A portfolios country exposure management

The episode of modern-globalization is one characterized by new sources of global funds flow. Multinational enterprises from developing countries are now starting to make investments from other developing countries. This has produced positive effects both for the private sector and policy makers in a given developed together with developing countries.The theoretical framework adopted by these developing countries is that based on the ownership/location/internationalization (OLI) theory. This paper deals with the issues of export expansion and prolific capacity creation in developing countries.It tends to provide an analytical framework to help in understanding the internationalization process of enterprises in the developing countries. It further applies this framework to analyze the experiences of such enterprises. House-hold appliances producers are also moving towards rising economies either by use of the off-shore practices from OECD-based companies or by use of the coming out an d fast internationalization of innovative brand producers in up coming countries themselves (Rodriguez, 2007).This paper helps us understand the diversities of corporate strategies and those at the back of the internationalization process. An astounding and typical feature of this new wave of internationalization process is its speed and the capacity of the latecomers companies to leverage on the prospect for learning presented by a more unified economy.These latecomer companies were able to leverage their strategic partnership with recognized MNEs to improve their operations and hence were able to move from production of simple goods into products lines made using their own design, branding and marketing. They always take global competition as an opening to build on their capacities and shift into further cost-effective industry fragments.The latecomer companies are mainly able to internationalize and to take hold of resources and have a competitive advantage over other firms. This is a producer-driven global value chain marked by advance technology and speedy delocalization to developing countries, where not only production costs are lower but demand growth rates are higher. It is expected that the established growth in developing countries tend to determinate and recompense for the slow demand in OECD countries, where market infiltration rate is higher and the market is driven strictly by demand for substitutes.Their experience has shown throughout that there are still many strategies and ways for going global. The good example of firms which were able to successfully improve their operations consists of the Mabe in Mexico, Arcelik in Turkey and Haier in China.The latecomer’s firms have found innovate new ways of harmonizing their strategies which involved providing contract services, licensing new technology and forming joint ventures and strategic alliances. Through implementation of these strategies, latecomers firms were able to secure a place wh ich is developing in global economy as they were able to leverage resources from the strength of others (Rodriguez, 2007).These internationalization strategies formed a basis for exit from the traditional view on globalization as it was intended to enhance the firm’s resource base as opposed to exploitation of existing asset a view highly held by traditional firms. The sources of corporate strength have changed from the capacity to control cost for a given product to been able to learn how to mingle and remerge assets to create new business and concentrate on new markets.

Anchoring-Annual Day Essay

These virtual characters then do things that people in the real world do, such as having sex. Depending on your preferences, you can have sex with someone who is older or younger than you – perhaps much older or younger. In fact, if your virtual character is an adult, you can have sex with a virtual character who is a child. If you did that in the real world, most of us would agree that you did something seriously wrong. But is it seriously wrong to have virtual sex with a virtual child? Some Second Life players say that it is, and have vowed to expose those who do it. Meanwhile, the manufacturers, Linden Labs, have said they will modify the game to prevent virtual children from having sex. German prosecutors have also become involved, although their concern appears to be the use of the game to spread child pornography, rather than whether people have virtual sex with virtual children. Laws against child pornography in other countries may also have the effect of prohibiting games that permit virtual sex with virtual children. In Australia, Connor O’Brien, chair of the criminal law section of the Law Institute of Victoria, recently told the Melbourne newspaper The Age that he thought the manufacturer of Second Life could be prosecuted for publishing images of children in a sexual context. The law is on solid ground when it protects children from being exploited for sexual purposes. It becomes much more dubious when it interferes with sexual acts between consenting adults. What adults choose to do in the bedroom, many thoughtful people believe, is their own business, and the state ought not to pry into it. If you get aroused by having your adult partner dress up as a schoolchild before you have sex, and he or she is happy to enter into that fantasy, your behavior may be abhorrent to most people, but as long as it is done in private, few would think that it makes you a criminal. Nor should it make any difference if you invite a few adult friends over, and in the privacy of your own home they all choose to take part in a larger-scale sexual fantasy of the same kind. Are computers linked via the Internet – again, assuming that only consenting adults are involved – so different from a group fantasy of this kind? When someone proposes making something a criminal offense, we should always ask: who is harmed? If it can be shown that the opportunity to act out a fantasy by having virtual sex with a virtual child makes people more likely to engage in real pedophilia, then real children will be harmed, and the case for prohibiting virtual pedophilia becomes stronger. But looking at the question in this way raises another, and perhaps more significant, issue about virtual activities: video game violence. Those who play violent video games are often at an impressionable age. Doom, a popular violent videogame, was a favorite of Eric Harris and Dylan Klebold, the teenage Columbine High School murderers. In a chilling videotape they made before the massacre, Harris says â€Å"It’s going to be like fucking Doom†¦. That fucking shotgun [he kisses his gun] is straight out of Doom! There are other cases in which aficionados of violent videogames have become killers, but they do not prove cause and effect. More weight, however, should be given to the growing number of scientific studies, both in the laboratory and in the field, of the effect of such games. In Violent Video Game Effects on Children and Adults, Craig Anderson, Douglas Gentile, and Katherine Buckley, of the Department of Psychology at Iowa State University, draw these studies tog ether to argue that violent video games increase aggressive behavior. If criminal prosecution is too blunt an instrument to use against violent video games, there is a case for awarding damages to the victims, or families of the victims, of violent crimes committed by people who play violent video games. To date, such lawsuits have been dismissed, at least in part on the grounds that the manufacturers could not foresee that their products would cause people to commit crimes. But the evidence that Anderson, Gentile, and Buckley provide has weakened that defense. Andre Peschke, editor-in-chief of Krawall. e , one of Germany’s leading online computer and video game magazines, informs me that in ten years in the video game industry, he has never seen any serious debate within the industry on the ethics of producing violent games. The manufacturers fall back on the simplistic assertion that there is no scientific proof that violent video games lead to violent acts. But sometimes we cannot wait for proof. This seems to be one of those cases: the risks are great, and outweigh whatever benefits violent video games may have. The evidence may not be conclusive, but it is too strong to be ignored any longer. The burst of publicity about virtual pedophilia in Second Life may have focused on the wrong target. Video games are properly subject to legal controls, not when they enable people to do things that, if real, would be crimes, but when there is evidence on the basis of which we can reasonably conclude that they are likely to increase serious crime in the real world. At present, the evidence for that is stronger for games involving violence than it is for virtual realities that permit pedophilia.

Hazlitt RH Analysis Essay

In this world, money is a necessity. In William Hazlitt’s critical and didactic excerpt from, â€Å"On the Want of Money,† he bears witness and exposes to his audience that although money is not necessarily a source of happiness, it is fundamental in order to achieve any other sort of joy and comfort on earth. Hazlitt employs adverse diction and the layering of evidence through syntax to then further his argument on the necessity of money. Hazlitt’s fatalistic diction exposed to the readers how without money, one’s life on earth is rather misfortunate and uncomfortable, to say the least. Words such as, â€Å"despised,† â€Å"exile,† â€Å"rejected,† and â€Å"avoided,† reveal the bleak lifestyle of a poverty-stricken, penniless human being. This pessimistic diction suggests and constructs the awful, unhappy life that one will live in the lack of money. Words such as, â€Å"disappointment,† dissatisfied,† â€Å"querulous,† and â€Å"morose,† demonstrates the discontent which one lives life feeling if there is no money to spend on luxuries and other such pleasures. However, diction such as, â€Å"hope,† â€Å"succeed,† â€Å"enthusiasm,† and â€Å"fortune,† suggest that a life of riches and abundance is also a life of satisfaction. Through Hazlitt’s gloomy diction, he was able to disclose with his audience his position on the necessity of money if one desires to life a well-off, enjoyable life. William Hazlitt’s layering of evidence aided in bringing to light his argument on the vitality of having money in order to live a favorable life because he had the information to sustain his appeal. One piece of material exercised to further his point was â€Å"to be a law-stationer, or a scrivener or scavenger,† suggesting that a life without money is similar to the life of a scrounger with nothing of his own. The evidence, to be â€Å"avoided by those who know your worth and shrink from it is as a claim on their respect or their purse,† manifests the idea that you will be treated differently by those who  are aware of the amount of money in your pocket. Lastly, the piece of evidence stating, â€Å"to be a burden to your relations, or unable to do anything for them,† validates that with money, people will feel pity for you and your situation, but without it, you cannot help others—or yourself. The layering of evidence done through syntax in this advisory excerpt exposes the theme that Hazlitt was constructing: being the fact that in this society, money will be the cornerstone to happiness and progress. â€Å"Literally and truly, one cannot get on well in this world without money.† William Hazlitt both understood and felt that it was his duty to prove to his audience why money has become a necessity in this world. He employed depressing diction and the scaffolding of evidence to more clearly emphasize his point of view â€Å"on the want of money.†

Introduction to Business Law Bachelor Essay Example | Topics and Well Written Essays - 500 words

Introduction to Business Law Bachelor - Essay Example Now in Texas, the total family property is protected by this clause which many other mortgage paying homeowners balk at, saying it is an unfair act and also discriminatory based on state residencies. Many families face financially hard times with no clause to fall back on so they feel it's unjust and morally biased that others are offered, what appears too many to be, a hand out, down the easy financial highway. Also, it is widely known that corporate CEO's or other distinguished people have, in the past, purchased homes way above their heads, eventually falling into debt, and as well, in behind on their mortgages; then facing judgments. Consequentially, they spend their remaining funds unwisely, making unnecessary purchases and then expect to be allowed to lean on the Homestead Act for support and protection of their remaining assets. This type of behavior is one of greediness and self absorption, a characteristic that makes other homeowners, struggling to pay their bills, despise t he Homestead Act ever being substantiated. On the other hand, when the clause was first implemented and recognized back in 1839, its purpose was honest and solely for the integrity of keeping a family

