with wide variety of product Income: A$ 360- A$ 370 (Per Month) Psychographic Customer are brand conscious Want to live life with ease Trend towards healthy food Behavioral segmentation Customers conscious about product prize People seeking extra benefit from products Targeting Business employees, college students and hospital employees Customers having medium income group Primary target is youth generation People having busy work schedule Positioning Customized option to get products Taste change Healthier option Quick service in getting food Free installation of vending machine Option to save money Table 5: Customer Analysis (STP) of Vendlink (Source: Fernandes et al., 2016) From the above customer analysis table, it can be identified that Vendlink has segmented people ranging between 18 to 60 years. The organization has targeted medium income groups, who like to pay for healthy food. Psychographic segmentation of the organization suggests that people who are brand conscious form the customer base of this organization. People working in organizations, students studying in college and employees in hospitals need quick service in getting foods (Harnanan Zaremba, 2015). Therefore, the vending machine of this organization would be highly beneficial for them. Apart from that, the vending machine also gives the option of saving money. Customer can buy any products depending on their affordability. Therefore, purchase is related to discretionary spending for the customers. They have flexibility with respect to spending on the products. They have the option to choose their preferred products. Speedy service of vending machine and high quality food seem to be co mpetitive advantage of the organization. Competitor Analysis Local, Direct and Indirect Competition While focusing on vending machine companies in Australia, it can be said that there are three companies, Vending Direct, Ventrader and Smiths Snackvend which are the direct competitors of Vendlink (Vendlink.com.au, 2016). Vendlink however is found to be lagging behind in terms of technology, even though there is not much indirect competition. Remote service and satellite merchandising is not present in Vendlink. Figure 2: Competitive Market Share (Source: Kramer, 2012) From the above diagram, it can be seen that market share of Vendlink is just 16% at present and its greatest competitor is Ventrader. Company Current Sales (%) Brand Awareness (%) Rate of Installation order (%) Vending Direct 13 16 14 Ventrader 23 37 33 Smiths Snackvend 16 15 14 Vendlink 21 31 28 Others 27 10 11 Table 6: Competitive Scenario of Vending Company (Source: Grech Allmanà ¢Ã¢â€š ¬Ã‚ Farinelli, 2015) Figure 3: Competitive Percentage Scenario of Vending Companies in Australia (Source: Vendlink.com.au, 2016) From the above figure, it can be identified that Vendlink is in the suitable position for expanding its market. The organization needs to occupy the others market share and rout Ventrader in future. Competitor Matrix Competitor Analysis of Vendlink Factor Vendlink Vending Direct (Competitor) Ventrader (Competitor) Smiths Snackvend (Competitor) Products and Services Vending Machine Supply Vending Machine installation Service and Maintenance Provision of branded snacks, drinks and chocolates Free insurance Periodic refill and guaranteed service Best customer service satisfaction Customized products Accessories Cold Drink Vendors Combination Machines Fresh Food Machines Hot Beverage Machines Second Hand Vendors Snack Machines Cash Handling Systems Satellite controlled combo machines Drink machines with sensor Refurbished vending equipment 3rd generation technology (USI, AMS and GPE) Member of Australian Vending Association Credit card reading sensor Frozen combo machine Remote Telemetry Pre-pick inventory per machine Provision of branded snacks, confectionary and beverages Free installation 24 hours service Guaranteed refill Annual Sales percentage 21% in local market 13% in local market 23% in local market 16% in local market Market Share Level 16% Market Share (FY 2015) 11% Market Share (FY 2015) 25% Market Share (FY 2015) 18% Market Share (FY 2015) Opportunities Increasing market demand 30% scope of grasping market Best distributor channel Financial stability will help in incorporating new technology Understanding market demand Cutting edge technology incorporation Segregating resources in remaining 30% of the market Financial stability will help in incorporating new technology Understanding market demand Threats Threat from substitutes Absolution of the current technology by new invention or innovations Lack of suppliers availability Lack in quality of food items Due to high price consumers can shift to other service providers Technological failure will lead to complete stop in service Service is poor and therefore human resource may get reduced Table 7: Competitor Analysis of Vendlink (Source: Siebenhandl et al., 2013) SWOT Analysis Strength Vendlink is reputed for its high quality and healthy food service. All the food, drinks and meals, it provides through vending machines are of hygienic quality. It provides a wide range of products and meets the demands of the customers as and when required. Vendlink also has strong impact on the market though its strong brand image. Customers do not necessarily have to go any specific outlet (Caruso et al., 2014). They can install the vending machines at their convenient place and get their necessary food. Latest technology adopted by the organization provides high-speed vending machine. It will assist in final marketing plan of the organization. Weakness The organization is to depend on the suppliers for the quality of food provide on vending machine, as the foods are not actually manufactured by the organization. High cost of installation and maintenance of vending machine increases the cost of organization. The organization has quite limited customer groups. Opportunity Unexploited market opportunities of hospitals, universities and offices have positive impact on business. Increasing rate of income ultimately increases the purchasing power of customers, which enhances the sales volume of Vendlink products (Harnanan Zaremba, 2015). Increasing number of health conscious people is also like opportunity to the organization. Threats Tough competition from new local competitors seems to be threats to the organization. The organization mainly faces competition from organizations like Ventrader and Smiths Snackvend (Chiu Hofer, 2015). New companies distributing drinks and snacks also are competitors of this organization. Absolution of current technology by innovative technology is also tough threat to Vendlink Company. It may hinder the feasibility of new marketing plan. Figure 4: SWOT Analysis of Vendlink Company (Source: Chiu Hofer, 2015) Conclusion While concluding study, it can be said that Vendlink is one of the popular organization is Australia, which provided fully serviced vending solution to the customers. The organization provides free installation of vending machine and provides high quality snacks, drinks and meals. The organization has huge number of dedicated employees who makes customized vending machine. The organization uses price penetration strategy for quickly grabbing the market. Growing economic condition and health consciousness of people seems to the opportunity to the organization. On the other hand, corruption in politics and increasing tax rate act as threats for the organization. The organization has targeted medium income group as their customers. Moreover, the strong brand image of the organization would have positive impact on new marketing plan. References Bublitz, M. G., Peracchio, L. A. (2015). Applying industry practices to promote healthy foods: An exploration of positive marketing outcomes.Journal of Business Research,68(12), 2484-2493. Buller, P. F., McEvoy, G. M. (2012). Strategy, human resource management and performance: Sharpening line of sight.Human resource management review,22(1), 43-56. Caruso, M. L., Klein, E. G., Kaye, G. (2014). Campus-based snack food vending consumption.Journal of nutrition education and behavior,46(5), 401-405. Chiu, Y. T. H., Hofer, K. M. (2015). Service innovation and usage intention: a cross-market analysis.Journal of Service Management,26(3), 516-538. Drori, I., Honig, B. (2013). A process model of internal and external legitimacy.Organization Studies,34(3), 