Marketing Management Class Discussion wk1 Essay Example | Topics and Well Written Essays - 250 words

Marketing Management Class Discussion wk1 - Essay Example Branding is vital for mineral water, as one may copy products and a place on quality. The main distinct factor that may distinguish the mineral water from other brands. Specialists in marketing urge that any given product (Douglas, 2010) For instance, water can get branded viably. The wellspring of the water gives us a decent establishment to differentiation if youre going to take advantage of the brand society; you begin with the peculiarity of the source The main proposition within branding the product is to make sure is recognized and identified easily within the market. This will ensure there is a mass loyalty in reference to quality and trust of the customers. It is vital to portray positive reaction of the product within the target market and the buyer.The item, product and, a physical item offered to the market is bottled mineral water. In regards to physical items, it likewise alludes to any product or service that is a piece of the advertising. Item choices incorporate viewpoints, for example, appearance, bundling, administration, guarantee, and so forth (Douglas, 2010) the pricing of the product and the estimations should be affordable to the target buyers. Valuing incorporates the rundown cost, as well as rebates, financing, and different alternatives, for example, renting. The place where the mineral water will be sold includes to wholesalers and retailers in the. Spot (or position) choices are those connected with channels of distribution that serve as the methods for getting the mineral water the water to the target clients. In conclusion, for the mineral water to be used within the entire market, the manager should deploy great marketing concepts, starting from communication, production, advertising, distribution, and brand positioning and customer retention. The manager should also apply the marketing mix to ensure the mineral water penetrates the market. Furthermore, the information about competitors and how to deal

Invictus Explication Essay Example for Free

Invictus Explication Essay Written in the form of a sonnet, William Ernest Henleys poem Invictus describes the continuos battle against darkness and sin that every human being experiences in his or her life. Invictus is formatted in four stanzas with four lines each and every stanza serves a separate purpose then the stanzas before. Henley reveals one of the major themes of this poem through the words My head is bloody, but unbowed (8). This line at the end of stanza two displays that everybody will endure struggles at some point in their life, but they cannot let those struggles complete destroy hemselves. Each stanza not only introduces realistic struggles and hardships that human beings face, but they also illustrate how humans can triumph over those hardships. For example, the very beginning of the poem starts off with Out of the night that covers me/ Black as the pit from pole to pole implying that darkness and wickedness surround someones life (1-2). Later on in the beginning of stanzas two and three words such as fell clutch/ horror of the shade [and] menace of the years also introduce a dark and gloomy tone to the poem (4,9-10). Once the gloomy tone has een presented, Henley quickly switches gears and flips the tone to one of strength and encouragement; The transition of tones is exhibited in strong language such as l have not winced, nor cried aloud (6). Henley formats each stanza in a way where the reader leaves with positive thoughts as he or she continues reading. All throughout the poem, every line contains either a positive or negative tone; however, the order in which the lines are written change with each stanza. Rather than simply alternating between positive and negative tones with each line, Henley hanges not only the orders but also the amount of the positive and negative lines within each stanza. For example, the first stanza contains two negatively toned lines that are followed by two positive lines, but the second stanza alternates from negative to positive. By altering the order of the lines, Henley hints at the fact that life can throw good or bad things at you in any order. Different from all other stanzas, the third stanza contains three negatively toned lines and only one positively toned line. The stanza begins Beyond this place of wrath and tears/ Looms but the Horror of the shade/ and yet the menace of the years creating an extremely dark and malicious feel to the stanza (9-11). However, the maliciousness is shown to be ineffective to this person as the menace of the years/ finds and shall find [him/her] unafraid (11-12). Since stanza three contains three negatively toned lines in a row, it indicates that life can become absolutely overwhelming with darkness and evil, but no matter how hopeless life may seem people always have the choice to fight and be unafraid. The themes of self-reliance and survival present themselves strongly in the last stanza. Essentially, Henleys Invictus can be summed up with one simple statement: humans control their own lives, they have been given the authority to do whatever they desire. The use of the words Master and Captain in lines 15-16 prove this statement because both masters and captains are leaders who are inclined to make their own decisions. These lasts lines ultimately prove that people are in control of in their own hands. Whether a person ends up down the road of triumph or defeat falls complete upon his or herself because [they] are the Masters of [their] fate/ [they] are the Captains of [their] soul (15-16).