Film review Essay Example | Topics and Well Written Essays - 1250 words - 1

Film review - Essay Example Despite Israel’s desire for peace, its detractors proceed the efforts of indicting it. Dershowitz made the film attractive, forming the mix of interviews of historians and politicians. We are able to hear, for example, the opinions of Michael Oren and Aharon Barak. Sometimes Dershowitz appears in front of his listeners, commenting on some issues or giving us the hint about the next episode. Sometimes the viewer sees him conducting and talking to some of his interviewers. For those who do not see contradiction being concerned about human rights, the book â€Å"Palestine: Peace, Not Apartheid† by Jimmy Carter was written. He supports this idea and his book contains many attacks on Israel. This work had pushed Dershowitz to make  his own project The Case for Israel. This part begins with the Carter’s arrival at Brandeis University in order to publicize the book. His idea was that Palestine has more rights, including the rights for land, than Israel. He said they do not want negotiation, Palestinians want to be separate. Dershowitz said he can’t â€Å"fully comprehend† this position and he had a lot to talk about and challenged him to hold a debate, but Jimmy Carter refused (â€Å"The Case for Israel†). Alex Safian, an associate director, tells that Dershowitz found discrepancies in that Carter spoke at meetings and interviews, and that was published in his book in fact (â€Å"The Case for Israel†). This film was made as a response to Carter. It is possible to listen to an opinion of professor of law Amnon Rubinstein, who proves that in Israel â€Å"the law is equal to all citizens, all residents† without taking into account race, skin color, gender and religion (â€Å"The Case for Israel†). Dershowitz has courage to claim that Carter â€Å"has blood on his hands of four thousand Palestinians and over a thousand of Israelis and is a co-conspirator of the crime against Palestinians† (â€Å"The Case for

Alvin Ailey Biography Overview Research Paper Example | Topics and Well Written Essays - 1500 words

Alvin Ailey Biography Overview - Research Paper Example The research paper "Alvin Ailey Biography Overview" presents the description of Alvin's way to success. Having graduated from high school in the year 1948, Alvin went to the University of California with the intention of becoming a teacher but his interest in dance soon came back, particularly after he came across the Lester Horton Dance Theatre giving a dance. Horton’s highly theatrical modern dance style and his apparent interest in Native American dances and culture greatly attracted Alvin and he thought of changing his course from teaching to dance. He won a scholarship and enrolled for technique and dance composition classes with Lester Horton. He also got employment with Horton’s stage crew and danced with them. In the year 1951, seeking a more stable career, Alvin enrolled for a major in Romance languages in San Francisco State College. While there, he got to dance with a touring company and soon realized that what he really wanted was dance regardless of how ris ky it was compared to the dependable and stable teaching career. He rejoined the Los Angeles’ Lester Horton Dance Theatre and Lester Horton died suddenly in the year 1953, leaving the company without a director. They asked Alvin to choreograph some dances. He taught at Horton Dance School but later got an opportunity of dancing in a concert in New York and moved to the East Coast. In the year in 1954, Alvin went to New York to dance in the Broadway production of ‘House of Flowers’ with a partner called Carmen DeLavallade and in the year 1958.

Violence in Schools and Social Development Essay

Violence in Schools and Social Development - Essay Example While many methods have been utilized to address this issue, they generally fall somewhere between the liberal ideals regarding rehabilitation of the perpetrators of violence because they have had a disadvantaged childhood to the conservative approach which advocates punishment and restitution to the victim. Generally speaking, the liberal view supports compassion while the conservative believes strictly in the individual accounting for their actions. Violence in schools is being viewed more and more as not only a social injustice issue for children but also as a public health concern. Violence creates an atmosphere of fear that affects the victims, the offenders and the surrounding public. This cycle of fear and mistrust propagates both antisocial and self-disparaging patterns of behavior. For the offender, studies have concluded that there often is a progression of aggressive and violent behaviors over time. Victims of violence, especially young people, carry with them throughout their lives the emotional scars usually in the form of self-criticism. Those kids that perpetually commit violent acts towards classmates are more likely to use drugs and alcohol, to quit going to school altogether and go on to be involved in criminal behaviour later in life. Children who are often the victims of schoolyard violence tend to experience more stress in their lives which leads to higher levels of anxiety, depression, physical illnesses and thoughts of suicide than those that do not. For both bully and bullied, these actions negatively affect learning potentials and retards personal development. The seemingly never ending cycle of intimidating actions works to tear apart the underpinnings of a civil society from the bottom up. The reason children act out violently towards others is because they have been treated with disrespect or have been bullied themselves. A pattern of poor social adjustment perpetuates itself

Helens mental health Case Study Example | Topics and Well Written Essays - 250 words

Helens mental health - Case Study Example She should encourage Helen's daughter to give Helen the company of her grand children at least if possible. Helen's daughter can either take her to New Zealand or come back and stay with Helen for the rest of her life if possible. If the above option does not work, then the nurse should ask Helen's daughter to consider sending Helen to some elder care homes. In any case Helen needs the company and assistance of somebody to get rid of her crazy life at present. The primary mission of the social workers is to enhance human well-being and help meet the basic needs of all people, with a particular focus on the needs and empowerment of people who are vulnerable, oppressed, and living in poverty. (Social Worker's Responsibilities) Building relationships with the needy people, ensuring social justice to all etc are some other services which needed to be addressed by the social worker or community nurse in future.

Ancient Iraq Essay Example | Topics and Well Written Essays - 250 words

Ancient Iraq - Essay Example The development of the sexagesimal numeral system helped in calculations such as the distance moved by the planets. These developments were significant contributions to science. Mesopotamian empires contribution to the governance system has formed the basis of government structures and organization in the modern dispensation. A centralized government system emerged from the demonstration by the Mesopotamian empires. A centralized governance system emerged as a result of better organization of communities and single plans3. Contributions to medicine began in the Mesopotamian empires and the evidence is inscribed within the code of Hammurabi. The code provides evidence of physicians from the Babylonian side who operated patient’s knives4. The physicians were to undergo serious punishments in the event of death of an individual. Diagnosis of various sicknesses and diseases were also introduced. Consequently, there were handbooks for herbal medicines and the various areas of their use. The modern art can be traced from the Mesopotamian empires, especially the ancient art and pottery5. Different forms of art such as mosaic, stone sculptures and megalithic arts inspired the emergence of arts to other parts of the

Accounting Assignment Example | Topics and Well Written Essays - 250 words - 15

Accounting - Assignment Example Technological advancements improve appropriate investment leading to low-cost production of delicious bakery foods. Clients at the end receive extraordinary services with improved processes, quality enhancement, and resource conservation lead to smart baking. Team members are always encouraged and appreciated hence acquire the motivations in their line of duty. The automated bread line includes dough baking, ingredients, mixing, and transportation to the final collection stages. The automation helps to ensure quality and a standard sizing of bread. The size is at 215,000 square feet (Flowers Foods, 2014). Production lines fit the two one-bread line and a one-bun line, whereas the capacity set at 3 million pounds of breads. The buns produced per week owing a speed of 60,000 buns per hour or 10,000 loaves of bread per hour. The products maintained in the market include nature own breads and burns, Betsy Ross, Mary Jane and Bunny. Dough making, transportation, and delivery to the consumers are labor intensive. Human resource investment is essential in various areas of production and marketing. Massive human resource contributes a fundamental role in enhancing the delivery of baked cakes to

Differencies in substantive law and procedural law between common law Essay

Differencies in substantive law and procedural law between common law and civil law - Essay Example Civil Law gives its priorities to the doctrines and especially on the reports of codifiers over jurisprudence. The Common Law conversely, gives its priorities to jurisprudence over the canon. To elaborate on the difference of priorities between civil and common law, examining the different roles of legislator in the countries that practice the law (Tetley). For example, French law allows separation of powers since the courts only apply ruling while legislature work is to legislate and make laws. The other difference is that common law canon’s functions is to differentiate cases that appear unsuited to civics, and at some point may criticizes judgments that are made in court that seem to be biased according ruling. The civil law doctrines function is to avoid confusion that might cause a wrong judgment according to legal literature. Therefore, it provides the right procedure for judging difficult cases. Common law style of evaluating a case is different from the civil law style, since common law analyses cases that are similar in nature and extracts ruling from the previously set rules. The judge might add some rules and directions that do not exist to support the judgment made on the case. Civil law deals with legal principle that are firmly written to make decisions on certain cases (Tarr, 10). The judge comments on the history, the domain, and the application of the law accordingly without altering or adding some information. Therefore, the use and application of general mind is not allowed to be used in civil law to make judgments. Another difference is that civil law majors on the rights and compulsion to get the remedies of a case. It cannot make judgments without the use of legal doctrine that oversee the decision-making. On the contrary, common laws do not follow a set of guidelines or obligation to find a remedy to a case, but can add some knowledge of the