345-376. Fernandes, T. S., Silva, ., Reis, R., Leo, C. (2016). Gathering Information Based on Focus Groups: Consumers Involvement in the Use of Vending Machines.The Qualitative Report,21(13), 19-33. Grech, A., Allmanà ¢Ã¢â€š ¬Ã‚ Farinelli, M. (2015). A systematic literature review of nutrition interventions in vending machines that encourage consumers to make healthier choices.Obesity Reviews,16(12), 1030-1041. Harnanan, K. K., Zaremba, L. (2015). Measurement and analysis of energy-saving devices for vending machines at a university.Energy Engineering,112(1), 7-27. Jackson, S. E., Schuler, R. S., Jiang, K. (2014). An aspirational framework for strategic human resource management.The Academy of Management Annals,8(1), 1-56. Kocken, P. L., Eeuwijk, J., Van Kesteren, N., Dusseldorp, E., Buijs, G., Bassaà ¢Ã¢â€š ¬Ã‚ Dafesh, Z., Snel, J. (2012). Promoting the Purchase of Lowà ¢Ã¢â€š ¬Ã‚ Calorie Foods From School Vending Machines: A Clusterà ¢Ã¢â€š ¬Ã‚ Randomized Controlled Study.Journal of School Health,82(3), 115-122. Kramer, M. M. (2012). Financial advice and individual investor portfolio performance.Financial Management,41(2), 395-428. Parida, V., Sjdin, D. R., Wincent, J., Kohtamki, M. (2014). Mastering the transition to product-service provision: Insights into business models, learning activities, and capabilities.Research-Technology Management,57(3), 44-52. Raposo, A., Carrascosa, C., Prez, E., Saavedra, P., Sanjun, E., Milln, R. (2015). Vending machines: Food safety and quality assessment focused on food handlers and the variables involved in the industry.Food Control,56, 177-185. Siebenhandl, K., Schreder, G., Smuc, M., Mayr, E., Nagl, M. (2013). A User-Centered Design Approach to Self-Service Ticket Vending Machines.IEEE Transactions on Professional Communication,56(2), 138-159. Stoyanov, D. (2015). Sustainable Marketing: A Global Benchmark Perspective on the Vending Industry.Review of Integrative Business and Economics Research,4(2), 1. Taiwo, A. A., Agwu, M. E., Lawal, F. A. (2016). Vision and Mission in Organization: Myth or Heuristic Device?.The International Journal of Business Management,4(3), 127. Tatikonda, M. V., Terjesen, S. A., Patel, P. C., Parida, V. (2013). The role of operational capabilities in enhancing new venture survival: A longitudinal study.Production and Operations Management,22(6), 1401-1415. Urde, M., Baumgarth, C., Merrilees, B. (2013). Brand orientation and market orientationFrom alternatives to synergy.Journal of Business Research,66(1), 13-20. Vendlink.com.au, S. (2016).Vendlink.com.au. Retrieved 26 August 2016, from https://www.vendlink.com.au/index.php/en/products Winston, C. P., Sallis, J. F., Swartz, M. D., Hoelscher, D. M., Peskin, M. F. (2013). Reliability of the hospital nutrition environment scan for cafeterias, vending machines, and gift shops.Journal of the Academy of Nutrition and Dietetics,113(8), 1069-1075.

Indian Civil Service Grievance Redressal Mechanism Essay Sample free essay sample

The working of the good authorities is non merely depends upon the good relation between authorities and its citizens but it besides depends upon the relationship position between authorities and its employees. May of times assorted efforts are made to keep the affable relation between the authorities and its employees. But despites the best attempts differences may still originate between the authorities as an employer and its employees. If these differences allowed to stay unsettled. it will take to dissatisfaction among the employees which frequently result in inefficiency. low morale and sometimes even break of work in the signifier of agitation and work stoppages. To avoid these effects it is really of import for the authorities as an employer must supply some mechanism to settle this differences and redressal of the grudges of its employees. Therefore to keep affable relation between the authorities and its employee Parliament passed the Administrative Tribunal Act. We will write a custom essay sample on Indian Civil Service: Grievance Redressal Mechanism Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 1985 and set up the Central and State Administrative Tribunals for its employees as mechanism for grudge redressal. Need for the alternate machinery Many times the differences are arise between authorities as an employer and its employees and It consequences in the inefficiency. low morale and sometimes even break of work in the signifier of agitation and work stoppages. These differences can be of two types and they are as follows: 1. 1Disputes which are corporate in nature i. e. they involve a big figure of employees as a category or group. and they relate to their basic conditions of the service like salary or rewards rates. hours of work. retirement or other benefits etc. such differences are settled through machinery fir corporate bargaining like Whitley Council. joint solace machinery or arbitration. 2. 2Disputes involve single employees. where an single employee feels that unfairness has been done to him because of denial of publicity or illegality in disciplinary proceedings against him or in affairs of senior status etc. such differences can non be taken up through joint advisory machinery. Normally an aggrieved employee. in such fortunes has remedy under the civil jurisprudence of the land where he can seek the intercession of the tribunal to acquire justness. But this process was really cumbrous. expensive and clip consuming. May times this process was beyond capacity of most employees for the clip it used to take and money that was required. It was inconvenient for the authorities section excessively which had to pass immense clip and money to contending the instances in the tribunals. Therefore the demand for alternate machinery was strongly felt. Administrative Courts The demand for alternate administrative was so strongly felt that Administrative Reform Commission had recommended the puting up of civil service tribunal act as an ombudsman or authorization for looking into the of civil retainers removal from service. decrease in rank and penalty of dismissal. 3Consequently the Fundamental law was amended in 1976 ( 42nd Amendment ) to supply for the puting up of administrative Courts for adjudication of differences in affairs refering to recruitment and conditions of service for individuals appointed to the populace services and stations in connexion with the personal businesss of the brotherhood. the province or local authorization or authorities Corporation. To supply the fast and less or cheap justness to Cardinal Government employer the parliament passed the Administrative Tribunal Act. 1985 which allowed the Cardinal Government to organize Central Administrative Tribunal ( C. A. T. ) in November of that twelvemonth. Except those of the Supreme Court the C. A. T. ( Central Administrative Tribunal ) or the S. A. T. ( State Administrative Tribunal ) has the powers of legal power and authorization of all tribunals. for make up ones minding instances refering authorities employees. Several provinces like Andhra Pradesh. Madhya Pradesh. Him achal Pradesh. Orissa. Karnataka etc. have already set up these Courts. All tribunals. except Supreme Court. have been barred from the exercising any legal power on affairs mentioned in Articles 323 A and 323 B of the Constitution ( associating to service affairs of the employees ) . The application of the Central Administrative Tribunals Act is to all the cardinal authorities employees merely with the undermentioned exclusion: members of the Army. Navy or Air Force or any other armed force of the cardinal Government. officers employed in the Supreme Court or High Courts or Lower Courts ; and employees of the Secretariat of the two Houses of the Parliament and of State Legislature. THE ADMINISTRATIVE TRIBUNALS ACT. 1985 4It is an Act to supply for the adjudication or test by Administrative Courts of differences and ailments with regard to recruitment and conditions of service of individuals appointed to public services and stations in connexion with the personal businesss of the Union or of any State or of any local or other authorization within the district of India or under the control of the Government of India or of ( any corporation or society owned or controlled by the Government in pursuit of Article 323A of the Constitution ) and for affairs connected therewith or incidental thereto. Article 323-A and 323-B Among the many advanced commissariats adopted by the Forty-second Amendment of the Constitution ( 1976 ) a step of far-reaching importance was the proviso for the puting up of Administrative Courts. Part XIV-A which consists of two Articles 323A and 323B trades with these Courts. 