Code-switching and the use of different varieties of English in blogs in a multilingual context

Code-switching and the use of different varieties of English in blogs in a multilingual context Abstract This project paper attempts to rationalize the reasons as to why code-switching and different varieties of English are used in blogs among young adults who are proficient in the language. The varieties that were found in all 6 case study blogs differ very much in style and form, ranging anywhere from colloquial to formal, or written in grammatically correct English to simple use of the language along with mild to heavy code-switching. Three important questions were raised and answered in the paper, namely i) what are the varieties of languages used in the blogs? ii) to what extent does the code-switching take place (e.g. word, sentence level)? and iii) what are the reasons for the occurrences of the code-switching? 1. Introduction â€Å"The accent of ones birthplace lingers in the mind and in the heart as it does in ones speech† Rochefoucauld, Maximes, 342 Blogs are currently a growing trend, especially among the younger generation who are technologically savvy. Maintaining a blog is almost a norm and to some people, something that they cannot live without. Many of these youngsters regard blogs as their means of expressing their sense of independence and individualism. It is their private world a place where they are able to speak their mind without anyone questioning them (disregarding instances of comments being left by readers). However, just like the writers themselves who are different from one another, the language varieties that are used in these blogs differ very much in style and form, reflecting the writers individuality. The language can range from being colloquial to formal, or in cases where the writers are multilingual, display instances of heavy code-switching. These reasons for code-switching could range from trying to create a sense of importance about a certain topic or individual, to simply wanting to reflect ones individualism and background by using certain expressions that are intended to exclude or include certain speech communities. For example, a blog written in the Malayalam language is meant only for readers who are able to read and write in the language, and thus not for the purpose of general viewing. This study attempts to examine the use of code-switching in certain Malaysian blogs and examine the possible reasons for code-switching by individuals who are proficient in English. 2. Literature Review Haugen (1953, p.7) defines bilingualism as a phenomenon where â€Å"the speaker of one language can produce complete meaningful utterances in the other language†. As highlighted in Hakuta (1986), Mackey (1967) has also claimed that â€Å"bilingualism, far from being exceptional, is a problem which affects the majority of the worlds population† (p.11). This is a statement that I do not fully agree on, because bilingualism should not be considered a problem, but more a reflection of rapid globalization and an increasingly borderless world. Hakuta (1986, p.10) also explains that â€Å"the story of bilingualism is in part about the changing perspectives of social scientists, changes that occur not only as a function of trends in the profession but as a function of trends in society as a whole†. This is something quite relevant to the topic of bilingualism as it has a lot to do with the changing perspectives of society and how it really functions as a trend. In Paradiss (Ed.) (1978), it is claimed that â€Å"†¦since the role of individual idiosyncratic factors seems to be an important aspect of code-switching, in that among groups of approximately equal bilingual abilities, some code-switch more than others, a complete determination of the sufficient conditions for code-switching probably lies beyond the reach of behavioral sciences†. Paradis (1978) also further stated that â€Å"within a given linguistic community, there appears to be no single set of norms that determines how often, within a single sentence, languages may shifted, nor how many words or syllables must intervene between switches†. This is very true if bilingual communities such as within the Malaysian context are observed, where most of the people are multilingual and code-switching is an almost sub-conscious part of their lives. Dopke (1992), claims that â€Å"[c]ode-switching can arise as a result of changes to the participants in a conversation, the setting, the discourse type or the topic or by the speakers need to emphasize or clarify a point, to attract or retain the attention of the listener, to quote someone else or to simply exclude or include specific audiences†. For example, Pillai (2008) shows that code-switching in this context is related to the concept of power and solidarity, and reflects ones identity within a community. Adler (1977, p.154), points out that if a person were to learn â€Å"a language in his home country, and learns it well, he will be affected by it to some extent†. Adler (1977, p.154) further adds that â€Å"he will have to absorb at least part of the culture of the society whose language he learnsspeaking the language with natives will not only perfect his knowledge but he will also change [code-switch] more than would be the case otherwise†. This is due to the influence of other languages in his environment which affects his primary language. This theory would be used as the theoretical framework in the analysis of data from the case study blogs used for this project paper. In a study on the use of Tagalog-English in blogs written by Filipino bloggers, Smedley (2006) summarized that â€Å"†¦switching is not merely a product of how speakers attend to the orderly production of conversation, but also a product of how they attend to the inherent heteroglossic nature of language and exploit their linguistic repertoire maximally to make their communication as effective as possible, and to construct and negotiate multiple identities†. This is proven when an individual code-switch to further elaborate and explicate meanings through communication with others around them, for example when using certain terms or phrases unique to a certain vernacular language in a predominantly English conversation. This is an underlying premise of which I will attempt to examine in this study. Pillai (2008) also points out that switching can be at the micro level of accent switching in the Malaysian context where speakers do not change language variety but put on a different ethnic accent to reflect ones identity within a community i.e. to be included in various speech communities. It is also pointed out by Ibrahim (2005, cited in Pillai 2008) that there exists a â€Å"desire to use our own brand of English to construct a sense of belonging and identity†¦Ã¢â‚¬  ; and â€Å"†¦to emphasize solidarity or otherwise, and to communicate a particular stance or emotion†. This is another underlying premise regarding code-switching that this study attemps to explore. Similarly, Lipski (2008) discusses the sense of identity as seen within the context of code-switching and bilingualism. This study will be based on the two assumptions. The first is the assumption by Adler (1977, p.154), that if a person were to learn â€Å"a language in his home country, and learns it well, he will be affected by it to some extent†. Adler further adds that â€Å"He will have to absorb at least part of the culture of the society whose language he learnsspeaking the language with natives will not only perfect his knowledge but he will also change [code-switch] more than would be the case otherwise†. The second would be a hypotheses by Smedley (2006) where he claims that â€Å"†¦switching is not merely a product of how speakers attend to the orderly production of conversation, but also a product of how they attend to the inherent heteroglossic nature of language and exploit their linguistic repertoire maximally to make their communication as effective as possible, and to construct and negotiate multiple identities†. 