Food and Eating Essay Example for Free

Food and Eating EssayJanuary 5 7 Hetherington, Kregg, Chapters 1-4 Cultivating Utopia Week 15 Case correction Growing organicJan. 12 14. Hetherington, Kregg, Chapters 5-8 Cultivating Utopia Exams handed back this week Make up exam on Tuesday January 12, 1-3 pm Week 16 tell and consumptionJan. 19 21. Roseberry, William. 1996. The jumpstart of Yuppie Coffee and the Reimagination of Class in the United States, American Anthropologist 98 (4). 762-775. (BLS). *Food basket assignment due on Thursday January 21st.Week 17 Gender, nutrient CommunityJan. 26 28 Beardworth, Alan and Teresa Keil, Food, family, and community in Sociology on the work forceu, London Routledge, pp. 73-99. (On reserve) Allison, Anne, Chapter 15 Japanese Mothers and Obentos in F C Week 18Gender, food the body.February 2 4 Bordo, Susan, Chapter 12 Anorexia Nervosa Psychopathology as the Crystallization of Culture in F C Parasecoli, Fabio, Chapter 13 Feeding Hard Bodies Food and Masculinities in Mens Fitness Magazines in F C Week 19Race, ethnicity food.Feb. 9 11 Williams-Forson, Psyche, Chapter 21, More Than Just the Big Piece of Chicken The Power of Race, Class and Food in American Consciousness in F C Nabhan, Gary Paul, Chapter 23 Rooting Out the Causes of DiseaseWhy Diabetes is So Common Among cease Dwellers in F C *Reading response due on Tuesday on either knowledgeWeek 20Nationalism foodFeb. 16 18 Penfold, Steve, 2002, Eddie repose Was No Tim Horton in Food Nations, ed. W. Belasco and P. Scranton. New York Routledge. Pp. 48-66. Wilk, Richard, Chapter 19 Real Belizean Food in F C Study Break February 22-28thWeek 21Foundational approaches defect 2 4 Barthes, Roland, Chapter 2. Toward a Psychosociology of Contemporary Food Consumption in F C Lvi-Strauss, Claude, Chapter 3 The Culinary Triangle in F C.Week 22Foundational approachesMarch 9 11 Douglas, Mary, Chapter 4 Deciphering a Meal in F C Mintz, Sidney, Tasting Food, Tasting Freedom in Tasting Food, Tasti ng Freedom. capital of Massachusetts Beacon Press. (On reserve) *Reading Response on either reading due on Tuesday.Week 23Foundational approachesMarch 16 18 Harvis, Marvin, Chapter 5 The Abominable farrow in F C Recommended Beardsworth, Alan and Teresa Keil, The mysterious meanings of meat In Sociology of the Menu pgs. 193-217. (On reserve).Week 24 McdonaldizationMarch 23 25 Ritzer, George, 2004 An introduction to McDonaldization in The McDonaldization of Society. grand piano Oaks, CA Pine Forge Press. pgs. 1-23. Yan, Yunxiang, Chapter 32 Of Hamburger and Social Space in F C * Reading Response on either reading due on Tuesday.Week 25 Challenging McdonaldizationMarch 30 April 1st. Leitch, Alison, Chapter 24 Slow Food and the Politics of Pork in F C Pilcher, Jeffrey, Chapter 25, Taco Bell, Maseca, and Slow Food in F C.Week 26Challenging McdonaldizationApril 6 8 Clark, Dylan Chapter 26, Punk Foods in F CCourse wrap up this week.*Final exam* will be scheduled during the exa m period. Please plan accordingly.Have a great summer

African religion Essay Example for Free

African morality EssayReligion is being described as the principle in a supernatural power considered as creator and governor of the universe. The indigenous African people honored a superior being before the recording of history. They practiced voodoos, witchcraft, black magic, obyah and oledamare. The foundation of African traditional religion is faith based upon dogmatism. They have the kind of faith that does not require any(prenominal) evidence. The African traditional religion has great belief in the presence of hard drink.Spirits, for the ancient African people, may be found in people, trees, animals, rivers, rocks, and mountains, and overly in automobiles. The Africans loathe crimes such as adultery, stealing, cheating, and suicide. The Africans believe that these liven up convey their wishes, demands and instructions to other people through the traditional priests. These priests perform rituals to the satisfaction of their clients who turn to them for the interpre tation of the spirits message.In Africa, there is a ritual performed for every event which are held through a dance, music or art that have been transformed into many forms. Yes, Africans do have their religion which actually centers on God just like Christians do. God is being perceived as the source of life and the creator of everything. For the Africans, creation is the sole spend a penny of God and theres no other explanation for creation other than this. God is viewed as the omnipotent, the everlasting, ever faithful and the most merciful Father.Symbols also play an important part in the African society. These are conveyd into the religious sphere to build a strong connection between the unseen spirits and the living. We see these symbols on walls or printed on the clothes worn by the traditional priests and other people who wish to express their mood through any of these symbols.Source Aderibigbe G. , African religion and Christianity in dialogue an appraisal from the African perspective, Africana Marburgensia 32 (1999),

A Case Study Of The Code Switching Patterns English Language Essay

A Case Study Of The Code Switching Patterns English Language EssayThe breeding investigates the br separately occasion of Lithuanian and English and polity-switching amidst the both in a family of Lithuanian-English bilinguals living in London. The data was collected by means of recording in the family home. The recording was accordingly transcribed and analysed, allowing me to identify a number of features of the features of the row choice and code-switching patterns. These included convergence or divergence from the viewpoint of the previous speaker, lexical need, comment to allow for greater fluency in the conversation, trigger words and the perceived identity of the speaker.I conclude from these observations that code-switching dope be seen as a assorted and fluid phenomenon which allows the speaker greater freedom of expression and performs a number of functions, both genial and pragmatic. The speakers consumption their dictions toThis dissertation looks at biling ual conversations between family members in a family environment. The main(prenominal) focus of the work is the strategic drill of code-switching. My particular interest is on how different members of the family use code-switching in order to express their field of study and individual identity and how this usage reflects their attitudes towards their lyrics.Theoretical s conduct to the studyBilingualismA fact frequently menti oned in bilingual studies is that over half the world is bilingual (Hoffmann 1991). However, patterns of individual wording use inwardly bilingual communities ar diverse and it has been claimed that bilingualism