6Section ( 1 ) of Article 323-A provides for the adjudication or test by administrative courts of differences and ailments with regard to recruitment and conditions of service of individuals appointed to public services and stations in connexion with the personal businesss of the Union or of any State or of any local or other authorization within the district of India. The power to represent such Courts is vested entirely in Parliament. Section ( 2 ) of the same Article provides that a jurisprudence made by Parliament under subdivision ( 1 ) may: ( I ) Provide for the constitution of an Administrative Tribunal for the Union and a separate Administrative Tribunal for each State or for two or more States ; ( two ) Specify the legal power. powers and authorization which may be exercised bysuch courts ; ( three ) Provide for the process to be followed by these courts ; and ( four ) Exclude the legal power of all tribunals except the particular legal power of the Supreme Court under Article 136. 7Article 323-B empowers Parliament or State Legislatures to put up courts for affairs other than those covered by clause ( 2 ) of Article 323-A. The affairs to be covered by such courts are as follows: ( I ) Levy. appraisal. aggregation and enforcement of any revenue enhancement ; ( two ) Foreign exchange. import and export across imposts frontiers ; ( three ) Industrial and labour differences ; ( four ) Matters connected with land reforms covered by Article 31-A ; ( V ) Ceiling on urban belongings ; ( six ) Elections to either House of Parliament or Legislatures of the States and ( seven ) Production. procurance. supply and distribution of food-stuffs or other indispensable goods. A jurisprudence made under the above commissariats may supply for the constitution of a hierarchy of courts and stipulate the legal power. powers and authorization which may be exercised by each of them. Such jurisprudence may besides supply for the process to be followed by these courts and exclude the legal power of all tribunals except the Supreme Court of India. The Scheme of Administrative Courts envisaged by Part XIV-A of the Constitution as several other commissariats of the Forty-second Amendment of the Constitution was looked upon with intuition and scruples by certain subdivisions of political and public sentiment in the state and that was reflected in the effort of the Janata Government ( 1977-79 ) to get rid of these commissariats. The Forty-fourth Amendment ( 1978 ) among other things sought to get rid of Part XIV-A wholly. However. this effort of the Janata Government was unsuccessful as it could non rally equal support in Parliament. The basic aim of administrative courts is to take out of the horizon of the regular tribunals of jurisprudence certain affairs of difference between the citizen and authorities bureaus and do the judicial procedure quick and less expensive. The fact that there has been a phenomenal addition in the figure of differences in which administrative governments are involved has to be recognized. If all these differences go to the ordinary judicial system where there is proviso for entreaties to successive higher tribunals one after another. there will be no rapid colony of such differences and they might linger for old ages or decennaries. The Administrative Tribunals Bill. 2006 The Administrative Courts ( Amendment ) Bill. 2006 was introduced in the Rajya Sabha on March 18. 2006 to amend the Administrative Tribunals Act. 1985 ( Principal Act ) . The Bill was referred to the Departmentally Related Standing Committee on Personnel. Public Grievances. Law and Justice ( Chairperson: Shri E. M. Sudarsana Natchiappan ) which is scheduled to subject its study within three months. The Bill was introduced by the Ministry of Personnel. Public Grievances and Pensions. The Principal Act sought to let administrative courts to judge on differences related to recruitment and conditions of service of people appointed to public services in India and appointed by any corporation or society owned by the Government. It aimed to except the legal power of all tribunals in such affairs. The Bill seeks to modify the Principal Act to supply for abolishment of administrative courts if it is considered appropriate. The Cardinal Government can get rid of any tribunal established for a province or a figure of provinces and supply for the transportation and disposal of instances pending before such courts. The Chairman. Vice Chairman or any member of a court would non be entitled to compensation for the premature expiration of their term of service if they took voluntary retirement from the services of the several authorities to fall in the tribunal. These members would be entitled to acquire paid by the several authoritiess till they attain the age of old-age pension or the completion of their term of office in the court. whichever is earlier. The Principal Act empowered the administrative courts to exert the same power as the High Court with regard to contempt of tribunal. The Bill brings the administrative courts under the legal power of the High Courts and abolishes the tribunals’ power to penalize for disdain of tribunal. If a individual is aggrieved by the determination of the court. he can register an entreaty in the High Court within 60 yearss from the day of the month of the determination of the court. Composition of Courts The Jurisdiction and the process are different or distinguishable in the Administrative Courts from the ordinary tribunals. They exercise legal power merely in relation to the service affairs of the litigators covered by the Act. Administrative courts are besides free from the bonds of many of the trifles of the ordinary tribunals. The procedural simpleness of the Act can be appreciated from the fact that the aggrieved individual can besides look before it personally. 5Government can besides show its instances through its departmental officers or legal practicians. Further. merely a nominal fee of Rs. 50/- is to be paid by the litigators for registering the application before the Tribunal. Thus. the aim of the Tribunal is to supply speedy and cheap justness to the litigators. The Act provides for constitution of Central Administrative Tribunal and the State Administrative Tribunals. The Central Administrative Tribunal was setup on November 1. 1985. Every Tribunal shall dwell of a Chairman and such figure of Vice-Chairmen and judicial and administrative members as the Government deems it. Each Tribunal may represent one or more Benchs and each bench shall include at least one judicial member and one administrative member. Presently the Central Administrative Tribunal has 17 regular benches at New Delhi. Mumbai. Calcutta. Chennai. Allahabad. Bangalore. Chandigarh. Guwahati. Ahemdabad. Cuttak. Jodhpur. Hyderabad. Patna. Ernakulam. Lucknow and Jaipur. The Circuit benches of the C. A. T. are at 13 places-Goa. Shimla. Andaman and Nicobar. Lakshadweep. Sikkim. Jammu. Srinagar. Shilong. Agartala. Imphal. Indore. Gwaliar and Nagpur. President appoints the members of the Tribunals. President consults the Chief Justice of India in the assignment of judicial members and the Governor of the concerned State for the assignment of the members of S. A. T. They hold office for a term of five old ages or up to the age of 65 old ages in instance of other members. whichever is earlier. President can take them from the office on land of proved misbehaviours or incapacity after an question made by a justice of the Supreme Court. The CAT consists of a Chairman. Vice Chairmen and Members. The Vice-Chairmen and Members are drawn from judicial every bit good as administrative watercourses so as to give the Tribunal the benefit of expertness both in legal and administrative domains. As per Administrative Tribunal ( Amendment ) Act 2006. the stations of Members have been equated with the Vice-Chairmen and the stations of Vice-Chairmen will non be filled after the termination of footings of the present officeholders. The canonic strength of the Chairman. Vice Chairmen and Members of Central Administrative Tribunal at present is as below: Chairman: 1 Vice-Chairmen: 16 Members: 49 —66. The makings prescribed