3. Aim This research aims to examine the extent of code-switching in blogs written by individuals who are proficient in the English Language, and to determine the possible reasons for code-switching. In relation to these aims, the research questions that are addressed by this study are as follows: 1. What are the varieties of languages used in the blogs? 2. To what extent does the code-switching take place (e.g. word, sentence level)? 3. What are the reasons for the occurrences of the code-switching? 4. Methodology In order to obtain the relevant data for this research paper, six (6) blogs were chosen three blogs each from writers of the two major ethnic groups in Malaysia, namely Chinese and Malays. The writers of all six blogs that were chosen are first, second and third year English major students from the Faculty of Languages and Linguistics, University of Malaya. The main reason as to why only English major students were chosen is because they are proficient in the language, and thus would provide interesting data which may provide answers to the research questions raised. All six blogs were analyzed to examine the varieties of languages used, and the extent to which they were used as well as the reasons for the code-switching. The analysis was done based on two levels; i) intra-language (variations within English) code-switching at word and sentence level and ii) inter-language code-switching at word and sentence level. 5. Findings Discussion For this research, only data (blog entries) from the months of July to December 2008 were looked at and analysed. This is so that the data acquired is not too broad or too general, instead pointing out specific details which would help in the analysis of data. Three blogs by Malay bloggers and another three blogs by Chinese bloggers were studied and used as data. 5.1 Intra-language code-switching at word level †¦I wus lyk, black out . This sentence is quite interesting as it is made up of a few different varieties of English. The word â€Å"wus† is actually â€Å"was†, and this method of spelling and pronunciation is used mainly in African American Vernacular English speech. The word â€Å"lyk†, which is actually a short form of â€Å"like†, is used primarily in non-standard American English speech, where the word is inserted in the middle of sentences usually before a verb to describe ones emotional state or reaction. notice anything kewl~ today on my page The term â€Å"kewl† here is actually a differed spelling for â€Å"cool†, used usually in teenagers and young adults jargon. The term, in this context, brings about the meaning of â€Å"different and/or interesting or good†. The pronunciation for the word is as its written form. I fucking hate my fucking life . In this sentence from one of the bloggers entries, the curse word â€Å"fucking† is used twice to further illustrate her anger and frustration. This syntactical formation is generally considered non-standard in addition to being offensive or taboo. However, many youngsters these days use this term very freely and it is accepted among the youth today. So Ill say, screw you . Similarly, the phrase â€Å"screw you† is considered non-standard, although not as offensive as the earlier example. This phrase has a few attached meanings to it including â€Å"fuck you† and â€Å"to hell with you†. n btw, its from mahatma gandhi . In this sentence, the blogger uses the term â€Å"btw† which is an acronym for the phrase â€Å"by the way†. This acronym is non-standard English and is used only in written form. In addition to that, â€Å"n† is used in replacement of the more standard â€Å"And†, although it is not usually used at the beginning of a formal sentence. And the prick just went on . Although the blogger uses a generally informal variety of written English, she does code-switch to a non-standard term in between her words the use of the term â€Å"prick†, for example, is considered offensive and taboo in most cases. Here, it is used mainly to illustrate her frustration and anger. 5.2 Intra-language code-switching at sentence level I terribly hearts you . This is a unique way of youngsters nowadays to express their love or liking for something, usually towards non-animate objects, as seen here where the blogger expresses her liking for a TV programme. This style of writing is not accepted in Standard English; however it is so in modern teenagers jargon. What the heck . The phrase highlighted here is a very informal utterance which is used to simply demonstrate ones annoyance. This sentence is generally considered non-standard and is usually used to show exasperation or displeasure towards something, as seen in the example above. Oh no-ness . This phrase is considered ungrammatical in addition to being non-standard. Although for the most part the blogger uses standard and grammatically accepted written English, she chooses to switch to a less grammatical sentence structure, in this case most probably for the purpose of emphasizing her disappointment. 5.3 Inter-language code-switching at word level Nenek belanja all 8 of us to watch the movie . Here, the blogger code-switches from English to Malay to draw attention to the fact that her grandmother (whom she refers to as â€Å"Nenek† a result of her hailing from a Malay culture background) had treated all eight of her siblings and family members to a movie. This is an interesting feature as many people in Malaysia, regardless of their age, race and English proficiency level, use the term â€Å"belanja† quite often to replace the English equivalent â€Å"treated†. It is the main reason as to why the term, like many others akin to it, has a very Malaysian flavour to it. even my abah had forgotten that it was my bday ! Similarly, another blogger from a Malay culture background used the term â€Å"abah† to refer to her father. She does not use the English terms â€Å"father† (formal) or â€Å"dad† (informal), but chooses instead to keep the term she uses to call him â€Å"abah†. As seen in the examples here, words or phrases referring to kinship terms are generally maintained in written form. This can be due to the habit or familiarity with the concept (family members) which makes it easier to refer to them with the names as per given and called. Whatever la . The term â€Å"la† is a very typical Colloquial Malaysian English discourse particle which is used primarily used at the end or beginning of a sentence, though occasionally they are inserted in the middle of sentences. Influenced by the Malay languages â€Å"-lah† suffix, it is commonly used in English conversations for various reasons, such as to create a sense of Malaysian-ism for an individual or to alter the meaning or tone of a sentence (to stress a point, persuade, show an acceptance of an offer, show agreement or admittance, or to soften a brusque reply). plus, pray to Allah that those who r responsible for th death wil accept th