Business Travel Booking Market Trends & Forecast Essay Example for Free

Business Travel Booking Market Trends Forecast Essay

EU’s Policy for Former Socialist States of Central Europe

EU’s Policy for Former Socialist States of Central Europe Josef Borocz on the Basis of the EU’s Policy Toward Former Socialist States of Central Europe Based on the Legacy of the Cold War Integration of Eastern Bloc states into the European Union (EU) has been markedly slow in comparison to its Western counterparts. Borocz and Larry Woolf assert that the stagnant, near-blocking motion of Western European-dominated organizations such as the EU carries with it a sociological, longue-duree contingent, identified by the historical and intellectual alienation of Eastern Bloc nations as a pervading â€Å"other† as perceived from the Age of Enlightenment. While there is significant merit to this argument, the geopolitical realities facing EU expansion throughout the continent outweigh the human facilities of traditional discrimination. With conflicted parties considering Turkey in the periphery of EU membership, the paradox of exclusion through minimal membership as outlined by Borocz and Woolf lends more toward matters of security and economic development rather than a notion as simplistic as the longue-duree facility of Eastern Europe as the â€Å"other.† Sch olars such as Gale Stokes contend that inclusion of the Eastern Bloc brings more than just European unity, adding the need for new defense strategies as well as trade systems, the incorporation of which would require a degree of phased membership so as not to disrupt the development of existing EU member state economies. After considering both proponent and contrarian arguments to the longue-duree assertions of Borocz and Woolf, it becomes evident that the geopolitical ramifications of full Eastern Bloc integration outweigh the possibility of traditional exclusion. Borocz states firmly that it would be a â€Å"mistake to attribute the European Union’s evident reluctance, condescension, and aversion vis-à  -vis one of its immediate neighbors solely to the recent legacy of the Cold War†[1]. Though the menace of Communism and the burgeoning global influence of the Soviet Union and its satellite contemporaries during the Cold War certainly harvested alienation from the capitalist West, the specter of Eastern Europe as the â€Å"other† existed long before Stalin began the ascension of the USSR as a world superpower. As Woolf states, â€Å"the intellectual structures of half a century are slow to efface themselves, but above all the idea of Eastern Europe is much older than the Cold War,† the distinction between East and West â€Å"produced as a work of cultural creation, intellectual artifice, and ideological self-interest and self-pronunciation†[2]. Borocz agrees, adding that â€Å"as critical work on the histor y of European ideas shows, a rational-Western self-image has produced, since the Enlightenment, the notion of ‘East Europeanness’ [sic] as a rudimentary, ‘rustic’ and low-scale version of itself†[3]. Where France, Germany, and England found themselves exploring philosophy, trade, and science, the common Western perception of the East developed as a darker side of Europe, one bordering the outside forces of Africa and Asia. All this developed despite the military action of nations such as Austria and Spain preventing the further advances of forces such as the Turks and the Moors, arguably leaving the remainder of Europe in the peace required to become â€Å"enlightened.† Such alienation, Woolf argues, gradually pushed Eastern Europe indirectly, lumping its association in such a way that Eastern Europe became an intermediary between Asia and Western Europe. The East was therein belittled further, diminished in intellectual capacity to the perceiv ed â€Å"barbarities† of the non-European world. The concept of the â€Å"East† was therefore manufactured intellectually by Western European nations, a manifestation of alienation due to the proximity to and exchange with non-European countries. Future â€Å"admission of the Hungarian (Polish, Czech, Slovene, etc) society to full membership in European Union as equal [sic] partners would thus require no less than the erasure and re-inscription of an over two-hundred year-old† image of West European identity construction,† a lofty goal to achieve in the relatively small period of time in which deliberation regarding membership would hence occur[4]. The human agent in such an action, the longue-duree proclivities of transcending centuries-old prejudice would therefore â€Å"involve reimagining [sic] the weaker, ignored, belittled scientifically and officially apprehended and described—hence objectified—other as a dynamic, inspiring, lively, a nd exciting partner characterized by a complex subjectivity†[5]. Such an adjustment in policy and personal perception would therefore facilitate the delay Borocz describes in his account of Hungarian attempts at EU membership. Adjustments of the aforementioned type paradoxically are warranted by existing Western European member states, not the Eastern state in question applying for EU membership. Borocz and Woolf speculate on the erstwhile definition of integration into the EU and the implications such an action would carry. Borocz concludes that the â€Å"essence of the European Union’s strategy vis-à  -vis the central and eastern European applicants is integration without inclusion, participation in the production systems, and appendance to the consumption markets of EU corporations without the attendant political, economical, social, and cultural rights conferred by European Union citizenship†[6]. That the Eastern Bloc is aware of this inequity suggests the a cceptance of said fact, returning the EU as an organization to a reincarnation of Enlightenment-era prejudice, exclusion, and exploitation. The concept of â€Å"Europeanness† here would be nominal at best, as Eastern Europe would be included at face value, never accepted as a contemporary of its Western counterpart. Appendini and Bislev argue in their Integration in NAFTA and the EU that the phenomenon of European integration is â€Å"reminiscent of the classical historical process of state and nation building† as perceived from â€Å"European history: a set of regulations being established for a territory (an expanding one, but at each moment precisely defined)†[7]. Contrary to Borocz’s observation of deliberate Western procrastination in the acceptance of Eastern membership, Appendini and Bislev suggest the vast requisite regulations which would ensure stable integration into the existing EU framework take time to implement, and suggest that the dismissal of the necessary implementation procedures would compromise the legitimacy of Eastern bloc membership, hence reducing membership to the aforementioned paradoxical state Woolf and Borocz describe. Most prominent among the issues faced by Western Europe were addressed by Denmark, who, despite descriptions of being â€Å"th e most knowledgeable and well-informed about European matters,† are â€Å"just about the most negatively inclined towards integration† owing to the question of â€Å"the welfare state, broadly defined†[8]. The relative economic underdevelopment of the Eastern Bloc, from a macro-economical standpoint, would beg the question of fiscal compromise on the part of Western member states. At which point would European integration serve existing members? The longue-duree aspect of political weight here manifests itself in the conceptualization of national discourse and the common interest formed by the EU. If the EU serves as a means to galvanize the continent in matters of policy and economic decision-making, at which point would Eastern European interests counterbalance and take precedence over the interests of Western Europe? The integration of Eastern member states would have to provide at the very least the potential to benefit existing Western members. Moving past fiscal issues brings to the forefront the question of protocol in the realm of geopolitical and global security realities. Gale Stokes suggests that â€Å"nation inclusion opens borders, creating the need for new defenses and changes in strategy†; for instance, â€Å"Poland and the Baltic nations are still redefining their defense strategies in the wake of the Warsaw Pact’s dissolution†[9]. The integration of most Eastern Bloc states would include the â€Å"onerous burden of having to create a new national defense policy,† conceivably overshadowed by the added weight of having to develop â€Å"national welfare and infrastructure building† to meet EU standards[10]. Were these nations able to achieve such goals independent of the EU, they would already have done so, begging the question of the true value of integration. In adopting Western Europe’s â€Å"particular set of basic values and beliefs† regarding â€Å"nationhood, popular sovereignty and democracy,† Eastern states would provide the Western EU members with added stresses, disrupting the function of an already uncertain establishment. From a security standpoint, Western states would be naturally apprehensive of the geopolitical changes and new threats that have emerged since the Cold War; in this sense, Borocz’s assertions of Western hesitation would be justified. The conflict in Bosnia, for example, is a quintessential example of the types of wars that deter â€Å"most aligned countries from seeking† full integration, as Western Europe was intent at the end of WWII to avoid such â€Å"explosive territorial, ethnic, or religious conflicts†[11]. Lengthy but legitimizing measures such as the temporal associate-member status of the Eastern Bloc are regulations asserted to be â€Å"superior to others†; legitimacy can only be attempted through the â€Å"decision-making mechanisms established† in existing EU membership protocol[12]. Gale Stokes notes Lithuanian Defense Minister Andrius Butkevicius’ hierarchy of threats, citing: â€Å"†¦instability in the former USSR, followed by ethno-religious and territorial conflicts, followed by crime and industrial disasters. With the threat of high-intensity conflicts unlikely in the short run, nations face subtler threats, including disaster-relief operations, peace operations, international crime and drug trafficking, illegal migration, and terrorism. The escalation of such threats to regional conflicts is a threat to long-term security [for the EU as a whole]†[13]. Since Borocz crafted his article, various Eastern Bloc nations have begun their integration into the EU. Their experiences, however, should be duly noted in modern issues such as Turkish ascension and the political ramifications of European inclusion of states such as Serbia and Croatia. Assertions of longue-duree such as those intimated by Borocz and Woolf are not necessarily negated by Eastern admittance (albeit partial) to the EU; the potential still exists for furthered exploitation, as full membership is contingent on Western attitudes and political action. Theoretically speaking, Eastern nations are never fully guaranteed equality in such integration; ironically, unity seems to be a concept extending only to those who have the political and economical clout to take the steps to make it a reality. The modicum of exclusion still existing in the minds of Western Europe limit the EU’s scope and function, as it â€Å"is probably not going to be a nation-state in the classica l sense† owing to the â€Å"fragmented and disperse elements of European identities† preventing the assembly of â€Å"anything resembling even a modest version of a national identity†[14]. The â€Å"associate membership† Borocz describes still has the potential to retard the EU’s abilities to function as a cohesive whole[15]. While the policies of the EU may not be largely based on an isolated perception of the Cold War Eastern Bloc nations, the essence of the EU strategy remains integration without full inclusion, the fact remains that a degree of inequity will pervade the EU’s future functions and day-to-day dealings on the global stage. The degree of integration and the increment steps coerced upon Eastern member ascension therefore remains in the eye of the beholder, so to speak; for the optimist daring to believe in the potential of integration, the inequity of the present is attributed to a genuine concern for the future. To the cynic, however, the remarkably slow process of integration and Western Europe’s modern policies smack of the prejudiced perceptions of old. BIBLIOGRAPHY Appendini, Kirsten A. and Sven Bislev (eds). (1999) Integration in NAFTA and the EU:Deficient Institutionality. Basingstoke: Hampshire Palgrave Macmillan. Borocz, Josef. (2000) â€Å"The fox and the raven: the European Union and Hungaryrenegotiate the margins of ‘Europe,’† pp. 77-83. Goldman, Minton F. (1997) Revolution and Change in Central and Eastern Europe:Political, Economic, and Social Challenges. Armonk: ME Sharpe, Inc. Nabli, Mustapha K. (1999) Financial Integration, Vulnerabilities to Crisis, and EUAccession in Five Central European Countries. Washington, DC: World Bank P. Schimmelfennig, Frank. (2003) The EU, NATO, and the Integration of Europe: Rulesand Rhetoric. Cambridge: Cambridge U P. Stokes, Gale. (1998) Annual Survey of Eastern Europe and the Former Soviet Union1997, The Challenge of Integration. Armonk: ME Sharpe, Inc. Tang, Helena. (2000) Winners and Losers in EU Integration: Policy Issues for Centraland Eastern Europe. Washington, DC: World Bank P. Woolf, Larry. (1994) pp. 1-6. 1 Footnotes [1] Borocz 2000, p. 79 [2] Woolf 1994, p. 1 [3] Ibid [4] Borocz 2000, p. 81 [5] Ibid [6] Borocz 2000, pp. 81-82 [7] Appendini and Bislev 1999, p. 126 [8] Ibid [9] Stokes 1998, p. 130 [10] Ibid [11] Ibid [12] Appendini and Bislev 1999, p. 126 [13] Stokes 1998, p. 131 [14] Appendini and Bislev 1999, p. 126 [15] Borocz 2000, pp. 81-82