for the member are: 1. Chairman: a ) Must be or has been a justice of a High Court ; or B ) Have held office of vice-chairman for at least two old ages ; or degree Celsius ) Had held the station of secretary to the Government of India for two old ages. 2. Vice-Chairman: a ) Must be or has been a justice of a High Court ; or B ) Have held office of vice-chairman for at least two old ages ; or above. or degree Celsius ) Must have held a station of Additional Secretary to the Government of India for at least five old ages. 3. Judicial Member: a ) Must be or has been a justice of a High Court ; or B ) Must have been a member of Indian legal service or held a station in Grade 1 of that service for a period of at least three old ages. 4. Administrative Member: Must have held the station of an Additional Secretary to the Government of India or other tantamount station of a Joint Secretary to the Government of India or other tantamount station. or have equal administrative experience. Legal power These Courts have all the powers. authorization and Jurisdiction of all the tribunals in India except that of the Supreme Court in affairs associating to: 1 ) Recruitment to All India Service. or any civil service or station under the Union Government or civilian employees of Defense service. 2 ) All service affair of the above employees. or employees of any local authorization. society. or corporation under the control of the Union Government or employees of local organic structures or State whose services have been placed at the disposal of the Union Government. It has besides been the changeless enterprise of this Ministry that the stations of Chairman and Members are filled good in clip and no station remains vacant for long clip. The assignment of Chairman. CAT. as per pattern. is made by the Chief Justice of India on a mention made to this consequence by the Cardinal Government. The assignments of Members are made on the footing of recommendations of a Selection Committee Chaired by a campaigner of the Chief Justice of India who is a sitting justice of the Supreme Court. The assignment of Vice Chairmen in CAT have been discontinued after the termination of footings of the present officeholders since the stations of Members have been upgraded to the degree of Vice Chairmen in the CAT as per the AT ( Amendment ) Act 2006. The assignments are made with the blessing of Appointments Committee of the Cabinet after obtaining the concurrency of the Chief Justice of India. All choices of Members have been made against the vacancies of Vice-Chairm en and Members in CAT originating up to 31 December. 2009. Under the Administrative Tribunal Act. State Administrative Courts were besides set up in the undermentioned States – 1 ) Andhra Pradesh 2 ) Himachal Pradesh 3 ) Orissa 4 ) Karnataka 5 ) Madhya Pradesh 6 ) Maharashtra 7 ) Tamil Nadu and 8 ) West Bengal However. the Madhya Pradesh. Tamil Nadu and Himachal Pradesh Administrative Courts have since been abolished The assignments to the vacancies in State Administrative Courts are made on the footing of proposals sent by the State Governments with the blessing of the Governor. Thereafter. their assignments undergo the same procedure as the one in regard of Central Administrative Tribunal. Recently. proposals have been received from the State Governments of Bihar and Kerala for set uping State Administrative Courts. These instances are being processed. Since its origin in 1985 up to September. 2009 the Central Administrative Tribunal received for adjudication 5. 39. 959 instances ( including those transferred from High Courts ) . out of which 5. 17. 587 instances have been disposed of go forthing a pendency of 22. 372 instances. As respect simple mutant of the judgements of the CAT is concerned. all the Ministries and Departments were requested to supervise their execution. Harmonizing to the information for the period 2008-2009 and 2009-2010 ( up to September30. 2009 ) forwarded by assorted Ministries/Departments. out of 537 judgements given. 291 have been implemented and entreaties against 207 judgements are in procedure of being filed in the assorted High Courts. With a position to doing it more attractive for functioning officers from All India Services and Group ‘A’ Central Civil Services to choose for assignment as Administrative Members and to pull the best endowment from the judicial watercourse for assignment as Judicial Members and besides to supply for greater stableness in the office of the Chairman CAT. the Administrative Tribunal Act. 1985 has been amended and the same has been made effectual with consequence February19. 2007. Section 14 ( 2 ) of the Administrative Tribunals Act. 1985 empowers the Cardinal Government to widen the commissariats of the Act to local or other governments within the district of India or under the control of Government of India and to corporations or Societies owned or controlled by Government of India. In exercising of these powers. the Cardinal Government had extended the commissariats of the Act to 191 organisations so far. With a position to bettering the quality of judgements being delivered by the Central Administrative Tribunal. an enterprise has been taken to direct the freshly appointed Members to the National Judicial Academy at Bhopal. for an orientation plan. The first of the preparation plans was held this twelvemonth from April 20 – 23. 2009. and action is being taken to reiterate it. All India Conferences of all the Members of the CAT to consider on in house issues was held on November 1. 2009. The conference was inaugurated by the Chief Justice of India. The orders of the Courts are adhering on the parties. These Courts are non bound by the process laid down in the Civil Procedure Code but are guided by the rules of Natural Justice. Decision The civil retainers in India are every bit regarded as a privileged batch for the simple ground that they enjoy security and the Constitution guarantees them ‘equal wage for equal work’ through the machinery of wage committees. Salary apart their fringe benefits and periphery benefits officially every bit good as informally go much beyond the prescribed wage bundles. There are all kinds of benefits. like leave. medical reimbursement. lodging. vehicles. pension. tip. free telephones. difficult responsibility allowances. foreign travel. free children’s instruction and countless periphery benefits which were given but the British swayers to handle them a breed apart. Then there are unseeable benefits like position. traditional or customary installations. maltreatment of office and compeling friends and relations which can non be worked out in pecuniary footings. All this was conceded by the legitimate amenitiess and attention. The civil service has non merely preserv ed these excess privileges but has raised a bogie that they are underpaid. Now they are demanding equal benefits in public sector projects and in the secretariats at par with the private sector directors. The technique has worked good while their quality and moral fibre has gone well low because of varied factors which they know but do non accept. The trade brotherhood motion in the junior cells of service has been playing mayhem and the spliting line between indispensable and non indispensable service has literally blurred. The right to freedom. including protest without weaponries had caused combativeness and even junior-grade grudges are violently expressed much at the cost of human right of citizens. The societal justness motion apart. the junior employees are contending against the arbitrary policies towards their service in the name of grudges. The senior functionaries including the members of the All India Services are discontented and aerating their grudges genuine or forge against the people and their elective representatives. Peoples ailment of co rruptness. senior civilians complain of political intervention of leaders and junior employees talk of development. The regulation of jurisprudence is the casualty and grudge redressal mechanism are being suggested to work out the sensible jobs of the civil retainers in an effectual mode. These courts have no uncertainty provided alleviation to the employees in acquiring their grievanees redressed in a much shorter clip and at much lesser cost. The figure of instances decided by these since their origin is so impressive. But the backlog of instances is increasing even here. So attempts must been made to maintain their process simple. apprehensible and speedy to maximal satisfaction to the employees. Footnotes:1. Sharma and Saldana ( 2009 ) . Public Administration in Theory and Practice. New Delhi. p. 489. 