biggest punishment in th world . In the sentence above, the blogger refers to God as â€Å"Allah†. This is due to her cultural background i.e. being a Muslim. Usually, Muslims tend to refer to God as â€Å"Allah† because that is the term used to refer to God in the Muslim holy book, the Al-Quran. Many Muslims grow up having to learn and read the book, as well as go for religious classes; all of which influences each and every one of them in terms used to refer to religious matters including the name for God. maybe theres hikmah in all of this . Here, the blogger uses the term â€Å"hikmah† to bring about the meaning of â€Å"silver lining†. The Malay language term was chosen and used most probably because of the cultural background (being a Malay) of the blogger herself, where this term is used more often as compared to the English language equivalent. In addition to that, the Malay term is preferred most probably due to the meaning it produces the English translation of the term does not fully explain and carry the meaning of the term as compared to Malay. First attempt to insert a new stick†¦patah . Here the blogger code-switches from English to Malay in one of her entries. This term is widely used in the Malay language, as well as Colloquial Malaysian English where it is used to mean anything that is â€Å"broken†. In the context of this entry, the blogger uses the term to refer to her ruined hand fan. wae-yo saranghae-yo!! This particular blogger code-switches from English to Korean in one of the entries. Although she is not Korean by heritage, she is interested in Korean culture and this is proven by her statement â€Å"i guess some of you already know of my fondness for all things Korean e.g. dramas, songs, actors, singers, food etc. therefore i wont say much.† Due to the nature of the topic discussed in this particular entry (related to the Korean culture, specifically music), the blogger chooses to code-switch between English and Korean, although only at word level, most probably because she is not proficient in the language. †¦listen to my plead of untaggin moi . This particular blogger as seen here, code-switches from English to French. There is no apparent reason as to why she code-switches in this context, although it can be deduced that she has had some kind of exposure to the French language to be able to code-switch freely. In addition to that, she might have chosen to code-switch in this context to create more emphasis on herself. Im trying to earn money to pay for my cravings for oyster mee suah . The blogger code-switches from English to Chinese in this particular entry, where the term â€Å"mee suah† is used, used to refer to a popular dish among the Chinese community. Due to the inexistence of the term in English, the blogger chooses to use the Chinese term to illustrate the concept. However, only people whom are familiar with the Chinese language and/or dishes would be able to relate and fully comprehend the bloggers thoughts and points. Uncle, please hor . In this sentence, the blogger inserts a Chinese discourse particle in an English phrase. The insertion of this term is to indicate a mode or sense of sarcasm as well as emphasis, where in this context the blogger is being sarcastic to a Chinese cab driver who was very rude to her. I busy ma . This particular blogger inserts the Chinese discourse particle â€Å"ma† at the end of her sentence. It is slot in at the end to stress her point, as well as a reminder to others that she was busy at the referred point in time. Stupidnya The suffix â€Å"-nya† from the Malay language is used very commonly among Malaysians of all race and cultural background not just when using Malay but also English. Here, the suffix is inserted alongside English words (usually adjectives, as seen in the example above). This is frequently done to put emphasis on the state of something or someone at a certain point of time. The usage of this suffix, in addition to other examples, tends to create a truly Malaysian feeling as only Malaysians tend to use the â€Å"-nya† suffix in this unique manner. 5.4 Inter-language code-switching at sentence level Habis cerita . As seen here, the blogger ends her primarily English language entry with this Malay utterance. In the context of this entry, the blogger used this phrase in substitution of â€Å"None of this would have happened† or â€Å"Problem solved†. This popular Malay phrase is used quite commonly among Malaysians to create a meaning close to â€Å"Not having so many problems†. The blogger probably chose to use the Malay phrase not only because she is Malay, but because the English equivalent to the phrase may not provide the exact intended meaning as compared to the Malay phrase. Soy Estudiante de Espana ! This particular blogger starts off her entry in Spanish, but continues in English, further explaining that she would be sitting for her Spanish examination later on that morning, which clarifies the reason as to why she code-switches from English to Spanish in this particular entry. Tiap-tiap hari lepas habis buka puasa mesti kemas rumah . For this particular entry, the blogger starts off in Malay and continues her post in English. Here it may be because of the nature of the situation itself where the practice of â€Å"Buka Puasa† is a Malay/Islamic culture, so the writer chooses to express this statement in the Malay language to make her point, as the custom of â€Å"Buka Puasa† is somewhat related to â€Å"kemas rumah† i.e. cleaning the house in preparation for the Hari Raya celebrations. aku tak tau knape†¦. aku sgt curious nk tau wether†¦ Although this blog is primarily written in English, this particular entry was in Malay with a few English words inserted here and there. The main reason as to why this entry was written in the Malay language is most probably due to the nature of the topic discussed in the entry: related to religion. Islam is almost always associated with the Malay language because the religion itself is taught in Malay, with translations of Arab phrases and terms into Malay. Thus, when one talks about matters relating to Islam, the use of Malay is, more of than not, preferred even by individuals who are generally proficient in the English language. Tidur, makan, TV, mahjong . This particular blogger does not code-switch as often as compared to the other five bloggers, except on certain occasions only. In this entry the blogger code-switches form English to Malay, albeit for one sentence only. She most probably did this to emphasize the activities that she had been busy with i.e. sleeping, eating, watching TV and playing ‘mahjong (a board game popular among the Chinese) all of which are forms of relaxation, which is something that is quite often regarded as being part of truly Malaysian. 