ESP Methodology And Syllabus

ESP Methodology And Syllabus It is debatable whether ESP has a distinctive methodology and syllabus. This paper argues that methodology and syllabus design in English Language Teaching (ELT) andESP differ little and that it is not possible to say whether general ELT has borrowed ideas for methodology from ESP or whether ESP has borrowed ideas from general ELT. two characteristic features of ESP methodology are identified: ESP can base activities on students specialism, and ESP activities can have a truly authentic purpose derived from students target needs. Dudley-Evans and St. John(1998) maintain that what characterizes ESP methodology is the use of tasks and activities reflecting the students specialist area Introduction In the 1970s, EFL teachers first ventured out of the Arts Faculty and the gentle landscape of language and literature into the land beyond the mountains inhabited by illiterate and savage tribes called scientists, businessmen and engineers, wrote Ramsden (2002). In the light of this quotation, Ramsden pours his scorn over the turning point in the history of language teaching from art to science; and from English for general purposes(EGP) to English for specific purposes(ESP) . Though ESP emanates from EGP, it has established itself as a distinct trend. The distinctions between ESP and EGP are quite fuzzy. To clarify the issue, Hutchinson and Waters (1987) pointed out that there is no difference in theory, but in practice, there is a great deal. This paper delves deeply into the literature of ESP and EGP to uncover their points of similarities and differences, chiefly at the level of syllabus design , methodology and instructional materials. For the sake of clarification, theoretical preliminaries will be provided from the outset. As expected, the current paper is comparative in nature and selective in illustration. Theoretical Preliminaries: Definitions of: EGP: According to Blackwell, EGP is polarized with ESP ( English for specific purposes) to refer to contexts such as the school where needs cannot readily be specified. This view is misleading, since purpose is always inherent. EGP is more usefully considered as providing a broad foundation rather than a detailed and selective specification of goals. EGP, then, refers to that basic linguistic code that could be used in larger context and in everyday conversation. It does not take into account neither the requirements of a workplace nor needs of learners. Being general in its nature, EGP holds a sway at the core level of language instruction. ESP According to Longman dictionary of applied linguistics, ESP refers to the role of English in a language course or program of instruction in which the content and aims of the course are fixed by the specific needs of a particular group of learners. For example courses in English for academic purposes, English for science and technology, and English for Nursing. In this regards, ESP is chiefly associated with special language or register. However, Hutchinson and Waters )1987, p.19) claimed that ESP is not a particular kind of language or methodology, nor does it consist of a particular type of teaching material. Understood properly, it is an approach to language teaching. From the above definitions, one can notice that there is no absolute clear cut between ESP and EGP. To ask which one embraces the other is likely to generate divergent views. In an attempt to answer this question, Hutchinson and waters ) 1987.p.18) have drawn a tree of ELT where the ESP is just one branch of EFL/ESL, which are themselves the main branches of English Language teaching in general.. However, A closer gaze at the tree and to the ramifications of ESP and EGP uncovers the distinctive features of each. These features will be tackled in subsequent section. Distinctive features of ESP and EGP: Despite the overlapping connections between EGP and ESP, there are several differences at the level of their concerns and practices. First, the focus in ESP is on training students to conform well to the requirements of the workplace; whereas, in EGP, the main focus is on education. Widdowson( 1983) sees the difference between Education and Training as that of creativity versus conformity (in White, 1988: p.18). Second, Designing a course content in EGP is much more difficult than in ESP for the difficulty of predicting the future needs of EGP students. Knowing about only learners survival needs is quite unbeneficial because it may lead to an oversimplified language, unauthentic communicative structure and unrealistic situational content. Third, ESP learners are usually adults with an average mastery of English language. Their main purpose is to communicate and learn a set of professional skills. In EGP, the age of learners , however, varies from childhood to adulthood. Their chief purpose behind learning English is to achieve communication in the basic everyday communication. At the level of macro-skills, the four language skills are integrated and reinforced in EGP instruction, while in ESP the selection of language skills is based on needs analysis. For instance, in studying English for science and technology, the emphasis is on context and subject of the course. At the level of micro skills, EGP has shed too much attention to teaching of grammar and language structure; yet the focus in ESP is on the context and subject of the course. Finally, a distinctive feature of ESP classroom is team- teaching, where the teacher of language collaborates with subject teacher in the delivery of the lesson. This feature is , however, absent in EGP classroom where the language teacher seems sufficient to instruct broad themes. To sum up, though ESP stems from EGP, it has preserved for itself distinctive characteristics as outlined before. To sum up, Stevens states that ESP has four absolute characteristics: 1. Is designed to meet specific needs. 2. Is related to themes and topics particular to occupation. 3. Is centered on language appropriate to those activities, in terms of lexis, syntax, discourse pragmatics, semantics and so on. 4. The above is in contrast to General English (Stevens 1988 in Dudley-Evans St. John 1998: p.4). In the subsequent section, the paper will take both EGP and ESP a stage further to list the similarities and differences at the level of syllabus design. To facilitate the process of comparing and contrasting, an example of each course content will be highlighted. Syllabus design in EGP A syllabus refers to a particular plan of a course. It is a document that details the structure and operation of ones class. It can also be called the basic reference document that guides students and the instructor through a course (Breen 1984). In the current section, this section aims to uncover the salient types of syllabus adopted in EGP and ESP based on contents of two textbooks: Natural English( EGP textbook) and English for Careers: Tourism, (ESP textbook) Based on their observations of general English language courses, Brown (1995) and Richards (1990) list the following types of syllabuses. They also point out that courses are often based on a combination of: Structural (organized primarily around grammar and sentence patterns). Functional (organized around communicative functions, such as identifying, reporting, correcting, describing). Notional (organized around conceptual categories, such as duration, quantity, location). Topical (organized around themes or topics, such as health, food, clothing). Situational (organized around speech settings and the transactions associated with them, such as shopping, at the bank, at the supermarket). Skills (organized around microskills, such as listening for gist, listening for specifi c information, listening for inferences). Task- or activity-based (organized around activities, such as drawing maps, following directions, following instructions). Extract.1: Contents of Natural English , As can be observed in the content of Natural English, one of the main aims of the textbook is to enable General English learners to improve the four language skills, especially speaking and listening to everyday English. Yet, the integration of the four language skills is not the sole distinctive feature of the textbook. The contents of course book also seem to respond to the general wants of GE learners in that it all covers functions, notions, vocabulary and grammar. Each unit introduces GE learners to notions, functions and grammatical structures in an equal weight of emphasis. Thus, a point that one can infer is that EGP syllabus is integrative. Language skills as well as functions, notions, forms and semantic entries are all fused together. For example, in unit 2, the book introduces notions such as shopping and work. Concerning functions, expressing request and responding with sympathy are the main functions found in unite 1. The grammatical forms are so varied from using the present continuous to passive voice. What is so remarkable is that the communication of a notion entails the use of adequate target functions. From the design of Natural English, it is evident that the units are organized on topics. Unit one is on Cartoon Mobile Invasion, unit two on Joke lost in desert, and three on Cartoon Perfect Day. However, a striking existence of situations looms chiefly in extended speaking. Students are in front several situations, such as on train , on holiday, and are encouraged to interact , following the necessities of imagined communicative setting. To conclude, the pertinent remark we can deduce from the course content of EGP is that its syllabus is integrative and synthetic in nature. Functions, notions , forms, situations and skills gain enough space in the EGP syllabus. Nevertheless, these elements are tackled more broadly. For instance, It seems that the subjects are too general, the functions and notions are recurrent in daily life issues, and language skills are not relevant to any professional field. Now , ESP makes extensive use of content-based approaches. According to Master and Brinton (1998), CBI has the following features. The syllabus is organized around subject content; for example, in English for Careers: Tourism, an ESP textbook, the subject matter is on a number of topics from tourism, such Registration Client perceptions and supply and demand. Teaching activities are specific to the subject matter being taught and are geared to stimulate students to think and learn through the use of the target language. Language is viewed holistically, and learners learn from working with whole chunks of language and multiple skills. Content-based approaches reject synthetic approaches to course design-the idea that language or skills can be atomized into discrete items to be presented and practiced by learners one at a time. The approach makes use of authentic texts to which learners are expected primarily to respond in relation to the content. It has been argued (Hutchinson Waters, 1987) that once we remove the text from its original context, it loses some of its authenticity. For example, the intended audience is changed once the authentic text is imported into the classroom. Authenticity also relates also to the readers purpose in reading the text. For example, recommendation reports for the purchase of technical equipment are, in their original context of use, devised for the purpose of helping the reader decide which of two or more items of equipment to buy. If, however, a recommendation report is transported into a language teaching classroom and students are given an activity whose purpose is to answer c omprehension questions on it, the match between text and task is artificial. Content-based instruction tries to avoid some of these potential problems by using content (authentic texts) in ways that were similar to those in real life. Content-based approaches involve also the integration of skills. Writing often follows on from listening and reading, and students are often required to synthesize facts and ideas from multiple sources as preparation for writing (Brinton et al., 1989). In fact, ESP syllabi (in this case an English Vocational Purposes syllabus) differ from English General Purposes (EGP) syllabi, both in goals and content. Below is an outline of some major differences adapted from Widdowson (1983 in White 1988: pp.18 26), Hutchinson Waters (1987) and Stevens (1988) (both in Dudley-Evans St. John 1998: pp. 2-4). The ESP syllabus must be based on a previous analysis of the students needs, which includes not only an analysis of the situations in which the language will be used and of the language appropriate in these situations, but also an analysis of the students wants and subjective needs. The whole business of the management of language learning is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1)If we are to prescribe content, we need to ask, whose content? Methodology Having uncovered the nuances existing between ESP and EGP syllabi, This current chapter will move a stage further to draw a comparison and contrast at level of methodology, chiefly at the types of techniques employed by each and the roles they played in serving the students needs. As defined by Robinson (1991), methodology refers to what goes on in the classroom and to what students have to do. Using technical terms, it refers to classroom activities and techniques. There are too many techniques which largely emerged in EGP classroom such as tasks, role play, simulations, and so on and so forth. These techniques soon adopted by ESP practitioners . Concerning tasks, Little John and Hicks ( ) noticed that valuable tasks in EGP have certain characteristics: they should be motivating and absorbing; and exploit learners prior knowledge. In ESP, the above criteria are also predominant, but what is specific here is that ESP tasks comprise linguistic and professional skills. For instance, medical students studying English may be assigned to carry out a series of operations as outlined below: Moreover, the role play and simulations are used differently in ESP and EGP. While dealing with simulatons in ESP, Strutridge() noticed that they were originally used in business and military training with focus on outcome rather than the means -language- of training. In EGP, the outcome was ,however, less important than the means used to achieve fluency. One should not perceive hastily that means in esp have no disregarded. Stutridge concludes that in ESP end is as important as the means. Taking case studies into account, Nunan in an outsanding research tested the validity of the technique to ESP course. He found out that it helps ESP students to draw upon their professional skills, utilizing the cognitive and behavioral styles of their work rather than of traditional language classroom. Case studies may prove difficult to be conducted by EGP learners if we take into consideration their younger age and Worse of al their professional immaturity. For ESP students who are not fully qualified in their profession, the use of case studies help to induct them into some aspects of professional culture ( Charles 337,pp.28-31) Project work is out-of-class activity used in both ESP and EGP classroom. However, Fried() observed the more advanced examples of project work would be appropriate for ESP. A final technique which is common in ESP and EGP as well is the oral presentations. Usually, they are the culmination of project or case studies conducted outside the threshold of classroom. The utility of such activity is that it trains students to develop their self autonomy and master the four skills of the target language. Word processor and PowerPoint become familiar means for presentations, Succinctly, the methodology endorsed by ESP is quite similar to that of EGP chiefly if we consider the types of techniques and activities .Yet, the ways in which techniques are employed in ESP differ a lot from that in EGP. the next chapter will attempt to decipher how material design becomes a site of innovation after the emergence of ESP. Being in its heyday, ESP materials assume a divergent way from EGP. ESP designers come up with in-house materials quite plausible to the students needs more than the General ready-made textbooks which hold their strength in EGP classrooms. Materials Design One of the common characteristics of of material design in ESP is the existence of an established tradition of ESP teachers producing in-house materials. These materials are the outcome of needs analysis. the tailor made material accounts to the learners needs more than a general textbook can do., However, several questions may emerge to the surface: What are the major factors behind the over-existence of in-house materials in ESP in contrast to its acute shortage in EGP? -what are the key features that distinguish ESP materials from EGP? One of the key factors behind the profusion of in-house materials in ESP is because of its reliance on needs analysis. Need analysis is rarely carried out in GL classroom. This is partly because of the difficulty of specifying GL learners and partly because of a lack of literature on the particularities of analyzing needs data. Needs analysis tends to be associated with ESP and is neglected in GE classroom. Hutchinson and Waters(1987,p.53-54) say that what distinguishes ESP from GE is not the existence of a need as such but rather an awareness of the needà ¢Ã¢â€š ¬Ã‚ ¦ for the time being, the tradition persists in GE that learners needs cannot be specified and as a result no attempt is usually made to discover learners true needs. Secondly, The fact that ESP materials are tailored to the needs of specific group of learners makes its absolute adoption by other ESP teachers futile. Even when suitable materials are available, it may not be possible to buy them because of import restric tions pointed out Hutchinson and Waters (1987,p.). If textbooks are more available in EGP than in ESP,ESP textbooks have not been immune from criticism. Ever and Boys(p.57) mount a strong a attack on the EST textbooks suggesting that most of them are designed for, or are the outcome of, remedial or supplementary courses and assume that students already possess a knowledge of Englishà ¢Ã¢â€š ¬Ã‚ ¦.unhappily, this is not at all understood by potential users, especially in developing countries abroad where the greatest demand for EST exists. Another strongly worded attack was that the heavy concern of ESP practitioners with methodology and approach leads them to ignore issues such the accuracy of explanations ,validity of examples and suitability of linguistic content. Because ESP materials are relevanct to target needs, This may increase the motivation of ESP students, but there are other aspects which are also highly important, such as Waters (1987: 48) put it, ESP, as much as any good teaching, needs to be intrinsically motivating. () Students should get satisfaction from the actual experience of learning, not just from the prospect of eventually using what they have learnt. The following task, for instance, could be interesting for Engineering students:. Another characteristic of ESP materials is that it is more authentic than EGP materials. The latter might be produced for the purpose of teaching language, while in ESP authenticity refers to the materials used in the students specialist workplace or study institution. Additionally, for ESP authentic text selection usually follow the needs analysis. To conclude, the whole business of language learning management is far too complex to be satisfactorily catered for by a pre-packaged set of decisions embodied in teaching materials. Quite simply, even with the best intentions no single textbook can possibly work in all situations.(Sheldon, 1987: 1). However, designing tailor made materials would in principle be motivating, authentic and innovative. Conclusion This paper has highlighted some of the issues involved in ESP curriculum development. It can be argued that language varieties are based in and extend from a common core of language. Or it can be argued that language varieties are self-contained entities. Needs analysis can be seen as an entirely pragmatic and objective endeavour to help course developers identify course content that is truly relevant to the learners, or it can be argued to have a bias in favour of the institutions and may overemphasize objective needs at the cost of subjective needs. It can be argued that syllabuses should specify content (what is to be taught). Or it can be argued that they should specify method (how language is to be taught). Some argue that the ESP courses should be as narrow-angled as possible. Others argue that this is not practica EST is in a parlous state and is being abandoned by many tertiary institutions who, like Sultan Qaboos University, found that the English teachers seemed to learn a lot of science, but the students didnt seem to learn much English