is more common in unilingual countries (Mackey 1970). Lithuania has a high take of bilingualism with over 70% of the residents being bilingual (http//www.stat.gov.lt/en/).Language use is influenced by social circumstances, especially with regard to the communicative situation in which the wording is employed. Bilingualism, however, is not automatically sustained withtaboo regular ex replaces in the pertinent talking tos. (Ervin-Tripp and Reyes 2005). Languages amongst second generation immigrants seem to be maintained in strong correlation to the amount of exposure within the home. Mackey Bilingualism Reader page 35. The level of actors line increase and performance argon affected by the intention of the speaker and the kinds of actions taken in order to carry through that function.The attitude of a speaker towards his or her phrase is a study factor in their style behaviour. A speaker who feels ashamed of his or her level of a particular language whitethorn use this less frequently or only use it in certain company. Certain languages carry semipolitical associations and behind be unpopular for this reason -for example, Russian was unpopular in many countries in the Soviet Union. Bilingual immigrant children may associate their second language with that of their friends and social life and ask a more positiv e outlook towards this (Lambert et al 1958 see Bilingualism a reader for ref).Code-switchingCode-switching is remarkably common in language contact situations, especially within plurilingual societies. The majority of code-switching studies have concentrated on the social motivation behind the switches (e.g. Myers-Scotton 1993) in rise to power to grammatical or syntactic constraints or psychological mechanism (e.g. Grosjean 2001).Alternation between languages seems to depend on a number of factors., including the conversational topic of the speaker, the somebody to whom he or she is speaking and the level of tension which he or she feels when taking part in the conversation for example when very tired, nervous, or angry. Myers Scotton (1993) amongst others has pointed out that bilinguals use code-switching in order to pass water the greatest use of their linguistic repertoire. For many bilinguals this is a part of their daily life. In multilingual societies this would take plac e in a variety of contexts, scarcely in the UK this is most commonly prove at home in a family environment. For this reason the study focuses on a family conversation.Age is a major factor for consideration in the study of language use within a family. For jr. immigrants bilingualism throw out be a short process which shadow lead to the second language overtaking the first-class honours degree if home is the only environment in which the first language is utilised. (Tits 1959 see bilingualism reader for ref). The study of younger immigrants is specialised as their stability in their first language needs to be considered whereas with older immigrants their first language is far more fixed and stable.1.1.2 Lithuania and the Lithuanian languageAccording to the Office for National Statistics (www.statistics.gov.uk), an estimated 74,000 Lithuanians lived in the UK in 2010.Lithuania became independent from the Soviet Union in 1990 and became a member of NATO and the European Union in spring 2004. Since Lithuanian independence many changes have taken place and popular culture is highly influenced by Western Europe and the USA. An important change regarding language is that many young people are now able to speak English or another foreign language, and have little noesis of the Russian language. In Soviet times the very large majority of the population was fluent in Russian. More than 70% of Lithuanians living in Lithuania in September 2012 are bi- or multilingual. (http//www.stat.gov.lt/en/) Russian is still the most widely spoken second language with English now the second. (Statistics Lithuania 2008).The total general Lithuanian-speaking population is estimated at astir(predicate) 3,100,000 (2011, http//www.indexmundi.com/lithuania/demographics_profile.html), near 2.9 million autochthonal Lithuanian speakers in Lithuania and nigh 200,000 abroad (http//en.wikipedia.org/wiki/Lithuanian_language). The Lithuanian language is a Baltic language which has been influenced by both Russian and Finnish, that retains many pure features of archaic Indo-European. The Russian language was in particular influential during the period of Soviet rule. Lithuanian is an inflectional language with seven cases and is gendered. The Lithuanian alphabet consists of 32 letters in the Latin alphabet employ diacritical marks. There are deuce main dialects which differ significantly from each other Auktaii (Auktaitian, mountainous Lithuanian) and emaii/emaitiu (Samogitian, Lowland Lithuanian). The family studied here speak standard or Highland Lithuanian.1.1.3 Key termsBilingualismDefinitions of bilingualism vary greatly. Bloomfield (1933) describes it as native-like control of two languages. However, this focus on the level of proficiency in each language does not boot to the use or function performed by the language. Definitions which are based on function take into account the fact that language is a communicative ray rather than an abstract entity. W einreich (1953) describes bilingualism as The practice of alternately using two languages. Els Oksaar (1983) takes function and proficiency into account in her definition of the ability of a person to use here and now two or more languages as a means of communication in most situations and to switch from one language to the other if necessary (p. 19). Hoffmann (1991) points out that bilingualism is relative, and although there have been many attempts to ready it, none of these is equally valid. She suggests that a useful approach could be to form a bilingual profile for each individual, accounting for variables such as the language development and maintenance of the languages, their sequential relationship, the competence in each, functional aspects, linguistic features, attitudes and environmental circumstances.The term balanced bilingual is used to describe a speaker who has equal command of both languages. However, Fishman et al (1971) point out that this situation is rare.Bilin guals who are equally fluent in both languages (as measured by their facility and correctness overall) are rarely equally fluent in both languages about all possible topics this phenomenon is invariably a reflection of the fact that societal allocation of functions is normally imbalanced and in complementary distribution rather than spare (Fishman et al, 1971, in MacSwan, 1999 30) .Code-switchingDefinitions of code-switching vary significantly between researchers. Code is generally used as a synonym of