6. Conclusion â€Å"Along with physical appearance and cultural characteristics, language is part of what distinguishes one nation from another† Finegan, Edward (2004) The varieties of English used in all six blogs range anywhere from standard to non-standard or colloquial, as well as grammatical to ungrammatical. In addition to that, other languages are also used alongside English in various entries of all the blogs. These languages include Chinese, Malay, Korean, French and Spanish. The code-switching that takes place in these blogs are not only at word level but also at the sentence level. In some instances, whole entries are in a different language altogether, with a few English words inserted in between lines. There are many reasons as to why code-switching occur in all the blogs researched. In some instances, it may be due to the individual trying to draw attention to something significant regarding certain matters. Here, when a person attempts to emphasize something that is regarded important and needs to be highlighted, code-switching happens either from English to the individuals mother tongue or in certain cases, from English to a foreign language(s). Another reason is as to why code-switching occurs in these blogs is the desire of an individual to stand out among many others. In this case, a person may use certain expressions and phrases which automatically include or exclude selected speech communities. These expressions and phrases may be within English itself where an individual may switch form a certain variety of English to another, or between a dominant language (English, in this context) to another. It is interesting to point out that all the blogs chosen for the purpose of this research were written by individuals who are quite proficient in English. This in mind, one would assume that the possible code-switching that might take place would not be as extensive as what is seen here. However this notion was proven wrong, as most individuals are affected by other languages existing around them in one way or another. In a multilingual context such as in Malaysia, it is clear that the assumption by Adler (1977, p.154) that when one learns â€Å"a language in his home country, and learns it well, he will be affected by it to some extent†. Case in point where the blogs that were analysed all had numerous instances of code-switching from English to ones mother tongue (Chinese and Malay). Here, it is apparent that ones cultural background affects ones speech not only verbally but also in written from. Smedleys (2006) claim where he argues that â€Å"†¦switching is not merely a product of how speakers attend to the orderly production of conversation, but also a product of how they attend to the inherent heteroglossic nature of language and exploit their linguistic repertoire maximally to make their communication as effective as possible, and to construct and negotiate multiple identities† is also proven right in this research. When an individual attempts to make a point clear or highlight a certain matter in argument, code-switching occurs. Knowledge of more than one language helps one to bring out the intended meaning of something during an argument, where it is presumed that with the use of more than one language, meanings can be emphasized and made clear. As a result, communication is made more effective. Smedley (2006) also claims that code-switching also occurs due to the desire of an individual â€Å"to construct and negotiate multiple identities†. Here, an individual is seen as wanting to bring out more than what is seen by others around them. For example, an individual who is able to speak and write in grammatically correct and Standard English tries to bring out more than what meets the eye. There is a desire to reveal a different side of the person, working more like an alter ego References Adler, Max K. (1977). Collective and individual bilingualism: A sociolinguistic study. Hamburg: Helmut Buske Verlag Hamburg. Afendras, Evangelos A. (Ed.). (1980). Patterns of bilingualism. Singapore: Singapore University Press. Bilingualism: An Overview. (n.d.). Retrieved November 18, 2008, from http://psych.colorado.edu/~colunga/P7215/overview.pdf Blog. (2008). Retrieved November 18, 2008, from http://en.wikipedia.org/wiki/Blog Code-switching. (2008). Retrieved November 18, 2008, from http://en.wikipedia.org/wiki/Code-switching Duran, Luisa. Toward a better understanding of code switching and interlanguage in bilinguality: Implications for bilingual instruction. Retrieved November 18, 2008, from http://ncela.gwu.edu/pubs/jeilms/vol14/duran.htm Galasso, Joseph. The development of child code-switching: Minimalist constraints and the role of checking theory. Retrieved November 18, 2008 from http://www.csun.edu/~galasso/code.pdf Hakuta, Kenji. (1986). Mirror of language: The debate on bilingiualism. New York: Basic Books, Inc. Haugen, Einar. (1987). Blessings of Babel: Bilingualism and language planning. Berlin: Mouton de Gruyter. Heller, Monica. (Ed.). (1988). Codeswitching: Anthropological and sociolinguistic perspectives. Berlin: Mouton de Gruyter. Heredia, Roberto R. Brown, Jeffrey M. Code-switching. Retrieved November 18, 2008, from http://www.tamiu.edu/~rheredia/switch.htm Huffaker, D. A. Calvert, S. L. (2005). Gender, identity, and language use in teenage blogs. In Journal of Computer-Mediated Communication, 10 (2), article 1. Retrieved November 18, 2008, from http://jcmc.indiana.edu/vol10/issue2/huffaker.html Lipski, John M. Code-switching or borrowing? No sà © so no puedo decir, you know. Retrieved November 18, 2008, from http://www.lingref.com/cpp/wss/2/paper1136.pdf MacSwan, Jeff. A minimalist approach to code switching. Retrieved November 18, 2008, from http://www.public.asu.edu/~macswan/5.pdf MacSwan, Jeff. The architecture of the bilingual language faculty: Evidence from intrasentential code switching. Retrieved November 18, 2008, from hpp://www.public.asu.edu/~macswan/Bilingualism.pdf Marasigan, Elizabeth. (1983). Code-switching and code-mixing in multilingual societies. Singapore: Singapore University Press. Maya Khemlani David. (Ed.). (2006). Language choices and discourse of Malaysian families. Malaysia: Strategic Information and Research Development Centre. Maya Khemlani David Karen Kow Yip Cheng. (Eds.). (2008). Politeness in Malaysian family talk. Malaysia: Penerbit Universiti Putra Malaysia. Multilingualism. (2008). Retrieved November 18, 2008, from http://en.wikipedia.org/wiki/Multilingualism Nilep, Chad. â€Å"Code switching† in sociocultural linguistics. Retrieved November 18, 2008, from http://www.colorado.edu/ling/CRIL/volume19_Issue1/paper_NILEP.pdf Paradis, Michel. (Ed.). (1978). Aspects of bilingualism. South Carolina: Hornbeam Press, Incorporated. Paulston, Christina Bratt. (Ed.). (1988). International handbook of bilingualism and bilingual education. Connecticut: Greenwood Press. Poplack, Shana. (2004). Code-switching. Retrieved November 18, 2008, from http://www.sociolinguistics.uottawa.ca/shanapoplack/pubs/articles/Poplack2004.pdf Smedley, Frank P. Code-switching and identity on the blogs: An analysis of Taglish in computer mediated communication. Retrieved November 18, 2008, from http://aut.researchgateway.ac.nz/handle/10292/186 Stefanie Pillai. (2008). Speaking English the Malaysian way correct or not?. English Today.24 (4), 42-45. Suojanen, Pà ¤ivikki. Aspects of identity: Rights and obligations of ethnic groups. Retrieved November 18, 2008, from http://www.njas.helsinki.fi.pdf-files/vol1num2/suojanen.pdf Van Gelderen, Elly Macswan, Jeff. Interface conditions and code-switching: Pronouns, lexical DPs, and checking theories. Retrieved November 18, 2008, from http://www.public.asu.edu/~gelderen/elly-jeff-CS.pdf Appendix Blogger 1 (Malay writer), taken from http://littlecharmvinyls.blogspot.com/ and http://zsazubir.blogspot.com/ Blogger 2 (Malay writer) taken from http://sy4h33r4h.blog.friendster.com/ Blogger 3 (Malay writer) taken from http://juzshahidah.blogspot.com/ Blogger 4 (Chinese writer) taken from http://ling3586.blogspot.com/ Blogger 5 (Chinese writer) taken from http://mandychockjy.blogspot.com/ Blogger 6 (Chinese writer) taken from http://evonhooi.blogspot.com/