To Autumn - The Final Season In the Life of a Poet Essay -- Keats To A

To Autumn - The Final Season In the Life of a Poet      Ã‚  Ã‚  Ã‚   The years between 1818 and 1821 mark the final stage in John Keat's life. During this time period, Keats created some of his best poetry. These works would forever elevate Keats as a brilliant and talented poet whose mark would be left on the literary world forever. The last years of Keat's life were met with many challenges as well as inspirations. It was a combination of these which not only influenced, but inspired Keats to write such poems as, "The Eve of St. Agnes," "Lamia," "The Fall of Hyperion," and "To Autumn." "To Autumn" exemplifies maturity, resolution, perfection, and unification of a poem, a season, a day, and a poet.    John Keats was born on October 31, 1795, on the northern outskirts of London. In 1804, his father was thrown from a horse and died of a skull fracture. The following year, Keat's grandfather died. It was also about this time that his mother disappeared from her children's lives, leaving them to be raised by their grandmother. Three years later, in 1808, she reappeared ill with tuberculosis. In 1810 she died. Watching his mother die had a very strong impact on Keats. It may have influenced his decision to become a doctor. In 1811, at the age of sixteen, he became an apprentice to a Dr. Hammond. It was also at this time that Keats was handed a copy of Spenser's "Faerie Queen" by his friend and tutor, Cowden Clarke (Nylander). Keats became extremely interested in poetry.    By 1816, Keats was working in Guy's hospital in London as an apothecary and surgeon. Still, he continued to be drawn to poetry. In 1817, he was introduced to Leigh Hunt, a young journalist and poet who had a profound influence on his ... ...nce between life and death. There is the closure of a season, a day and a genius poet. In "To Autumn" Keats asks, "Where are the songs of Spring? Ay, where are they?" He need not worry. They are eternal within his poetry.    Works Cited Bate, Walter jackson, Ed. Keats: A Collection of Critical Essays, Englewood Cliffs: Prentice-Hall, Inc., 1964. Forman, Buxton H. The Poetical Works of John Keats. New York: Thomas Y. Crowell Co., 1895. Motion, Andrew. Keats. New York: Farrar, Straus and Giroux, 1997. Nylander, Jon. Online posting. 5 Oct. 1999. John Keats Life Page. 119, Mar. 2000. <http://hem.passagen.se/jonnyl/keats/> "To Autumn". The Norton Anthology of English Literature. Ed. M.H. Abrams. New York: W.W. Norton, Inc., 2000. Ward. Aileen. John Keats The Making of a Poet. New York: The Viking Press, Inc., 1963.   

Morrisons Bluest Eye Essay: The American Way -- Bluest Eye Essays

The Bluest Eye: The American Way  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚   Ownership, class structures, and consumerism go hand in hand. Morrison illustrates this throughout the novel and in the characters' identities. Many of the characters identify themselves based on material possessions: the simple ownership of a car, the use of consumer products, and property ownership. Although African Americans may take these things for granted now, in the early 1900's this would be considered a major accomplishment. There is an apparent contradiction of class status among the characters illustrating how beauty determines social stratification. Morrison places each person in the class hierarchy based on how close they are to the white standard of beauty. The Fishers, the white family Pauline is employed by, are at the top of the class stratification. The only upper middle class family is white and they are the ultimate model of the blonde and blue eyed standard. Rosemary, whom the girls also have a tinge of jealousy for, is on the same class level as Frieda and Claudia, except that her Italian features classify her as white. Rosemary's phenotype is white yet she is also a minority. In the opening scene of the novel she is "sitting in a 1939 Buick eating bread and butter." Claudia and Frieda are characterized as envious: We stare at her, wanting her bread, but more than that wanting to poke the arrogance out of her eyes and smash the pride of ownership that curls her chewing mouth. (12) Morrison opens the novel with a feeling of envy, because she is depicting how consumerism and ownership evoke competition. Each character wants to be superior to the others. Rosemary views herself as better than the African American girls because bla... ... Bluest Eye (New York: Washington Press, 1970). Susan Willis, "I Shop Therefore I Am: Is There a Place for Afro-American Culture in Commodity Culture?" in Changing Our Own Words: Essays on Criticsm, Theory and Writing by Black Women, ed. Charyl A. Wall (New Brunswick: Rutgers University Press, 1989): 173-95. Elizabeth House, "Artist and the Art of Living: Order and Disorder in Toni Morrison's Fiction," Modern Fiction Studies 34(1998):27-44. Bessie W. Jones, "An Interiew with Toni Morrison," in The World of Toni Morrision, ed. Bessie Jones and Audrey Vinson (Dubuque, Iowa: Kendall Hunt, 1985). Robert Stepto, " `Intimate Things in a Place': A Conversation with Toni Morrison," in Chant of Saints: A Gathering of Afro-American Literature, Art, and Scholarship, ed. Michael S. Harper and Robert B. Stepto (Urbana: University of Illinois Press, 1979).   