language, although there is some debate on this point, Jakobson distinguishing between the two terms, asserting that languages do not consist of codes, but rather contain them (Jakobson 1971). Some see code-switching as being the insertion of whole utterances in a non-dominant language between sentences (Dahl, Rice et al. 2010). Borrowing generally refers to the insertion of a word or phrase within a sentence piece retaining the syntax of the matrix language. Code-mixing However, t here is little evidence at present that there is a significant disagreement between these types, and many see the difference as best expressed in terms of a continuum (Clyne 2000). Jeanine Treffers-Daller (1994- linguistic c-s) points out that many researchers see a difference between instances of code-switching and transfer or interference both of these terms referring to the influence of one language on another. However, she argues that these can be seen as similar as they involve the occurrence of aspects of one language in a section of another language. In the current work, the term code-switching entrust be used in its broadest sense to refer to the use of two or more languages used within a conversation or utterance, whether this be inter- or intra-sententially, unless a particular term is used by another researcher cited here.Throughout this work I will refer to inter-sentential and intra-sentential code-switching switches which occur between sentences or within them resp ectively as originally be by Polack (1980).Crossing (also language crossing or code-crossing) refers to the use of a language or variety which isnt generally thought to belong to the speaker (Rampton, 1997, in Auer 1998P. Auer (ed) 1997/98 Code-switching in Conversation Language, Interaction and Identity (London Routlight-emitting diodege)Creolization is used here to mean the formation of a Creole language from the contact of a European language with a local language http//oxforddictionaries.comNative speaker when used in this project refers to a person who has spoken the language in motility from earliest childhood (http//oxforddictionaries.com). lucideThis is an ethnographic study using data obtained from naturally occurring speech of three bilinguals of differing levels of proficiency. The family were chosen as they are all first generation immigrants, bi- or tri-lingual and are integrated into British society while still retaining a sense of their Lithuanian identity through t heir visits to Lithuania and contact with Lithuanian friends and family. The produce, when collecting her son from school when he was about 5 years old, overheard him asking a friend Did you know that I am half-Lithuanian? She and so questioned him about why he thought he was only half Lithuanian when both his parents were Lithuanian. He answered that he was Lithuanian when he was at home because of his parents, but at school he was English because he spoke English there, and he knew he wasnt 100% Lithuanian, as he could not speak the language fluently. This biculturalism opens debate concerning the choice and use of language to broader issues such as identity. Oksaar (1983) argues that an immigrants two languages usually perform distinct tasks and the distribution of the languages in relation to the cultural spheres may be a decisive factor for the immigrants degree of integration.This study aims to investigate how the level of proficiency in a language affects the code-switching patterns in this family and how the family members use their linguistic repertoire to express their identity as Lithuanian, English, or both. No attempt will be made in this work to get wind grammatical restraints or features beyond a very basic level.Research QuestionsWhat are the language choices and code-switching patterns of the subjects in a family environment?Do the language choice and code-switching reflect on the proficiency level of the language used?What are the functional purposes of the code-switching?How are the individuals attitudes towards the two languages and their own identity reflected in their language behaviour?The first of these questions supports a general background on which the other questions are based. The second question relates the language choice and code-switching to the level of proficiency that the subjects have in the languages. Question 3 looks at the reasons behind the code-switching. Lastly, the final question examines if there is a relationsh ip between the attitude of the individual and their language choices1.4 HypothesesThat there is a correlation between the language choice and code-switching patterns of the speaker and their level of proficiency in that language.That the mother of the family, being the most balanced bilingual, will code-switch more frequently than the other two members of the familyThat the code-switching functions to facilitate understanding between all three members of the family and reflect their identities1.5 ConclusionThe structure of the paper is as followsChapter 1 has described the study and its aims. It has also disposed(p) a brief summary of the key ideas which will be investigated and the terms which will be used throughout.The second chapter will review the literature which I feel is relevant and of interest to the present study. This will examine the perspectives on code-switching abstract, commencement with the shrewd picking abbreviation. It will then examine Conversation outli ne as a ray of light for the analysis of code-switching data. Chapter 2 will also deal briefly with studies which look at the level of proficiency of the speakers and how this affects code-switching.The third chapter will describe the methodology used in the study including the research design issues and the positioning of the researcher. It will give an outline of the family background and history will then deal with the ethics, interviews and data collection which were carried out in order to conduct the research. A mention will also be made of the issues involved in data collection and the conventions used in the transcription as well as the methods used to analyse the data.Chapter 4 will look at the analysis of the data, dealing primarily with the research questions. It will examine the language choices of the subjects and how these choices reflect on the proficiency level of the participants in each language. It will then examine when the family code-switch when interacting an d what the functional purposes of the code-switching appear to be. There will then be a give-and-take of how the language choices reflect the individuals attitudes towards the two languages.Chapter 5 concludes the study with a discussion of the implications of the findings and a summary of the research, looking at the limitations of the research