Drugs Essay -- essays research papers

The United States is by far the richest and most powerful country in the world. We citizens take for granted luxuries that people of other countries can only dream. Yet in our society there are serious social issues that for reasons unknown are not being addressed. One of the most important issues that typical politicians are afraid to address is that of what to do with the nation’s illegal drug problems. Although we hear terms like "The War on Drugs" and "Drug Treatment", a fresh approach to this issue is needs to come soon. The country should take a new look at drug legalization as a solution to a problem that has been long out of control. Addiction and drug abuse are such â€Å"buzzwords† these days that a clarification is needed of what is meant by these terms. Addiction has crossed the line from being defined as a physical dependency on drugs to include such classifications as religious addiction, shopping addiction, food addiction, work addiction, television addiction, and love addiction. Although a person may feel that he or she can’t live without their particular "addiction", there is no scientific proof or medical test for an addict. To keep things in the broadest perspective, addiction will be defined here as the continual repetition of a normally non-problematic behavior to self-destructive access. Since addiction is believed to be a social problem then an attempt at cutting off the source of addiction, drugs in this case, is thought to cure the problem. If tha t be the case then gambling and food abusers should be treated the same as addicts. Since drug legalization is the topic of this essay let us focus on alternatives to the "War on Drugs". One possibility for controlling drug abuse is to legalize illegal drugs. In the 1920’s alcohol was made illegal by the eighteenth amendment, better known as prohibition. From it stemmed all sort of crime, illegal alcohol sales, gang controlled territories, police shootings and above all, most people continued to drink. In contrast to today’s society where drugs are illegal there is not much difference. We have the same type of violent crime and gang control as in the twenties, and people continue to use drugs. Countries where alcohol is considered a normal part of life, such as Greece and Italy, have low occurren... ...ontrols and regulation in the hands of the government to protect the vulnerable from dangerous drug dealers. The argument that drug users are criminals does not hold up since these law-abiding citizens don’t break other laws. One more area that legalization will affect is that of race. Black people are ten times more likely to be imprisoned for drug offences than whites. Some police officers discriminate and use racial stereotyping in whom they arrest. It would force blacks into other enterprises to make legal money and change society as a whole. Opponents say lock up drug dealers, but we are running out of room in our prisons. Its time to take away drug dealers source of income and force government to address the underlying poverty in our country among minorities and the uneducated. Legalization is not a cure all but it does allow us to address many of the problems associated with drug use, and those created by drug prohibition. The time has come for an effective and realistic drug policy. Its time to take a look at legalization, end the war on drugs, and approach it from a point of what is best for society as a whole.

A Comparison between Aleksandr Solzhenitsyn’s One Day in the Life of Ivan Denisovich and James Joyce’s Araby

One day in the life of Ivan Desinovich by Aleksander Solyztien is story of a hero’s quest of survival in a hostile environment. The novel is a very detailed and graphic description of one man’s struggle in a Stalinist work camp. It is the story of Ivan Denisovich, also called Shukhov, and his determination and strength to endure the hardships of imprisonment and dehumanization. The story takes place in a Russian prison camp after World War II. Ivan Shukhov Denisovich, the main character, is sentenced to a prison camp after having been a prisoner of the Germans during the war.The camp conveys a hopeless situation that only human integrity can overcome. : Araby by James Joyce is a romantic quest about a young boy who falls in love and pursues his quest of bringing something for his loved one from a place he thinks to be exotic and unexplored. On comparing these two literary works, there are some similarities as well as differences. Even though both the literary works are different kinds of quest, One day in the life of Ivan Desinovich being a survival quest and Araby being a romantic quest, both bear similar elements that define a quest.Firstly, the protagonists in both literary works are heroes and exceptional beings who have struggled courageously. Secondly the protagonists undergo through the process of mental transformation and death and rebirth of self. The only difference is that One day in the life of Ivan Desinovich is a dull and depressing novel about a prisoner who struggles to survive whole Araby is refreshing and joyous story about an innocent child’s first love. Both literary works bear some similar quest elements and also differences. The essential element of a quest is the hero and his conflict.Heroes are those who have found or done something beyond the normal range of experience and it takes action for a cause greater than oneself and are motivated by some kind of ideal or a reasonable thought. This element is apparent in bot h works. Firstly, Ivan Desinovich can be called a hero as who has survived for many years in the camp or gulag without losing mental balance and self respect. This is an unusual achievement as it is difficult to preserve sense of humanity and self-dignity which Shukhov has achieved, unlike others who have become savage.Such was Shukhov’s sense of pride and self-respect who would â€Å"never lower himself like that Fetiukov, he would never look at a man’s mouth. †(p 22) Secondly, the protagonist of Araby is a kid who falls in love with a girl and desires to explore the exotic location called Araby. This is also an unusual thing as this is the first the protagonist goes to a journey without any past experience and imagines the place to be really exotic and having a magical enchantment.This is evident when the protagonist expresses his feelings and imagination by saying, â€Å"The syllables of the word Araby were called to me through the silence in which my soul l uxuriated and cast an Eastern enchantment over me. †Thirdly, the protagonists in both the novels are motivated in a certain way. For Shukov, this motivation was the need to go home and help the family as the narrator says â€Å"His wife's dearest hope was that when he got home he would keep clear of the kolkhoz and take up dyeing himself.That way they could get out of the poverty she was struggling against, send their children to trade schools, and build themselves a new cottage in place of their old tumble-down place†( pg 129). The child in Araby however, is strongly movitated by promise he made to his loved one to bring something and is greatly enthusiastic when the author says â€Å"I had hardly any patience with the serious work of life which, now that it stood between me and my desire, seemed to me child's play, ugly monotonous child's play. † Another element of a quest is that the hero undergoes mental