2. Sharma and Saldana ( 2009 ) . Public Administration in Theory and Practice. New Delhi. p. 489. 3. Sharma and Saldana ( 2009 ) . Public Administration in Theory and Practice. New Delhi. p. 490. 4. hypertext transfer protocol: //www. cgat. gov. in/act. htm. 5. Ministry of forces. Annual Report ( 2009-10 ) . Public grudges and pension. authorities of India. New Delhi. 6. Fundamental law of India. ( Forty Second Amendment act ) Act 1976. Section 46. 7. Fundamental law of India. ( Forty Second Amendment act ) Act 1976. Section 46. Mentions 1. Bhattacharya and Chakrabarty ( 2003 ) Ed. . Public Administration. Oxford University Press. New Delhi. p. 335. 2. Fundamental law of India. ( Forty Second Amendment act ) Act 1976. Section 46. 3. Ministry of forces. Annual Report ( 2009-10 ) . Public grudges and pension. authorities of India. new Delhi. pp. 155-159. 4. ( Sanyal kayashi. The Administrative Courts ( Amendment ) Bill 2006. PRS Legislative Research. New Delhi. ) hypertext transfer protocol: //www. prsindia. org/uploads/media/1167468637/summary1197284560_Bill_Summary____Administrative_Tribunal__Amendment__Bill__2006. pdf 5. Sharma and Saldana ( 2009 ) . Public Administration in Theory and Practice. New Delhi. pp. 489-491. 6. ( The Administrative Tribunal Act. 1985. Central Administrative Tribunal. Principle Bench. New Delhi. ) hypertext transfer protocol: //www. cgat. gov. in/act. htm

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Group marketing plan - Assignment Example The company also improves customer loyalty through frequent discounts and promotions. After sales services has given the organization an upper hand through customer awareness. Clear reinforcement and tradeoffs service provision offers a competitive market ground. Significant influence is by the company’s founder who advocated cost cutting (Henry & Mayle, 82). Cost cutting has been vital in securing a large market compared to its competitors. Warehouse location selection is important in determining customer growth rate (Henry & Mayle, 72) and hence the organization’s trade flow. The company mainly has established its warehouses in the rural areas, which reduces expenses compared to its competitors in urban areas and hence more financial gains. The major drawback in the organization is in the application of the shareholders model regarding its workers. Low workers’ pay has made them compromise with service delivery compared to its competitors. The company has extensive market empire achieved by the exploitation of advantages from cost differentiation, use of better technology and excellent location choices for warehouses. Maintenance of market domination by the organization is vital. Keeping ahead of the competitors will be crucial for better growth rate of the

Drama activities: teaching english in the esl classroom

Drama activities: teaching english in the esl classroom If even the greatest dramatist that has ever lived in this world believes that all humans are actors, who are we to disagree? I for one completely do not. As a language practitioner, I for one strongly believe that drama has the potential of making the learning experience fun for the students and even memorable because it is â€Å"real†. Let me tell you why. Students in schools today seem to have very little exposure to the English language. The only contact with the language comes from being taught using the traditional ‘chalk and talk method in the English language classroom. They have very little experience with real-life situations where the English language is used as a communication tool. It is not surprising then that the Communicative Approach has been introduced in the new ‘Kurikulum Bersepadu Sekolah Menengah (KBSM) English Language program. The communicative syllabus will focus not only on the linguistic competence but also on the development of the communicative ability of the learner. Instead of being a passive participant, the learner is now encouraged to take a more active role in their own language learning process in the classroom. In line with the National Education Philosophy, classroom strategies devised by the English teacher should cater not only for efficient language but also provide opportunities for students personal development to produce students who are competent and confident language users (Compedium, 1989). Teachers who advocate the Communicative Approach are expected to develop strategies that would promote self-learning, group interactions in authentic situations and peer- teaching, instead of the traditionally teacher-dominated and teacher-directed classes. The activities would also require the learner to do things with the language such as making choices, evaluating, and bridging the information gap. Examples of such activities are drama, role-play, simulation games, improvisation and miming. For the purpose of this project paper, we shall look at drama activities as a communicative tool in the teaching and learning of English in the ESL classroom. Drama has always had a close relationship with the teaching of the English language. With its link to literature, drama is a powerful tool in developing the students communicative ability. Generally speaking, drama is student-centered because it puts the students in a position to do most of the communicating and interacting instead of the teacher. Therefore, the onus is now on the students to take control of their own learning. Psychologically, it is also very motivating for there are no wrong answers in drama, allowing success for each student. The flexibility and openness of drama also provides the students a greater degree of freedom as compared to when they are required to find a single acceptable answer in the conventional English language lesson. Students acquire fluency skills at a much faster rate as a result of promoting student student talk and reducing the teachers role to a necessary low level or almost non-existent in some cases. Looking at it from the teachers perspective, engaging in group activities, as in drama, allows students to feel more relaxed and in turn feel comfortable to express their feelings better; compared to when they are required to come up with individual responses. Used properly, drama allows both the teacher and learner to gauge how far the learners ability to communicate has developed and this in time can develop confidence and better social skills in the learner. Furthermore, it is emphasized that English should be taught to not only develop the basic means of communication, but to further encourage fluent and accurate expression, both oral and written. Once the students begin to master the language they should be able to overcome their self-consciousness and develop their confidence to express views openly and articulately. These students would then make English meaningful and relevant in the sense that now they can take it out of the classroom and use it in their everyday lives. It i s rather obvious to realize the common ground English and drama share. Drama should contribute significantly to the realization of all these aims. Statement of the Problem Students in schools today seem to find the learning of English irrelevant and to a certain extent, confusing. They do not need to use the English they have learnt in the classroom in their daily lives. English language moreover, is often described as â€Å"a strong second language† but is, in reality only treated as a foreign language in all primary and secondary schools (Compendium, 1989). This change in the status of English in the system has brought with it a lot of problems for both teachers and students. Students who are hesitant to communicate in English may view the use of the language orally as trivial and insignificant to language learning. To them, to be merely ‘competent in the language is sufficient, rather than to ‘perform them (Chomsky, 1965). In actual fact, students especially the shy and silent ones, are afraid of making bizarre mistakes or errors. Thus, many resort to the use of their mother tongues or their L1 in their daily discussions or daily convers ations. The launching of the Language Policy in 1971 adds to this restriction. Bahasa Melayu was made the sole medium