and any further development required.Chapter 2Review of relevant literature what about FAMILY studies and what is special about them?2.1 Introduction QUOTATIONS ONE OR TWO PER PAGEIn this chapter the literature concerned with the phenomenon of code-switching is examined to provide a conceptual framework. Studies have been carried out in this theater from psycholinguistic, grammatical or sociolinguistic perspectives. This literature review will concentrate only on the sociolinguistic studies as these relate most closely to the research carried out. I will firstly consider the different perspectives on code-switching analysis Analyses based on the social connotations of the two languages and Conversation Analysis. I will then examine studies dealing with the level of proficiency of the speaker and how this affects code-switching practices. I will also briefly investigate studies of bilingual children before concluding by linking these studies to the study carried out here.The last forty or fifty years have seen a profusion of research carried out into reasons for code-switching and the different manifestations of the phenomenon. Studies in this area can be conducted for their own sake, in order to demonstrate characteristic features of a language. Code-switching is also studied in order to look at grammatical features or constraints across languages or for cognitive processing purposes. In addition code-switching can investigate the ways in which identities, be these individual or group, can be formed and demonstrated. It can also give additional convey to an utterance which cannot be attributed to the meaning of the sum of individual words (Gardner-Chloros 2009)Code-switching is a conversational tool requiring competence pragmatically and grammatically (Koppe and Meisel 1995). Reasons why code-switching takes place are varied and complex. It is assumed to be related to the situational parameters of conversational topic, participant roles or the speech example itself (Auer 1995). However, intra-sentential code-switching may serve the purpose of emphasis, quoting another person, or to foreshadow a change in the participant addressed. It can also be used to indicate convergence or divergence from the previous participants statement (Zhu 2008). Inter-sentential code-switching can be used to fill gaps in lexical knowledge or to for emphasis (Zentella 1997) or to ask or answer rhetorical questions among other reasons.2.2 Perspectives on code-switching analysisIt is generally recognised that code-switching is meaningful from a social perspective. There are two broad schools of thought as to how thi s meaning is brought about. The first of these sees the choice of language as having a meaning, in terms of identity, views and values (Gumperz 1982, Myers-Scotton 1993). The other approach sees meaning as coming from the code-switching itself, that is, from within the conversation, rather than being reliant on external factors. This second approach concentrates on the sequences used and is generally studied using colloquial Analysis techniques. Increasingly researchers are favouring this second approach, as although it is widely acknowledged that social factors can play a significant role, this is not artless and cannot be assumed a priori (Cashman 2005, Williams 2005).2.2.1 Analyses based on the social connotations of the two languagesLanguage can be seen in terms of a we-code and they-code (Gumperz (1982). The we-code normally denotes a minority language linked to informal circumstances used by an in-group. The main community language, linked to formal circumstances, is a they- code. Typically in families in which the parents are immigrants to the UK, the parents will see their community language or mother tongue as the we-code and English as the they-code. Their children, however, brought up in the UK, are probably to feel that English is their we-code and to prefer to use this.Gumperz (1982) sees code-switching as meaningful from a social identity perspective. He carried out a study in Norway examining the use of Ranamal a local dialect, and Bokmal the standard language variety. These shared many similarities but were considered by speakers to be distinct. This distinction was important in order for the varieties to fulfil social functions. The local dialect was used with family, and to express local cultural identity, while the more standard variety was used in education and in the media. many another(prenominal) people switched between these two varieties depending on the topic of the conversation for example, an enquiry about family might be made in Ranamal, while Bokmal might be used while discussing business.Zhu Hua (2008) points out that a large body of evidence now indicates that there is no simple, one-to-one association between language and social values (p.1800) In an investigation into diasporic Chinese families in the UK, she examined the connection between social communication and socio-cultural values, focusing on code-switching between generations in action talk situations in which the speakers adopt different opinions on a subject. There appeared to be strategic language choices and positioning by the speakers. It appeared that code-switching functioned to focus the interactions between the speakers particularly when negotiating power relationships. Speakers showed convergence or divergence with the previous speakers view depending on their language choice speakers answering in the language in which they were addressed were is likely to be showing convergence.Investigations into non-Western code-switching h ave found evidence refuting the idea of different languages being associated with different groups. Stroud (1998) looked at the use of Tok Pisin, a national language, and Taiap, spoken by a tiny minority. It was found that no particular domain, subject or speech variety was spoken about in one language only.Rational choice analyses start from the basic standpoint of Gumperz (1982). The Markedness Model of Myers-Scotton (1993) makes the assumption that one language variety is always unmarked in any situation and that social norms act as constraints to speakers. She studied African urban communities and saw a distinction between the theories of allocation, where language behaviour is affected by the structure of society, and interaction, in which a person makes a rational selection to achieve a specific purpose. The mother tongue of the Kenyans studied was used with others of the same ethnic background and appeared to be important in terms of identity. It was also used for assistance from other members of the same group. English was used at home by those more affluent economically as it was assumed that this would help the children with their school education. The