transformation.In this process, the old ideas and think ing of the hero disintegrates and he begins to view life with a new perspective. This process helps the character heavily in maturing him/her. The protagonists of the two literary works also find themselves changed and possessing a new attitude. Firstly, Ivan Desinovich change of the habit of planning ahead is indicated when the narrator says During the years in prison Shukhov had lost the habit of planning for the next day, for a year ahead, for supporting his family.The authorities did his thinking for him about everything—it was somehow easier that way† (pg 122). Secondly, in the narrative Araby, a small child’s innocence and love is killed and replaced by vanity, anguish and anger. The innocent child who imagines sweet day dreams about love surprisingly says â€Å"Gazing up into the darkness I saw myself as a creature driven and derided by vanity; and my eyes burned with anguish and anger. In this way the reader can see that both the protagonists go through the process of mental transformation where their premature ideas about love, old notions and opinions are replaced with more mature conclusions and realistic as well as a serious perspective for life. Differences also exist as far as the plot and the mood of the works are concerned. Although these literary works contain similar quest qualities, there are some differences that draw a line between the two.Firslty Even though the novel One day in the life of Ivan Desinovich gives the readers a strong message about preserving self dignity, it remains a dull and depressing novel whereas Araby generates a healthy response and attitude from readers as it contains innocent and lively story about a child’s first love which the readers also identify with. One day in the life of Ivan Desinovich is a dull novel because it makes the readers aware of the physical and mental tortures on prisoners. Secondly, Araby gives the readers a happy impression with the theme of love of a young boy.The audience identify with the condition and the protagonist’s idealization about the lover and this keeps them indulged in the story which is completely contradictory with the theme of a prisoner’s life where the reader is faced with a complete alien as well as a cruel environment. Thirdly, In Ivan desinoich, the author uses characterization, motifs and figurative language to express the dehumazing environment of the gulag whereas in Araby, the author uses personification and characterization to show the contrasting happy and flowering mood.In One day in the life of Ivan Desinovich the author uses motifs of evil by institutions such as â€Å"Come on; paw me as hard as you like. There’s nothing but my soul in my chest. † Pg 25 and â€Å"‘No one would care if a prisoner froze to death, but what if he tried to escape? † Pg 38 and also charactherization such as ‘all his longing was concentrated in that fag-end [of the cigarette] –which meant more to him now, it seemed, than freedom itself: but he would never lower himself like that Fetiukov, he would never look at a man’s mouth’ Pg 22.In Araby, however the author James Joyce uses personification such as â€Å"My body was like a harp and her words and gestures were the fingers (pg 182 1st para last line)† trying to show the reader the happy mood and idealization by the protagonist. Thus differences result in the different moods of the novel. Both the literary works thus follow the direction of a hero’s quest. Even though both follow different type of quests, there are some general similar quest elements such as presence of a hero who is an exceptional being, mental transformation of this hero and certain motivation of the hero for quest.While the protagonist in One day in the life of Ivan Desinovich struggles to survive in an inhuman environment, protagonist in Araby aims to explore an alien market in order to bring something for his lo ved one. One day in the life of Ivan Desinovich therefore, is a survival quest whereas Araby is an romantic quest. However, their themes contrast drastically. While One day in the life of Ivan Desinovich offers depressing and serious story, Araby is about first love. In this way, both literary works bear certain similarities and differences.

Advantage of technical-vocational courses Essay

THE RESEARCHERS WISH TO EXPRESS THEIR PROFOUND gratitude to the persons who by their contributions have helped them to make this research with the guidance of their inspiring teacher, Mrs. Guiselle De Gusman Avila who widened their knowledge about Technical-Vocational courses, to their friends, Francis Abainza, Christian Palma who gave them more information and the other persons that give their ending support, and especially to their beloved parents Mrs. Clarita B. Bulawan and Carlos B. Bulawan, Mrs. Ma. Teresa c. Federizon and Mr. Jaime B. Federizon Sr. For their support morally, spiritually, emotionally and  physically. INTRODUCTION Severalstudentsinourpresentgeneration Desire to have their own respective courses. There are two main courses program, Technological – Vocational courses and professional courses. But the researchers’ situation, Technological-Vocational courses is more advantages than Professional courses. ThisstudyaimstodiscusshowTechnological Vocational courses are more advantage than other courses offered, especially to the graduating students and job seeking people. The scope ofthisresearchis allabout the advantages of Technological – Vocational courses, its characteristics , its branches of courses, how to  enroll and also the importance. In gathering the data needed for this study, the researchers made an interview with some person/students who are studying in Technological–Vocational schools. The researchers also conducted survey in schools, surfed the internet and got Information in public libraries and resources. I. What Technological – Vocational courses is Vocational education (also known asvocational education and training or VET) is an education that prepares people for specific trades, crafts and careers at various levels from a trade, a craft, technician, or a professional position in engineering, accountancy, nursing,  medicine, and other healing arts, architecture, pharmacy, law etc. Craft vocations are usually based on manual or practical activities, traditionally non-academic, related to a specific trade, occupation, or vocation. It is sometimes referred to as technical education as the trainee directly develops expertise in a particular group of techniques. Technical Education, instruction in a skill or procedure, usually of a mechanical type, and at a level between that of the professional scientist or engineer and that of a skilled craftsperson. Technicians support scientists and engineers by designing, developing,  producing, and maintaining machines and materials. The work of a technician is more limited in scope than that of a scientist or engineer and is commonly considered practical rather than theoretical in its orientation. A. What Are Its Characteristic Vocational education may be classified as teaching procedural knowledge. This can be contrasted with declarative knowledge, as used in education in a usually broader scientific field, which might concentrate on theory and abstract conceptual knowledge, characteristic of tertiary education. Vocational education can be at the secondary, post-secondary level, further education level  and can interact with the apprenticeship system. Increasingly, vocational