of instruction in schools and other formal events. At the same time, students of all races and background seemed to be more comfortable communicating in Bahasa Melayu, and so the importance of English language has been gradually declining. One possible way of overcoming this problem is to supplement the conventional English teaching methods with suitable teaching techniques such as drama, which offer the students the chance to actually use the English they have learnt. Even though the students English may not be perfect, the activities would help them to improve verbal communication. Objective of the Study The main aim of this study is to give a broad introduction to drama and to show how such techniques can be useful in the teaching and learning of the English language, particularly in Malaysian schools. This exploratory study plans to achieve the following objectives: To determine the students extent of exposure to drama activities. To ascertain students motivation towards learning English. To assess students attitudes towards learning English. Research Questions Specifically, this study seeks answers for the following research questions: Have the students been exposed to drama activities in their language classroom? What are the students motivations in learning the English language? What are the students attitudes towards English? Significance of the Study There is fundamental need for learners to bring what they have learned in the four walls of the classroom out into the open and apply it in ‘real-life situations; and drama activities meet this need. This study therefore hopes to make teachers of English language aware and to have the conviction that drama activities can be an effective tool in language teaching. It is hoped that this study will be an ‘eye opener for teachers and students of ESL. It provides the necessary information for language teachers to make students inevitably participate in the English lesson and thereby gain self-confidence in using the language. Thus, the significance of this study is to make ESL teachers aware that rather than acting in plays or studying them, students are taught English using a technique derived from drama as a social process of development. This will obviously promote the use of drama in the teaching and learning of ESL and in its widest sense, is best seen as an alternative methodology to one based on the traditional ‘chalk and talk. As far as students are concerned, they will soon see the purpose of drama activities in their learning and how realistic and relevant they are when applied in their everyday lives. Since drama activities often portray the society from which the students come from, it can give the students an opportunity to feel what life is all about. Drama activities encourage the students to make practical and rational judgments when confronted by complex situations, which they may encounter later in life. This valuable experience would certainly hold them in good stead in their future. Thus, the significance of the study advocates the usage of drama activities in the ESL classroom. It is aspired that teachers would adopt this technique and adapt the activities to the relevance and needs of their students. Limitations of the Study On the basis of discussion on this project paper, the drama activities presented is targeted towards Form four students of intermediate proficiency level. The drama activities are some of the possibilities for social interactions that lie within classroom situations. However, some of its limitations were recognized, in particular: In situations outside the classroom, learners will need to satisfy a much wider variety of communicative needs arising from the events of everyday life. They will need to cope with greater variety of patterns of interactions. These may vary from the formal interview, with its tightly controlled structure, to the informal gathering where everybody competes on an equal basis for turns to speak. They will need to become involved in different kinds of social relationship, for which different forms of language will be needed. In order to prepare learners to cope with these wider functional and social needs, we must look for ways extending the possibilities for communicative interactions in the classroom (Littlewood, 1984). It is hoped that by using the drama activities, the apparent gaps can be bridged and in return the students language competency and performance can be enhanced. Definition of Terms Drama How do we, as teachers of English as a Second Language bring drama into todays classroom? Though some teachers have tried using drama in their classroom, they are still in a state of confusion. This is not because they do not know how to teach it, but simply because they are not sure of its purpose in education. The use of communicative activities is a technique to achieve one of the aims of the communicative approach, which is to obtain communicative competence. The important aspect of this approach is to communicate with another person in the classroom and in the long term, the society (Wan, 1990). Drama used in the classroom can be considered a communicative activity since it fosters communication between learners and provides opportunities to use the target language in various ‘make believe situations. Thus, drama is any activity, which asks the participant to portray himself in an imaginary situation; or to portray another person in an imaginary situation. Drama is concerned with the world of ‘pretense. It provides an opportunity for a person to express himself through verbal expressions and gestures using his imagination and memory. According to Wan (1990), drama takes what it shares with English, an emphasis on developing the means of communication and extends this means to include all the paralinguistic aids to meaning which takes communication beyond just writing to gestures and physical interaction. Drama activities draw on the natural ability of every person to imitate, mimic and express himself. The students are encouraged to draw on their natural capacity to live parts of his past experience that might otherwise never emerge. When students are brought together they bring along with them different life and different background into the classroom. According to the Oxford Dictionary (1995), drama is defined as a literary composition to be performed by actors; play or the art of acting, writing or producing plays. But for the purpose of this paper, drama refers more to informal (creative drama) as it is used in the language classroom and not on stage. Drama is doing. Drama is being. Drama is such a normal thing. It is something that we all engage in daily when faced with difficult situation. This is clearly illustrated by Tricia (1984) when she quotes, â€Å"Getting on with our day-to-day live requires a series of masks†. Generally, drama is considered as a type of activity in which the learners are given fairly controlled scenarios to interpret. But the term drama is often viewed with confusion because different people use it in different ways to suit different contexts. As such, it seems necessary to define the terms from the perspective of teaching and learning English as a Second Language (ESL). Drama takes into account the socio-psychological aspects of learning as it involves the whole person and his total response. For some students drama techniques can be an alternative means of learning the language and may produce far more positive results than normal classroom teaching (Mordecai, 1985). CHAPTER 2 REVIEW OF RELATED LITERATURE Introduction Drama is used in ESL classrooms to promote communication in its authentic form. The Communicative Approach advocates that learners need to learn how to use the target language in ‘real life situations and drama activities meet this need, for it allows natural learning. If examined carefully, we would find that, English teachers define English as one that encourages and develops communication skills, self-expression, imagination and creativity. These are the key terms, which would surface as aims of teaching in a language classroom. When similarly confronted, teachers of drama say the same thing. Thus, drama invariably and significantly contributes to the realization of all the aims in an ESL classroom. The Communicative Approach The term ‘approach refers to the theories about the nature of how language is learnt (Richards, 1986). It takes into