markedness idea is further developed in the Rational Choice Model (Myers-Scotton and Bolonyai 2001), which asserts that an unmarked choice is one in which the speaker chooses his or her language according to the conventions of the social norms. These norms can dictate that code-switching is in itself the choice which is unmarked. The Markedness Model appears to regard monolingualism as the starting point or norm and disregards variation between languages (Blommaert and Meeuwis 1998). The idea of strategic code-switching is also criticised as many see code-switching as an unconscious occurrence (Woolard 2004).This Rational Choice Model was employed by Alfaraz (2009) in a study of the use of Spanish and English in the Catholic mass. Quantitative analysis revealed a more frequent use of English than Spani sh during the service, making English apparently the unmarked choice. On closer analysis, however, it could be seen that Spanish was used for the ritualistic areas of the service, making this the unmarked choice. Alfaraz asserted that pragmatic meaning was not conveyed though the directionality of switching in the data. Instead, code-switching seemed to be used to emphasise contextual knowledge equivalent to what in monolingual settings is conveyed through prosody or other syntactic or lexical processes (Gumperz 1982 p.98). An example of this is in the use of pauses, which when between code-switched passages were found to be almost two seconds shorter than those between monolingual passages in the data, pointing towards the switching being used as a reinforcement of the effect of the pause.The Rational Choice Model assumes that choices are made between codes according to external values. However, more recent thinking about how meanings can be interpreted has asserted that they can be interpreted from the conversation itself without the necessity of relating to external norms. Li Wei (1998) argues that code-switching can be used to show the authoritative level of the speaker and their preference linguistically.2.2.3 Conversational analyses of code-switching see Nilep reciprocal sectionMacro-sociolinguistic aspects of code-switching, while giving a useful insight, can never determine absolutely code-switching. Gumperz (1982) maintained that in order to define the functions of code-switching a close and detailed analysis of conversation is necessary. On the basis of this he identified a list of six functions (quotation marking, addressee specification, interjection, reiteration, message qualification, and personalization versus objectivization. This list has led on to many other similar attempts to identify a list of code-switching functions ( romaine lettuce 1989 Nishimura 1997 Zentella 1997). These lists are problematic, however, as there are often problems w ith definition, as Auer (1995) points out. Although these may provide some useful guidelines, they are inadequate as a complete answer to the functions that code-switching carries out..Auer (1984) claims that bilingual interaction is susceptible to local methods of language negotiation and code choice and is autonomous at one level from the larger ideological and societal structures to which it are related. Conversational analyses of code-switching focus on the actual interactions and the fulfilment of interactional goals which take place between the speakers rather than on external factors. Li Wei (2005) regards Conversation Analysis as an extension of Rational Choice analyses, but seek evidence from talk-in-interaction rather than from external knowledge of community structure and relations (p.375). Myers-Scotton and Bolonyai (2001) have criticised this approach for the emphasis on transcriptions techniques and lack of focus on motivational choices. Li Wei (2002) claims that the conversational analysis approach is often used without explicit reference to the reasons why, but that it can demonstrate the motivation and intentions of the speaker in addition to revealing the process of generating ordered activity .Code-switching is commonly believed to be related to other manifestations of bilingual or multilingual behaviour rather than an isolated occurrence. Translanguaging home covers a diversity of practices including code-switching, code-mixing, crossing and creolization. Li Wei (2010) studied the multilingual practices of three Chinese undergraduate maths students resident in Britain through Moment Analysis. This aims to get under ones skin seemingly spur-of-the-moment performances and to establish their causes and results. Speakers seemed to express their identities and create their own social spaces through utilization of the linguistic resources available to them. Translanguaging space can be a reflection of an individuals identity and demonstrates t he way individuals use their linguistic resources to create their own space, rather than responding to external factors.Various patterns of interactions can be analysed in sequential code-switching Auer (1995). These can involve both the interlocutors speaking in different languages to each other, for example one person speaking consistently in English while the other replies in Lithuanian. However, this often leads to one interlocutor beginning to use the other language and becomes a monolingual conversation. When this pattern is seen it can indicate the preference of language by a speaker. It can also show the level of competence in a language (usually the speaker is more competent in his or her preferred language). It could indicate language choice for a social reason. Reyes (2004) states that code-switching can be used to extend communicative competence in situations where a one language is not adequate.Milroy and Wei (1995) claim that interlocutors decide on a language and tha t code-switching occurs within this. This code-switching becomes interactional in that participants often choose to speak in the language which best suits their interlocutor (Milroy and Li Wei, 1995). Their study found that Chinese immigrants to the UK varied in their language practices according to age, with the older generation preferring to use their Chinese mother tongue, and the younger generation showing a preference for English. Code-switching within this appeared to be used for repetition and emphasis, clarification and confirmation, as well as making language repairs (this last only amongst the adults).Critiques of Conversation Analysis claim that a focus too closely on conversation as the starting point for analysis in addition to not allowing macro-sociolinguistic evidence can result in unsatisfactory analysis of non-Western language behaviour. Language use and patterns of code-switching both structure and are organise by indigenous cultural practices (Stroud 1998 p.322) .2.3 Code-switching