education can be recognized in terms of recognition of prior learning and partial academic credit towards tertiary education. Inindustry,jobsfortechniciansrangefrom those that are narrow in scope and require relatively limited technical understanding, such as the routine inspection of parts, to those that require a considerable level of mathematical, scientific, and applied technological ability, such as engineering aide, instrumentation technician, draftsperson and tool designer. The growing field of computer technology is providing many  new employment opportunities for technicians. B. What Are Its Importance THE IMPORTANCE OF VOCATIONAL EDUCATION THAT IS imparted by specialized educational and training institutions, whose mission it is to prepare individuals for the demands ahead and prepare them to become independent experts and deliver their knowledge that they have acquired through various training programs. We find situations where many people may have the experience but not the qualification or the qualification but no experience so this then becomes a catch 22 situation and certain specialized fields lack the right candidate to fit the correct job role. It is very important to recognize that in today’s economy vocational jobs are becoming more and more important. This is why vocational education programs are essential to individuals looking to secure good career prospects in particular industries. C. How to Enroll in Technical-Vocational courses 1. Requirements Attendingtech-vocationalopensup opportunities for new experiences, learning and careers. Applying and acceptance to a tech-vocational school starts the process. Some vocational schools require only a few items to apply, while others stipulate many different types of enrollment forms and submissions. A successful  application requires that you fulfill the tech-vocational requirements. To enroll in a tech-vocational course you may contact the tech-vocations school for additional requirements. 2. Processes In vocational-technical education, production training alternates with theoretical instruction. The most effective combination of theoretical instruction and practical training is established for each field of specialization. In secondary vocational-technical schools, about 40 percent of class time is devoted to general subjects, 20 percent to special subjects, and 40 percent to production training. In technical schools and standard  vocational-technical schools for secondary school graduates, the proportions are 10, 20, and 70 percent, respectively. II. Factors That Encourages Students to Enroll In Technical – Vocational School A. Popularity Vocational-technical education became an independent stage of vocational education in the developed European capitalist countries during the second half of the 19th century. In the United States, this took place after World War 1(1914–18), when there was a sharp drop in the influx of skilled workers from Europe. B. Willingness The vocational-technical educational institutions exploited the labor of adolescents and often  employed insufficiently skilled workers as masters. In many cases there was no program of instruction, educational supplies were limited, and the students were given no theoretical knowledge. However, students have their own opportunity to select their own willing courses. C. Advantages Vocational courses and vocational training might equip you with the skills necessary to enter a particular profession, but their value is still far less compared to an honors bachelor degree or other types of academic degrees. It is usually backbenchers and dumbos – students with lesser merit and limited diligence who take  up vocational courses, normally after failing to find a seat in any university. Before taking up any vocational course, it is advisable to properly and thoroughly research the field and find out which particular skills and qualities your potential employer is searching for. Only then should you enroll in a vocational course in a reputed college. III. What are The Advantages of Technical – Vocational Courses A. Fast Employment Vocational courses are skill focused and impart practical knowledge to pupils that make them employable. The inclusion of practical on the job experience and work related projects provides valuable training and  real life experience which come in handy for securing jobs. In short, vocational courses are employment friendly. B. Enjoy To Work Technical-Vocational courses are reliable to work within even if you are willing and interested too much to your course. C. To Improve Skills Even though when you are working, one such thing is improving, not only your mind but also your skills. It is known as upgrading your natural talent. D. To Get High Salary Studentswho attendvocational schoolsaccredited by the Department of Education are eligible to receive financial aid from the U. S. government. Some students are  even eligible to receive grant money that does not need to be repaid. Vocationalschools arebeneficialbecause they often charger lower tuition than colleges and universities. High-school students who attend vocational classes through their high schools often enroll in the vocational program free of charge. E. They Can Go Abroad Some agencies offered jobs from abroad. So that worker can go work to other countries. F. They can Get Experiences Graduates of a vocational school program are equipped to enter the job market armed with marketable career skills. These skills can lead to higher-paying jobs and greater job satisfaction. AccordingtotheU. S. DepartmentofEducation, training at a vocational school can lead to a degree, diploma or a certificate in an industry-specific program, such as automotive technology or cosmetology. Potential vocational school candidates should make sure that the school of their choice offers the appropriate licensure needed for an entry-level position in their desired field. CONCLUSION Theresearchersconcludethata Technical-Vocational course is more advantages than professional courses. The impact of technology on occupations, the tendency of employers to set higher educational requirements and the need for employees with  specialized training have made vocational preparation imperative. Part-time programs are essential in order to provide occupational mobility among workers and to overcome the effects of job obsolescence. Bibliography Brown, P. and Hesketh, A. (2004) The Mismanagement of Talent: Employability and Jobs in the Knowledge Economy. Oxford, Oxford University Press. Brickman, William W. â€Å"Vocational Education. † Microsoft ® Encarta ® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008. Brickman, William W. â€Å"Technical Education. † Microsoft ® Encarta ® 2009 [DVD]. Redmond, WA: Microsoft Corporation, 2008. Brodhead, C. W. â€Å"Image 2000: A Vision for Vocational Education. â€Å" VOCATIONAL EDUCATION JOURNAL 66, no. 1 (January 1991):22-25. O’Connor, P. J. and Trussell, S. T. â€Å"The Marketing of Vocational Education. â€Å" VOCATIONAL EDUCATION JOURNAL 62, no. 8 (November-December 1987):31-32. Silberman, H. F. â€Å"Improving The Status of High School Vocational Education. â€Å"EDUCATIONAL HORIZONS 65, no. 1 (Fall 1986): 5-9. Reeves, Diane Lindsey â€Å"CAREER ACADEMY TOOLKIT†. Raleigh, North Carolina: Bright Futures Press, 2006. MLA Style: â€Å"vocational education. † Encyclop? dia Britannica. Encyclop? dia Britannica Ultimate Reference Suite. Chicago: Encyclop? dia Britannica, 2012.