account the basic units of language structure and the nature of language proficiency. It also considers the psycholinguistic and cognitive processes involved in language learning and the conditions that allow for effective learning to take place. The Communicative Approach thus refers to the belief that language learning is communicative competence (Richards, 1986). Communicative competence here refers not only to the knowledge of the grammatical rules of a language and how to form grammatical sentences but also to know when, where and to whom to use these sentences in a speech community (Richards, 1985 and Hymes, 1972). Communicative ‘Methodology on the other hand, refers to the different ways of teaching language using the communicative approach. Therefore, the term ‘techniques refers to different classroom activities (Wan, 1990). In this study they will be called communicative activities. In the Communicative Approach, language teaching and learning emphasized the use of language for the communication of meaning than learning the language structures, forms and vocabulary (Wilkins, 1976 and Widdowson, 1978). However, this does not imply that the grammatical and lexical aspects are neglected. In fact, they do have a place in the Communicative Method of language teaching. Therefore, the ‘how of language teaching and learning refers to the specific techniques and procedures used to unconsciously acquire and consciously learn a language through communication (Brumfit, 1984). The Nature of Communicative Activities Communicative activities refer to the techniques, which are employed in the communicative method in language teaching. Examples of such activities are games, simulation, miming, drama and role-play, which make use of the target language. The activities involve doing things with language and these language activities for communication is not restricted to conversation and may involve listening, speaking, reading and writing or an integration of two or more skills. Communicative activities have the following characteristics (Wan, 1990): They are purposeful. They are beyond strictly practicing particular structures. They are interactive. The activities are often conducted with others and often involve some form of discussion. Authentic materials are used. The situations in which the learners have to use language should be as realistic as possible. The language models given should be authentic. They are based on the information gap principle. Five guiding principles have been vividly outlined behind the use of communicative activities as language teaching and learning techniques (Morrow, 1981). They are as follows: 1. Know what you are doing. This principle gives relevance to the lesson, which the students would want to use in order to perform in the target language. For example in teaching speaking, the task could be asking for directions to a certain place.. The students here communicate with each other and there is no control over the exact language used but the situation is controlled. 2. The whole is more important than the sum of the parts. In the communicative method, the natural language is dealt in real situations where it is necessary to work in the context of the whole. Communication is not learnt inductively as it cannot easily be analyzed into its various components without its nature being destroyed in the process. For example you may teach the component of various forms of greeting but it is no guarantee that the student will be able to choose the appropriate form when required in a real-life situation. 3. The processes are as important as the forms. The processes of communication such as information gap, choice and feedback, should be as much as possible replicated in trying to develop the ability of the students to communicate in the target language. The teacher must try to devise exercises where there is an information gap so that real meaningful communication can take place. The participants in a conversation also have a choice in what they say and how they say it. When undergoing these processes, there should be ample feedback during interaction between two speakers in order to gauge if the message has been successfully sent across. 4. To learn it, do it. Only by practicing communicative activities would students learn to communicate. Students must become responsible for their own learning. This is what student-centeredness entails and thus the role of the teacher consequently changes. He / she must learn to take a backseat and should no longer dominate the learning situation. The teacher is now a facilitator and should strive to provide all the help the student needs to play an active role in his own learning. 5. Mistakes are not always mistakes. As language practitioners we must able to make the distinction between ‘mistakes and ‘errors. There is the need for flexibility in deciding to treat ‘mistakes at different stages of the learning process towards communicative competence. We must not be hasty in wielding the axe on the students as ‘mistakes are evidence of learning taking place after all. The use of communicative activities is to achieve one of the aims of the communicative approach, which is communicative competence. The essence of this approach is to communicate with another person in the classroom and in long term the society. Hence, drama can be used in the classroom since it fosters communication between learners and provides opportunities to use the target language in various ‘make believe situations. Drama also allows participants the opportunity to act out roles and to use all the media of communication, the voice, gesture and movement. It thus takes what it shares with English, an emphasis on developing the means of communication, and extending these means to include all the paralinguistic aids to form meaning. This takes communication beyond the two dimensions, writing and talking, to involve the third dimension of gesture and physical interaction, thus encouraging active and discriminating observation and listening, which true communication always dem ands (Tricia, 1984). Drama Versus Theater Susan Holden (1981) defines drama as any activity which asks the participant to portray himself in an imaginary situation; or to portray another person in an imaginary situation. Drama is thus concerned with the world of lets pretend. It provides an opportunity for a person to express himself through verbal expressions and gestures using his imagination and memory. In this paper, drama refers more to dramatic activities as the setting is the language classroom rather than the stage. The participants in the drama activities are thus learners and not actors. To have a further understanding between Drama and Theater, a clear distinction has to be made between the two concepts. One way of accomplishing this is to look at Drama as process oriented and Theater as being product oriented. Through the examination of the fundamental features that lay behind both these concepts, ONeill (1995) came up with the following characteristics for each of them: 1. Drama as a Process The emphasis is placed on participants experiencing personal growth through an exploration of their understanding of the issues within dramatic experience. Student and teacher share equal places in the development, analysis and the carrying out of the drama activities. The drama is normally not performed for an audience. 