and level of proficiencyCode-switching has traditionally been seen as the result of a lack of competence in one of the languages, or a practice which is lazy or inhibits language learning. Bullock and Toribio (2009) state that it is . perceived by the general public as indicative of language degeneration (Bullock and Toribio 2009 p.1). However, studies have shown that these viewpoints do not reflect the truth (Hughes, Shaunessy et al. 2006). By focusing on code-switching as a resourceful process, it is possible to see the ways in which languages are used for communication and to advance learning (Liebscher and Dailey-OCain 2005). Weinreich (1953) described an idealised bilingual speaker who would use both codes distinctly. However, Grosjean (1997) has asserted that neither language system of a bilingual can be fully deactivated. This implies that bilinguals generally differ in some way from monolinguals, even in their principal language. Even the concept of the n ative speaker is now being challenged by code-switching practices (Gardner-Chloros 2009).The issue of the level of proficiency of the speaker and the effect of this on code-switching has long been under debate. McClure (1977) noted that the use of code-switching changes with age. younger children were seen to code-switch nouns whereas older ones switched phrases and sentences, thus indicating that there is a level of proficiency which must be reached for code-switching to take place. However, according to Myers-Scotton (1993), there is no clear level of proficiency that a speaker must obtain in a second language in order for code-switching to take place.Code-switching has been seen as a strategy to cope with deficiencies in one or both of the languages (MacSwan 1999). These deficiencies were previously referred to as semilingualism (Cummins and Miramonte, 1989, in MacSwan, 1999) and were thought of as causing low academic achievement in multilingual children (Milroy and Muysken 199 5, Tokuhama-Espinosa 2003). However, Li Wei (2000) points out that the term was used for ethnic minorities and not for the speakers of mainstream languages. Poplack (1980) was critical of the term for the implication that the speakers are not fully literate, and the stigma involved for those it referred to.Romaine (1995) points out thatAlthough it is popularly believed by bilingual speakers themselves that they mix or borrow because they do not know the term in one language or another, it is often the case that switching occurs most often for items which people know and use in both languages. The bilingual just has a wider choice at least when he or she is speaking with bilingual speakers. In effect, the entire second language system is at the disposal of the code-switcher. (1995, p. 143)A study carried out by Valadez, MacSwan and Martnez

Risk Assessment Case Study

fireangerment Assessment Case StudyC is a 14 year old boy who has a diagnosis of autistic spectrum disorder and learning damage. C is a actu on the wholey active young boy. His breed is a P.E teacher and has him involved in umpteen outdoor activities. C loves being outdoors and doing practical hands on things often(prenominal) as cooking and outdoor activities. Although C is involved in various activities, these argon all organised by his family. Mrs F receives that C constantly seeks reassurance when doing tasks etc. She would the like to dampen his dependence by involving him in activities which argon not organised by the family. Furthermore Mrs F felt concerned that if anything were ever to happen to her or her husband, she would like to k without delay that C has some experience within a different type of home address reposeting. I completed a UNOCINI sound judgment on C and a carers judgement on Mrs F. From that I felt that C would benefit from some time spent a stir up from the family. After completing the carers assessment with Mrs F, I determined that although the main reason for the parents was to develop Cs independence now that he is 14, I felt they would also benefit from these few hours of backup man. The consider for respite was not initially an issue however when I got Mrs F to think nearly her caring role and the level of caring responsibilities and how this impacted on her tenderly and emotionally, she ac noesisd that yes, these few hours would act as respite for her as she care for C full-time when she comes home from work on weekdays and at the weekends. This option would help to develop his independence and get him more socially integrated in activities not organised by the family. I also identified twain other works called En fitted and Charis. The family were informed of these services and given the appropriate culture. I left this information with the family so that they could make an informed decision. Mr and Mrs F concord that they would definitely command to consider the option of the respite unit for C to attend for a few hours every week initially, with the view that they whitethorn loss to increase this at a later date.The purpose of this piece of work is to carry out a try assessment prior to C commencing the arrest a breath bite unit. This entrust need to consider any risks there are with C, how C may be charter, what the triggers etc are and how the staff at O bunghole surmount deal with these risks. Because there are signifi poopt behavioural problems with C, the risks are mainly centred around outdoor safety as he has a signifi push asidet timidity of dogs, his dislike of loud noises and status of his speech difficulties which go away most in all likelihood result in communication difficulties. These factors all present risks to C and this confluence is an hazard for Cs parents, a staff member from the unit, Cs teacher and I to come together, come upon out the risk s, discuss how they are a risk to C and identify the beaver ways the staff can reign over these risks.Legislation that will guide my practiceAs a student social doer I have a job to practice in a professional and legal manner and it is of import that I am aware of the legislation related to disability, which provides the mandate for the intervention.The Health and Personal Social Services (NI) browse (1972) sets out the role of social doers in word 4 as having a duty to promote the well being of all the public.The Chronically Sick Disabled Persons Act 1978 legally obliges Personal Social Services to disseminate information, assess need, ingest and maintain self-confidential information and provide Social Welfare Services to meet the necessarily of any person defined as chronically grisly and/or disabled. below this piece of legislation disabled people have the right to live in the community and be provided with appropriate keep going services. Under section one, auth orities