The Japanes Tsunami Disaster

On March 11th 2011 at 2:48pm a magnitude 9 earthquake occurred lasting a record time of 5 minutes until 2:53pm. This awful event occurred in the country of Japan in Asia, east of china, south of Russia and lies on the Pacific Ocean. Then 20 minutes later a tsunami hit Ofunato and then followed by Sedai and Niyko. There were lots more area affected by the tsunami. Causes The tsunami that hit Japan was a series of water that became many waves that built up by travelling along the Pacific Ocean, gradually gathering up speed. By the time it hit Ofunato it was as fast as a jet engine and going 800 kph. This tsunami happened because of the pacific tectonic plate subducted the Asian tectonic plate and caused an upwards wave to start and increase in length and it caused a massive tsunami to hit Japan. Japan had a massive tsunami hit them because of the magnitude 9 earthquake (a sudden release of energy in the Earth's crust that creates seismic waves) that hit them first, which caused the pacific tectonic plate subducted the Asian tectonic plate and created a flood of water to go in to the fault line and cause it to build up pressure and heat up. Then the water sprung up in to a travelling along the Pacific Ocean causing a tsunami, this caused over 15,000 deaths, 6,000 injured and 4,000 missing. Another cause of the tragic tsunami was that it gained an extra metre in height because the coast line dropped a metre; this was one of the effects of the earthquake. Social effects The effects on people were that there houses had fallen down and many were homeless. The disaster caused falling birth rates, some mothers and children were forced to move to other towns and cities, even 200-300 miles away from their broken homes. Buildings were shaking, lights flickering; they crumbled down in front of the people inside them. Bridges were in pieces, shaken and broken by the earthquake and tsunami. The people in Japan were in a horror film. Their families were broken, torn apart by 7 metre high waves. At least 170,000 households were running without any water said by the health ministry. Up to 47,000 building were destroyed, washed away or burnt down, the national police agency of Japan said. A total of 164,059 households in the north were without electricity, tohoku electric power co said. You can read also Waves Economic effects The tsunami caused a large negative impact on the economy of Japan but lesser effect on world trade and financial markets. Japan has lost considerable physical damage estimated to be from $195 billion to as much as $305 billion. The negative effects of the earthquake and tsunami caused a potential nuclear disaster. Only 150 miles from Tokyo, radiation leaked from a nuclear plant crippled by an explosion. Although it wasn’t at the same scale of Chernobyl, but 170,000 people were evacuated. Another economic effect is that hundreds of factories were shut across Japan and the country was pushed in to recession. Nissan and Toyota had to halt production at all 20 factories. Toyota, the world’s largest carmaker, evacuated workers from two plants in the worst affected regions. The plants make up to 420,000 small cars each year, mostly for export. Environmental effects The effects the tsunami had on japans environment was that were lots of debris everywhere because the tsunami had picked up everything in its way when it hit Japan and when it had stopped all the debris was left on the ground leaving lots of mess. All the debris that was on the floor meant it was harder to find missing people. The tsunami also carried lots of dead fish and animals habitats would have been damaged because of the water. The fish were all dead in the tsunami due to the fact that the Pacific Ocean contaminated because of the radiation of the nuclear plant explosion. This also meant that any birds wouldn’t have been able to feed or they would have died eating contaminated fish. The smell also would have been unbearable to cope with because of the amount of dead fish and bodies and debris carried by the tsunami. Liquefaction during the earthquake as well, this would have left big cracks in the concert and some water may of septet up through the cracks. Short term responses After the tsunami occurred everyone immediately tried to help the injured get to a safe placed so they could be helped. Fire engines and ambulances were there to help and to rescue people from the debris. There were lots of people injured and dead so that when the people were being searched for by people of Japan to save time if a person was dead under the debris they would have put down a flag so they could go on and search for people that were alive and could be saved. Then later they would have gone back to the body and they would have moved it. Everyone hurt by the tsunami/earthquake got medical care by the other helping countries wanting to help. China was one of the 91 countries that helped Japan as soon as possible by providing $4.5 million worth of humanitarian aid. Their first shipment was from Shanghai to Tokyo. It contained 2,000 blankets, 900 tents and 200 emergency lights to help Japan get through the tragic amount of injured people. Seventeen Latin American countries, including Honduras, Ecuador and Brazil, and four African states – Djibouti, Morocco, South Africa and Tunisia had also offered assistance. The mayor of Kandahar city in Afghanistan pledged $50,000 to support relief efforts. The World Bank, Unicef, Unesco and the Office for t he Co-ordination of Humanitarian Affairs were among the international organisations pledging support. Other responses were that they were lots of tents and shelters put up for people to stay safe because their houses would have been crushed by the tsunami or fall because of the magnitude 9 earthquake. In the shelters, the people got free food and water to keep them alive. Almost everywhere there was no gas or electricity because of the impact of the tsunami. All they could us were emergency lights and torches to see. Products in Japan went up because lots of stock was ruined or damaged and it was a struggle to get stock from other countries or cities because the expressway fell down and transport-roads were blocked. Some charities also help the tsunami victims such as architecture for humanity helped by fundraising and giving all the money they made to Japan to help the people that were made homeless or that were unemployed because their workplace might have been hit. Save the Children meet the needs of children and their families affected by the tsunami, whilst Christian Aid’s partners in the Philippines helped to evacuate the most vulnerable coastal communities. People living in these communities had been warned to prepare for a tsunami wave at least one metre high along the east coast. Partners of the British Red Cross in Japan, America and the Philippines worked alongside the emergency services to support victims and evacuate high risk areas. Long term responses General recovery efforts progressed, super markets gradually reopened, gas stations in northern Japan resumed business, and roads were accessible. The Japanese government significantly supported the country’s relief efforts and provided much of the needed temporary housing. Everything that was rebuilt in Japan however it cost them 25tn yen which actuates to  £189bn. Schools were rebuilt and teachers were provided so the children could get an education. Conclusion In my opinion, I think that the Japan tsunami was a disaster because of the impact that it caused to the people (such as the deaths), the environment (dead animals, liquefaction, amount of debris needed to be cleaned up) and the amount of money that it cost them. The amount of deaths that the tsunami caused was devastating, the amount of missing people and pain that the tsunami caused families. It was an awful event that caused pain to everyone and cost lots of money. I think to stopped this happening to Japan again they should build a bigger wall on the coast to protect them or even buy tsunami capsules from all households even though they are expensive it would help and save the life’s of many if it occurred again.

Lola

My city would have a lot of fun things to do. I want my city to have a a big mall so that I can go shopping all the time. The mall will also be open everyday for 24 hours so everyone can go anytime they want. I will make the mall have all the stores in the world so we can find anything we want and can for a very cheap price. There will also be a basketball court which I will build in the playground because basketball is my favorite sport.I will make a lot of schools and library around my city so that everyone in my city would be smart and will know how to read and write. School will be open only one day a week and we will only go for one hour a day and it will be for gym only. I will create a pizza hut swell as pizza is my favorite food and I will make them give it away for free so that everyone can eat there whenever they want. Pizza hut will be serving all types of food so anyone can enjoy there favorite type of pizza UT, all of the pizza slices has to have pineapple as it tastes v ery good!I also made a church for everyone to be going there on Wednesday and Sundays. I like going to H. E. B a lot so it will also be the only place where we can buy our food and everyone can get H. E. B buddy bucks! H. E. B will be giving out a lot of free prizes to everyone and I will make them give more free coupons too! I will make sure my fun Is very fun for everyone and is the most greenest one In the world!