2. Theater as a Product The students personal growth is measured through the learning of skills. The study is facilitated through a scripted work not of the students making. The teacher transfers her or his interpretation and analysis of the drama. The primary objective is formal play production. For the purpose of this paper, we will focus on Drama as a Process rather than Theater as a Product. As opposed to the traditional idea of theater, which results in an end performance, drama as a process is performed for the sake of the act of doing it, not for an audience, not for a production, and it doesnt need to be rehearsed. The audience can simply be the performers themselves. Drama as a process refers to a teaching method that involves children in imaginary, unscripted, and spontaneous scenes, in which the meaning is made from the engagement and transactions between the teacher and students (Schneider Jackson, 2000). The students and teachers work together to create an imaginary dramatic world within which issues are considered and problems can be solved. In this world they work together to explore problems and issues such as betrayal, truth and other ethical and moral issues. ONeill (1995) mentions that sometimes the work may begin as light-hearted, but the teacher always layers more dramatic tension and complexity into the work because the teacher may aim for a pedagogical outcome. In Drama as a Process, students learn to think beyond their own points of view and consider multiple perspectives on a topic through playing different roles. Playing a range of positions encourages them to be able to empathize with others and to consider life from their viewpoint. It allows them to walk on other peoples shoes, to walk the paths they tread and to see how the world looks from their eyes. Since the end product is not the focus, students work at every moment to produce to the best of their ability. In this way, drama can be seen as more meaningful, productive, and well-rounded. Drama thus, not only teaches students to be better communicators in a variety of authentic situations, but also compels them to use English in ways that differ from everyday classroom interactions, mimicking more authentic language use. Drama in the ESL Classroom Generally, drama involves being an imaginary person usually in an imaginary situation and sometimes a real one (Venugopal, 1986). The learners are given fairly controlled scenarios to interpret. Drama is defined by the scope of the task of problem-solving in order to achieve their goals. Students need to know of their ability to learn from each other as well as to learn independently. They should be aware that they are working towards a goal within a given time limit. This will sharpen their concentration and at the end of the lesson they should have satisfaction of having achieved that goal (Venugopal, 1986). Drama in education is a mode of learning. Through the pupils active identification with the imagined role and situations in drama, they can learn to explore issues, events and relationships (ONeil, 1994). In drama, students draw on their knowledge and experience of the real world in order to create their own experience they have as well as their knowledge, which they have gained from books, films or television. Although, these imaginary situations may at first seem superficial and only action oriented, through the teachers guidance and careful intervention it should be possible for the work to grow in depth. In creating a make believe world students can come to understand themselves and their real world in which they live. In order to engage in drama activities students do not need sophisticated theatre skills. However, they must be willing to (ONeil, 1997): Make believe with regard to objects, for example, a table-top can become a wagon or raft; a circle of chairs may represent a starship; cupped hands may contain a precious object. Make believe with regards to actions and situations, for example, creeping across the school hall may be means of escaping from the jail; a group sitting huddled on the floor may be passengers on an emigrant ship; stealing a bunch of keys may represent a test of stealth and cunning for the warriors. Adopt a role, for example, settlers who seek a new life in a foreign country; poor children living on the streets; teenagers who have left home. Maintain the make believe verbally, for example, describing the doorway in which they spent the night; presenting the facts about child labour to the committee for reform; discussing the problems to be faced on a voyage. Interact with the rest of the group, for example, agreeing to join the crew of the starship; choosing a leader for the community; teaching a skill to a friend; In drama activities, students are given the opportunities to draw together all the bits of language they have learnt and practice it in situations they are likely to encounter outside the classroom. In any drama activity, learners must create the interactions themselves on the basis of their roles rather than perform in ways that have been predetermined by the teacher (Littlewood, 1981). This freedom of choice offers the students the chance to use their English learnt to develop the character, therefore promoting spontaneity in activities similar to â€Å"real-communication†. Drama in a way helps students to improve oral and verbal communication despite gaps in their knowledge. However, the use of picture cards and other visual cues will narrow these gaps. Drama activities are essentially social activities and involve contact, communication and the negotiation of meaning. The nature of the work will impose certain pressures on the students but will also bring considerable rewards. Co-operative activities are very rare in the Malaysian schools. Too often students are trained to work as individuals and to be both competitive and possessive about their achievements. Drama on the other hand, works from the strength of the groups. Drama is an individuals spontaneous behavior reacting to others in a hypothetical situation. The essential core of the activity is understanding the situation of another person, and to do this well the ‘player needs to come to grip with the other participants roles, not just his own. In practice, this works when a ‘player is given the basic information about who he is, what he is like, and what he wants to do. He must interact with others and relate his situation to theirs and gain a greater understanding of the roles, the relationship and the language involved (Revell, 1979). Movements and Mime Mime involves the expressive use of the body. It is a non-verbal representation of an idea or story through gestures, bodily movements and expressions. It may seem strange that mime should be encouraged in language teaching, as it does not involve language. It must be borne in mind that though no language is used during the mime, it will act as a catalyst to generate language during the discussions before the mime is presented and also elicit language when there is need for explanations (Edwin, 1992). Mime is thus used to enrich verbal features rather than replace them. After a mime session, parallel exercises are carried out where appropriate words are added to the mime activities. In the English language classroom, unlike in theatres mime activities are not demanding and this makes mime activities suitable for poor and shy students who lack the necessary level of language proficiency. Mime activities can be incorporated into scenes from texts or improvisation of scenes from texts. Role Play Simulation and role play provide the opportunity to move away from the traditional role of teachers and also the classroom setting arrangements where the class is rearranged to reflect the situation that is being dramatized (Edwin, 1992). Role play can be used for students of different proficiency levels. However, the teacher will have to decide the degree of control over the scenario for the role play. For the very shy and low proficiency students, teachers could ask students to dramatize conversations and dialogues directly from the texts. For students with some English proficiency, teachers could provide a situation, which is relatively structured so that these students would feel confident and be more willing to participate. The more proficient students could be given less structured scenario and they should be encouraged to attempt to improvise the same text. In role play, a student is required to imagine that he is either himself or another person in a particular situation. He would be asked to behave exactly as he feels the person would. His portrayal of the character will help him understand the character and also provide an intimate experience with the literary text. There are many types of role play, for example, dramatic plays, story dramatization and socio-drama, seminar style presentation, debates and interviews. Simulations Simulations are drama activities that often mirror real life. They can however be imaginary. They are often problem solving activities and students bring their personality, knowledge and experience into these activities. Among the common forms of simulation is the mock trial. It is popular with students and court cases are quite easy to be developed from literary texts, often based on the conflicts faced by the characters in the story. Other forms of simulation can also be encouraged. For example, group work in the fo