have a duty to inform themselves of the form and needs of handicapped persons in their areas and a duty to publicise available services. segmentation 2 lists various services which should be provided to meet the needs of disabled people including social work support to families, adaptations to the home and including special equipment, holiday arrangements and meals (OliverSapey, 2006). An chance for C to develop his independence has been identified as a need for C. I have enquired into the services available and signposted the family to these services. It is now their decision as to whether they penury to avail of them or not.The Children (NI) Order 1995 is the main piece of legislation associated with the Childrens Disability Unit. This piece of legislation sets out the powers and duties of the organized religion in relation to Children in strike and others. The consecrate sets out clear assessment surgical procedures for kidskinren in need which flummox sexual c onquest of any special needs. The order outlines that children with a disability will, in many cases, posit continuing services throughout their lives therefore the assessment process needs to take account of any special needs and to take a longer perspective than for other children in need. A holistic assessment is needed to determine what is best needed for that child, taking into account the child and familys strengths, weaknesses and capacities. I have assessed the needs of C and his parents and from that I feel that I strongly feel this service will be of benefit to both C and his parents.Article 17 (c) defines a child in need as a child with a disability C has a diagnosis of autism and learning disability and therefore is considered a child in need due to this disability. Also I am aware that in accordance with this legislation (Article 17 a b) I have a responsibility to ensure C reachs or maintains a reasonable standard of schooling or health through the cooking of servi ces. I will bear in mind Article 18 which sets out the trusts duty to support children in need. I had a duty to support C by carrying out an assessment of need which will rendered me to determine what type of support C required. Support may be provided in equipment casualty of providing services, signposting, referral to other agencies or the worker may provide emotional support, 1 to 1 work, advice, a listening ear etc. In this instance I have provided the appropriate support through signposting the family to two other services for C and I am in the process of providing them with a respite service. at heart my work with children I am conscious that the welfare of the child is paramount and that this highlysedes all else (Article 3 (1). To ensure I achieve this I have knowledge of and will make reference to The Welfare Checklist Article 3 (3) (Children NI Order 1995)The Disabled Persons Act (NI) 1989 also gives the mandate for the intervention. It gives psyches more control oer their lives by providing them with the right to representation, consultation, assessment, information this I consider to be my role. Carers also have the right to request an assessment and the ability to care is taken into consideration during the assessment process and when decisions are made. The legislation ensures that disabled people have equal opportunities in terms of services amongst other things. I have already completed a carers assessment with Mrs F which indicated that this service would also be of benefit for her as Cs carer.United Nations Convention on the Rights of the Child (1991) set out for the set-back time, the rights of the child. Article 2 states, Whereby appropriate measures should be taken to ensure that the child is protected against all forms of discrimination or punishment on the basis of the status, activities, expressed opinions, or beliefs of the child, parents, legal guardians or family member and under article 6 whereby all children have the right t o life and to the greatest accomplishable opportunities to develop fully. It is hoped that through C spending some time away from his family, it will develop his independence. Under article 3, whereby in all actions the best interests of the child shall be a primary consideration. In assessing the risks associated with C, we will be able to identify what the risks are, what the level of risk is, are there any triggers, what primary duty tour strategies can be used to avoid these behaviors and reactions occurring, what secondary measures should be introduced if the behaviors become apparent, what reactive strategies should be required, specify any unmanaged risks and determine what should be the response spare-time activity a behavioral incident.The Human Rights Act 1998 brought the European Convention of Human Rights into domestic law. Human rights are universal legal guarantees protecting individuals and groups against actions and omissions that affect their granting immunity a nd human dignity (SHSSB, 2004 42). Every child has rights under the United Nation Convention on the Rights of the child 1989. Every child has a right to survival, developmental, justification and participation rights. Article 23 of the UNCRC states that a disabled child should enjoy a full and decent life, in conditions which ensure dignity, promote self credit and facilitate the childs active participation in the community.I am mindful that the Data Protection Act (1998) must be adhered to at all measure in order to ensure that information is accessed only by people who have a right to access it. This ensures that service user confidentiality is respected and that pertinent and accurate information is stored. This legislation safeguards personal data i.e. personal information that is stored on computer and on relevant manual filing systems under cardinal principles.Policies and ProceduresIt is imperative that as an student of the trust I have knowledge of the Trust Policies a nd Procedures and how they inform my practice. It is cardinal that I inform Mrs F about the complaints procedure and provide a leaflet advising individuals of how to make a complaint and express their views about the Trust services. It is important for the Trust to have feedback from service users as this enables the Trust to change and improve standards of services were appropriate. Furthermore it is important service users are aware of the confidentiality policy. I will explain to Mrs F that the information discussed within the opposition will be kept confidential.Theoretical ConsiderationsRisk became a dominant preoccupation within Western society towards the end of the 20th century, to the point where we are now said to live in a risk society, with an emphasis on un plasteredty, individualization and culpability (Beck, 1992). Social workers