Counseling Couples: The Complexity of Delicate Situations Essay

Abstract Love is patient and love is kind, according to Corinthians 13:4 yet more and more frequently couples find themselves at impasses not knowing which is better to stay together or to separate. Living in a society of our way right away, right away can present conflicts among couples especially when they each have different views on what is best for their relationship. To add more complexity, family units may be non-traditional or other elements such as substance abuse and infidelity are present, which results in the presence of additional stressors. Through careful intervention, respect for the family unit, and proven methodologies, couples counseling is an avenue that provides hope for preparation for those entering marriage or long-term relationships, while also providing redemption and restoration for those who desire to maintain current relationships. Introduction and History For many years psychologist have studied and expounded on the research of pioneers such as John Bowlby and Mary Ainsworth who developed attachment theory, as well as, research conducted by Abraham Maslow, who determined that humans have a â€Å"need for belonging.† These pioneers set the foundation for understanding our humanistic desire to have a companion. Prior to these psychologist, the Bible reveals in Genesis 2 that Adam was lonely and for that reason, a â€Å"help mate† was created. Furthermore, according to Sandberg, Busby, Johnson, & Yoshida (2012), research has shown that even in adulthood, the presence of a significant other or partner can produce feelings of â€Å"security, relief, and other positive affects† whereas the absence of this  secure attachment produces avoidant and anxious behaviors. As individuals engage in relationships, spanning from basic acquaintances to commits such as marriage, there are times when communication, confidence, and c ommitment become difficult. Some situations lead couples to seek the intervention and expertise of counselors to assist in reconciling. Despite the troubles that couples encounter, Worthington, Lerner, and Sharp (2005) suggest that by utilizing counseling with the purpose of developing strong emotional bonds, couples have the ability to sustain long, healthy marriages. As unique as each individual is, so is each family unit or couple and it is important that therapist work within the systems that are presented, because on some occasions, the couple or family simply interacting within itself produces focus and accessibility of change (Chambless, Miklowitz, and Shoham, 2012). Counseling that promotes hope, forgiveness, better communication, conflict resolution, and build commitments, especially those encompassing Christ, leads to repair and reconciliation, which why most couples initially seek counseling (Worthington, Lerner, & Sharp, 2005). Major Topics in Couples Counseling Types of Relationships/ Couples As times have changed, so have couples. The family unit is often not the traditional mother, father, and 2.5 children, instead families are now composed of stepparents, stepchildren, and same-sex relationships. As Christian counselors, relationships may present that are not condoned, yet respected. Stark, Kirk, and Bruch (2012) offer that even though marriage his recently become a highly idealized commitment, the rates for cohabitation and the number of single parents continues to increase and become more acceptable. Marriage has become a voluntary institution (Stark, Kirk, & Bruch, 2012). In addition, the composition of marriages has changed as reported by the Williams Institute. In 2006, the institute studied same-sex couples reporting status and determined that â€Å"nationally, the number of same-sex couples who reported their status to the government increased 437 percent† (Swanson, 2007). Along with the increase of reporting same-sex couples, the number of blended families has increased as well. Gonzalez (2009) discusses that the couples that blend families often face more challenges, they are more overwhelmed, and they often feel increased  pressure to resolve issues quickly. Couples that form blended families are challenged with making the relationship with their partner work, while also with helping to shape and mold two separate entities into one family unit (Gonzalez, 2009). Blended families are also a progressively significant family arrangement that produces complex relationships and distinctive pressures for each of the family members (Shalay & Brownlee, 2007). Accordingly, there is an increasing likelihood that family counselor will encounter blended families more frequent who are seek therapeutic assistance (Shalay & Brownlee, 2007). Cultural Sensitivity Counseling couples requires awareness of various cultural belief systems that are important to both individuals, both individually and together. The perceptions of each individual determines their expectations of the relationship, therefore counselors have to be aware of cultures, beliefs, traditions, and even historical references to ensure that elements are being evaluated from the client’s perspective. Couples counseling incorporates cultural intervention that is consistent with the client’s belief system regarding healing and has the potential to effect a specified change (Sperry, 2010). Couples counselors should carefully focusing the treatment process based on the core cultural values of both of the individuals that comprise the couple (Sperry, 2010). Sperry (2010) states that there are three specific steps to cultural sensitivity; recognize the cultural identity, identify the family dynamics, and develop a cultural formation that frames the context of the issue. Parenthood One of the most challenging transitions that couples face is the transition to parenthood (PINQUART AND TEUBERT, 2010). During the expectation of a child, parents often become stressed with the required adjustments and often positive communication among couples decrease (Doss, Rhoades, Stanley, & Markman, 2009). For example, as reported by Pinquart and Teubert (2010, in a study conducted by Miller, Pallant & Negri (2006), 80% of first time mothers expressed mild symptoms of depression within the first weeks postpartum, while 10 to 30% of mothers developed clearly diagnosed clinical depression. Emotional and psychological distress of this magnitude may also have a  significantly negative effect on parenting behavior, such as sensitivity, investment in the child, overall parenting, and cooperation between parents (Foster, Garber, & Durlak, 2008). Couples experiencing such life changes often seek counseling to better understand each other, the stressors, and methods for making the tra nsition less problematic. Pinquart and Teubert (2010) showed that intervention that were solely couple focused, developed stronger efficacy on couple communication than pure prenatal or postnatal interventions, reminded the couple that they are the foundation of the relationship and conduits of change. Intimacy Most couples experience problems that are not understood, therefore couples therapist are often presented complaints that are the results of communication failures and conflicts that are directly related to the couples unfulfilled attachment needs (Solomon, 2009). Couples therapy attends to increase the awareness and recognition between partners of their needs and the relational paths that each partner has encountered (Solomon, 2009). In addition, couples therapy, from an attachment theory approach, attempts to help individual to move beyond what could become an endless cycle of shame and blame, and instead teach and shows them they can choose to stop acting defensively with each other (Solomon, 2009). When couples are experiencing issues, intimacy is most often affected, however through couples therapy, partners are helped to understand their dependence on one another in order to meet their needs for secure attachment through therapeutic process and are encouraged to express emotion s when attachment needs are discontented (Solomon, 2009). Solomon (2009) further concludes that â€Å"if the couple responds by utilizing and giving examples of the ways their past has played out in their current relationship, it becomes possible to accelerate the healing process†. Techniques and Interventions In the past decade, Christian couple therapy has increased and began to develop although slowly (Hook, Ripley, Worthington, & Davis, 2011). Each couple, each situation, and each counselor is unique, so competency of multiple interventions is required to accommodate the needs and goals determined by the couple. Of these techniques, the hope-focused approach (HFA) to couples counseling is encouraged among Christian counselors  (Worthington, Ripley, Hook, & Miller, 2007). The HFA is based on the premise that hope is a core Christian value and since Christ ordained marriage, hope is essential among couples (Worthington et al., 2007). The HFA provides couples with strategies for promoting change, offering mutual submission in love, restoration of faith in God and each other (Worthington, et al., 2007). An alternative counseling technique that is being successful utilized in couples counseling is Marriage Matters (Hook, Worthington, Hook, Miller, & Davis, 2011). Marriage Matters consists of a nine week or 18 hour workshop that is conducted three times per year according to Hook et al (2011). This program is designed to assist couples who desire to invest in their relationship as well as for couples who are experiencing marital difficulties. During each of the nine week workshops, couples learn from trained professionals about topics that are important for couples such as historical background, culture, becoming more empathic during dialogue, conflict resolution, intimacy, forgiveness, and numerous other topics (Hook, et al., 2011). Ethics Involved in Counseling Couples A cautiously compiled confidentiality agreement is essential when therapists agree to treat clients conjointly with their spouse or significant other (Bass & Quimby, 2006). Currently although there are not any ethical codes that directly indicate that conjoint counseling is considered unethical, increasing numbers of many organizations caution their members about the ethical disadvantages characteristic in doing so (Bass & Quimby, 2006). Consequently, counselors working with couples are probable, or perhaps even inevitable, to find themselves struggling with the issue and conflicts of one person’s right to privacy versus a partner or spouse’s right to obtain access to information relevant to their personal well-being (Bass & Quimby, 2006). Furthermore, there are additional concerns when the disclosures are related to illegal activities. According to Bass and Quimby (2006), an example of potential conflicts is when adultery has occurred in a relationship. Adultery is con sidered a crime in some states and as a result of keeping this information confidential, it is possible that a counselor could be accused or even charged with conspiracy or â€Å"alienation of  affection† (Bass & Quimby, 2006). Researchers further state, that although this charge is highly unlikely, some writers have argued that counselors must not condone illegal activity by keeping secrets. Ignorance of the law is not excusable therefore when engaging in such practice, counselors should be familiar with their state laws and ethical standards (Bass & Quimby, 2006). Couples counselors have a unique relationship with their clients due to being responsible developing multiple therapeutic relationships. As outlined in the American Association for Marriage and Family Therapy (AAMFT, 2012) code of ethics, counselors are responsible for ensuring that each counselee has been properly informed and consents to services, while also ensuring confidentiality is discussed and is understood by each participate. AAMFT Codes of Ethics, specifically outlines the expectations of counselors in regards to professionalism among couples, present and past. As well as safe handling of information and communication among counselees as well as third parties. The AAMFT and the American Counseling Association are very similar due to the nature of counseling. Biblical values Religion can be a significant source of marital and couple conflicts, especially if they do not share the same religious beliefs, however religion also proposes as a source of resolution among couples with common beliefs (Lambert & Dollahite, 2006). Research reveals that couples that participate in congruent religious practices such as public and private prayer as well as religious attendance, couples were more receptive to counseling with less negativity and values that focused on having and maintaining a caring, forgiving relationship (Lambert & Dollahite, 2006). Considering that God’s love abridges all of God’s commands, therefore a fitting appraisal of forgiveness is crucial for one to love in a way that pleases God and to help others in counseling situations (Cheong & DiBlasio, 2007). God’s love and forgiveness are inseparably connected all throughout Scripture and often amidst the pain and conflicts of couples is the need for resolution and forgiveness. The bible clearly defines marriage, the love shared among those married, as well as the sacredness of matrimony, and although as  Christians we cannot impose our thoughts and worldviews, according to the American Counseling Association Code of ethics, it is important that the elements are incorporated in counseling, especially with those who consent to Christian integration in sessions. Personal reflection I personally believe that couples counseling is important, especially premarital counseling. Although my husband and I dated for six years prior to getting married, we both found that premarital counseling, which is a requirement at our church, brought forth so many subjects that we had not discussed. The opportunity to learn God’s will for marriage and our expectations of each other, provided clarity that we can reflect to even now. Years into our marriage, counseling would definitely be a consideration if we even found ourselves in need of reconciliation and restoration. Annually, our church hosts sessions during the month of May that focuses on the family. Although this is not considered counseling for us directly, we have found that each year a new prospective, a new method of communicating, and a renewed relationship results from attendance of the sessions. Reflecting on these marriage building workshops and lessons, reassures me that with the desire to stay focused on Christ, our marriage can sustain, and we may even be models for others who are contemplating commitment. I believe that sometimes in the hustle and bustle of life, we can easily slip into routines and struggle to satisfy deadlines, which result in undue stress on relationships. Committing to reconnecting and taking personal time to show appreciation for each other is ideal and provides the support and recognition that although we may be busy, as a couple we are never too busy for each other. Furthermore, the same goes for our relationship with Christ, it is not enough to just be a c laim a relationship, instead works, devotion, praise, and worship are due to Him as a priority of our lives. While researching couples counseling the most interesting aspect that I discovered was the Hope Focused Approach (HFA). The methodology presented in HFA sparked an interest primarily because of the numerous step-by-step interventions that allow the counselor to be the facilitator, yet offering couples the opportunity and supports to reconnect. The opportunity to be a  conduit, a vessel, of restoration offers not only the couples hope, it also seems that it would provide counselors with the opportunity to see the magnificent power of Christ and his ability to make people, relationships, homes, families, and even churches whole. Christ offers to make all things new, it is up to us to follow him, forward. Incorporating the ethical expectations of a counseling professional presents as challenging. It is evident that when working with a couple, the amount of intervention, developing a relationship and rapport with both individuals, however remaining unbiased, and serving them as a couple seems initially difficult. However, it would be my privilege to be a vessel of Christ to assist couples to complete both premarital and martial counseling, as marriage is ordained by God, however staying rooted and grounded in the Word and maintaining the standards as outlined by the AAMFT and ACA subjects one to continued studying, devotion, and increasing competence as well as wisdom to address each couple genuinely. Conclusion According to Atkins et al. (2005), there have been numerous randomized clinical trials that confirms the effectiveness of couple therapy as well as the increase in relationship satisfaction after attending therapy. The research further outlines that although there are a number of options, methods, intervention, and treatments greater change in marital satisfaction is expressed among couples who attend direct approach therapy together (Atkins, et al., 2005). Despite these promising findings, there still remains a considerable number of couples that are not responsive to treatment and no correlations have been demonstrated that distinguish between those couples who respond to treatment and those who do not (Atkins et al., 2009). Further evaluations of couples therapy is required to guide treatment revisions that will make techniques more powerful and applicable to increase efficacy among couples according to Atkins et al (2009). References American Association of Christian Counselors, AACC Law & Ethics Committee. (2004). AACC Code of ethics: The Y2004 final code. Retrieved from: http://www.aacc.net/about-us/code-ofethics/ American Association for Marriage and Family Therapy, AAMFT Ethics Committee. (2012). AAMFT Code of ethics. Retrieved from: http://www.aamft.org/imis15/content/legal_ethics/code_of_ethics.aspx Atkins, D.C, Berns, S.B., George, W. H., Doss, B.G, Gattis, K., Christensen, A. (2005). Prediction of response to treatment in a randomized clinical trial of marital therapy. Journal of Consulting and Clinical Psychology, 73 (5), 893-903. Bass, B.A & Quimby, J.L. (2006). Addressing secrets in couples counseling: An alternative approach to informed consent. The Family Journal: Counseling and Therapy for Couples and Families, 14, 77-80. Chambless, D.L., Miklowitz, D.J., Shoham, V. (2012) Beyond the patient: Couple and family therapy for individual problems. Journal of Clinical Psychology: In Session, 68 (5) 487-489. Cheong, R. K., & DiBlasio, F. A. (2007). Christ-like love and forgiveness: A biblical foundation for counseling practice. Journal of Psychology and Christianity, 26(1), 14-25. Retriev ed from http://search.proquest.com/docview/237250982?accountid=12085 Doss, B. D., Rhoades, G. K., Stanley, S. M., & Markman, H. J. (2009). The effect of the transition to parenthood on relationship quality: An 8-year prospective study. Journal of Personality and Social Psychology, 96, 601–619. Gonzales, J. (2009). Prefamily counseling: Working with blended families. Journal of Divorce & Remarriage, 50 (2), 148-157. Hook, J. N., Ripley, J. S., Worthington, E. L., & Davis, D. E. (2011). Christian approaches for helping couples: Review of empirical research and recommendations for clinicians. Journal of Psychology and Christianity, 30(3), 213-222. Hook, J. N., Worthington, E. L., Hook, J. P., Miller, B. T., & Davis, D. E. (2011). Marriage matters: A description and initial examination of a church-based marital education program. Pastoral Psychology, 60(6), 869-875. Lambert, N. & Dollahite, D. (2006). How religiosity helps couples prevent, resolve, and overcome martial conflict. Family Relations. 55 (4) 439-449 Miller, R. L., Pallant, J. F., & Negri, L. M. (2006). Anxiety and stress in the postpartum: Is there more to postnatal distress than depression? BMC Psychiatry, 6, 12. Pinquart, M, & Teubert, D. (2010). A meta-analytic study of couple intervention during the transition to parenthood. Family Relations: Interdisciplinary Journal of Applied Family Studies, 59, 221-231 Sandberg, J.G., Busby, D.M., Johnson, S.M., Yoshida, K. (2012). The brief accessibility, responsiveness, and engagement scale: A tool for measuring attachment behavior in couple relationships. Family Process, 51 (4), 512-526. Shalay, N. & Brownlee, K. (2007). Narrative family therapy with blended families. Journal of Family Psychotherapy, 18 (2), 17-30. Solomon, M.F. (2009). Attachment repair in couples therapy: A prototype of for treatment of intimate relationships. Clinical Social Work Journal. 37, 214-223. Sperry, L. (2010). Culture, personality, health, and family dynamics: Cultural competence in the selection of culturally sensitive treatments. The Family Journal: Counseling and Therapy for Couples and Families. 18(3) 316-320. Stark, M.D., Kirk, A.M., & Bruhn, R. (2012). Generational differences as a determinant of women’s perspectives on commitment. Adultspan Journal. 11 (2), 112-122. Swanson, P. (2007). Study: More tell U.S. they’re gay partners. The Gazette. Retrieved from http://search.proquest.com/docview/268288139?accountid=12085 Worthington, E.L., Ripley, J.S., Hook, J.N., Miller, A.J. (2007). The hope-focused approach to couple therapy and enrichment. Journal of Psychology and Christianity. 26 (2), 132-139. Worthington, E.L., Lerner, A.J., Sharp, C.B. (2005). Repairing the emotional bond: Marriage research from 1997 through early 2005. Journal of Psychology and Christianity. 24 (3), 259-262.

Advertising in Outdoor Media

Advertising in Outdoor Media Out-of-home advertising (or outdoor advertising) is made up of more than 100 different formats. Outdoor advertising is essentially any type of advertising that reaches the consumer while he or she is outside the home. This medium is in contrast with broadcast, print, and Internet advertising. Out of home advertising, therefore, is focused on marketing to consumers when they are â€Å"on the go† in public places, in transit, waiting (such as in a medical office), and/or in specific commercial locations (such as in a retail venue).Outdoor advertising formats fall into four main categories: billboards, street furniture, transit, and alternative. Billboard advertising is a traditional out of home advertising format, but there has been significant growth in digital out of home advertising (billboards and place-based networks) in recent years. Traditional roadside billboards remain the predominant form of outdoor advertising. Street furniture is made up of formats such as bus shelters, news-racks, mall kiosks, and telephone booth advertising. This form of outdoor advertising is mainly seen in urban centers.Additionally, this form of advertising provides benefits to communities, as street furniture companies are often responsible for building and maintaining the shelters people use while waiting for the bus. Transit advertising is typically advertising placed on anything which moves, such as buses, subway advertising, truck-side, and taxis, but also includes fixed static and electronic advertising at train and bus stations and platforms. Airport advertising, which helps businesses address an audience while traveling, is also included in this category.Municipalities often accept this form of advertising, as it provides revenue to city and port authorities. Finally, alternative advertising includes ads in stadiums, on gas pumps, bike racks, rest areas, and other non-traditional formats. Alternative advertising provides a way to addres s consumers in places they may not expect. DOOH Digital out-of-home refers to dynamic media distributed across placed-based networks in venues including, but not limited to: cafes, bars, restaurants, health clubs, colleges, arenas, gas stations, and public spaces.DOOH networks typically feature independently addressable screens, kiosks, jukeboxes and/or jumbotrons. DOOH media benefits location owners and advertisers alike in being able to engage customers and/or audiences and extend the reach and effectiveness of marketing messages. It is also referred to as Digital Signage. The reason that this category is growing so rapidly is because busy people are typically busy at home and with the introduction and acceptance of digital video recorders, it has diluted the frequency with which traditional television commercials are viewed.Every day more TV viewers are skipping past commercials with their DVRs which in turn has made out-of-home advertising all the more appealing. A Nielsen media research study in 2009 showed that 91 percent of DVR owners skipped commercials. As a result, traditional TV advertisers are hungry for an effective substitute, and digital out-of-home ads appear to be one of the solutions. DOOH also includes stand-alone screens, kiosks, and interactive media found in public places.The availability of inexpensive LCD screens with built-in media players has opened the door for companies to add interactive video messages in Point of Purchase (POP) Displays. The displays allow consumers to get additional information at the moment of decision on a product or service. Growth in the DOOH industry has been increasing in 2009, with more POP manufacturers, advertisers, and content developers moving to digital. Non-Digital Out-Of-Home Non-digital out-of-home refers to other types of media distributed across physical spaces.These are: Airship Advertising – An airship can provide one of the physically largest out-of-home advertising platforms. Bulletin – Bulletin billboards are usually located in highly visible, heavy traffic areas such as expressways, primary arteries, and major intersections. With extended periods of high visibility, billboard advertisements provide advertisers with significant impact on commuters. Bus advertising – Firmly establish brand awareness and generate quick recall with high profile exposure near point of purchase locations. Commuter rail display – Reaches a captive audience of upscale suburban commuters.Additionally, reaches lunch-time patrons, shoppers and business professionals. ComPark advertising – ComPark is a device used for car park advertising; which is placed onto the parallel lines of a bay and is able to gain instant exposure from motorists that have just parked their vehicle. The ComPark also serves as a guide to assist motorist in adhering to the parking bay size. Lamppost banner advertising – Lamp columns are sited everywhere, allowing advertisers and ev ents to use banners to target precise geographical locations and create massive promotional awareness.Mobile billboard – Mobile billboards offer a great degree of flexibility to advertisers. These advertisements can target specific routes, venue or events, or can be used to achieve market saturation. A special version is the inflatable billboard which can stand free nearly everywhere. This product can also be used for outdoor movie nights. Poster – Target local audiences with these billboards, which are highly visible to vehicular traffic and are ideal for the introduction of new products/services.Marketers use posters to achieve advertising objectives and increase brand awareness by placing multiple units in strategic locations while lowering the cost per thousand impressions. Premier panel – Premiere panels combine the frequency and reach of a poster campaign with the creative impact of a bulletin. Premier square – Bright top and bottom illumination on a premiere panel provide extra impact after dark. Street advertising – The use of pavements and street furniture to create media space for brands to get their message onto the street in a cost-effective approach.Taxi advertising – Taxi advertising allows advertisers to highlight their products, whether brand awareness, or a targeted message, directly to areas where people work, shop, and play. Wallscape – Wallscapes are attached to buildings and are able to accommodate a wide variety of unusual shapes and sizes. These billboard advertisements are visible from a distance and provide tremendous impact in major metro area. Other types of non-digital out-of-home advertising include airport displays; transit and bus-shelter displays; headrest displays; double-sided panels; junior posters; and mall displays.