frequently have to deal with risk. unambiguous examples would be when there are concerns about the safety of children. The process of ass essing risk highlights the complexity of the social work role. The fact that decisions have to be made seems to require an element of control in peoples lives and this can cause conflict for some workers. The question often arises about the obvious power imbalance between the worker and the service user and issues can surface around care versus control.Burke and Cigno (2000) pose the question as to what degree of vulnerability in children reaches the degree of verge for intervention, and what should be done to minimize the risks to children. These are difficult issues to reconcile. All parties concerned should be aware that allowing children to take a certain amount of risk is experience of human beings to fulfill their potential. Denial of risk-taking greatly reduces steps towards independence and decreases quality of life. Trying to balance between parental and organisational protectiveness and acceptance of the childs need to take risks can be a difficult undertaking. There is a lso the problem of communicating effectively with children their wishes and needs. In the case of children and young people with learning difficulties, professionals are likely to have to learn additional ways of ascertaining the childs wishes and assessing his or her situation.All forms of risk need to be admit in any assessment or military rank (Trevithick, 2003 115). A risk assessment is only valid for the situation which it has been carried out in and needs to be an ongoing process as the child develops. It is important to recognize that the situations of children and families are not static they are fluid and changing. Each individual risk has a lifespan and needs to be constantly monitored and reviewed. However, it is important not to give the concept of risk more weight than is needed by becoming too focused on controlling risks. Questions should be asked about whether or not the level of risk is acceptable, sometimes risk is inevitable and to try and control everything a pe rson can or cannot do can be a breach of a persons basic human rights. The Bamfords Review of Mental Health and Learning Disability Equal Lives Group argued how service users want the chance to make their bear choices in life and to be supported by the professionals around them, not simply told what they can and cannot do. Hope and Sparks (2000) suggest that a risk assessment can only identify the problem of harm, assess the impact of it on key individuals, and pose intervention strategies which may diminish the risk or reduce harm. They do not believe that assessments can prevent risk completely. This is something which I would be inclined to agree with.Beckett and Maynard propose that control may be used to protect service users, staff and other members of the community and that by controlling the extent of potential risks that we are ensuring that the best possible care can be delivered. They feel that control used appropriately is not the opposite of care, but on the contrary i s an expression of care. We should not fall into the simplistic idea that the use of statutory powers is necessarily oppressive or that working in other ways is necessarily anti-oppressive.There has been a concurrent festering mistrust of professionals in social work and an increased reliance by the profession on complex systems of assessment, monitoring and quality control (Stalker, 2003). Parton (1998) proposes that the blaming society is now more concerned with risk avoidance and defensive practice than with professional expertise and welfare development. However, risk is a normal and often beneficial part of everyday life. While it enables learning and understanding, in the case of potentially destructive consequences it may need to be monitored and restricted.The Southern Health and Social Care Trust (2008), define risk as the chance, great or small, that damage or an adverse outcome of some kind will occur as a result of a particular hazard. It is the threat that an event or some action will adversely affect the Trusts ability to successfully execute its strategies and achieve its objectives. It is a process of continual improvement which requires the identification, assessment, analysis, evaluation, treatment, monitoring and communication of risk. The Southern Trust Risk Management Strategy recognizes the need to reduce and eliminate or reduce all identifiable risk to the lowest practicable level. The trust is committed to achieving this through a holistic approach based on the principle that risk management is everybodys responsibility.There are two important models to consider when assessing risk, that of Brearley and that of Greg Kelly. Brearleys analysis of risk talks about predisposing hazards, which are factors that cannot be changed or are difficult to change before decisions are to be taken. He talks about situational hazards, which are factors specific to the situation that can be changed. Brearley also takes into account the strengths of the situation as factors that decrease the possibility of a poor or loss outcome. This is a confirmatory step which may encourage families if their strengths are acknowledged. The Childrens (NI) Order 1995, promotes the welfare of the child and risk assessment and risk management are now a central part of the social work role and should acknowledged accordingly.Greg Kellys model is designed for use when there are serious concerns for the welfare of the child. It is designed to help clarify the issues in relation to the protection of children, to address key questions in decision making in situations where risk is present, what is the problem and how serious is it? The development of a non-technical language (strengths and weaknesses) has made the model useful in share and discussing issues with parents. What is very useful about this model is that it categorises risk. Thus to agree on the degree of risk is to agree on the harm that is more likely (high risk) or less likely (low risk) to occur in the absence of preventative measures. It inevitably involves a degree of predicting future events. Almost by definition taking decisions in situations of risk means taking them not in ideal circumstances and with less knowledge than we feel we need. Despite the dangers, however, childrens circumstances sometimes require that we take decisions based on our best estimate of the risk of harm to them in a particular situation and at a particular time.The risk assessment pro-forma used at O respite unit is based on Greg Kellys model in that it categorises risk as high, low or medium. High Risk would be recent and regular accompaniment of behaviour, for example in the past 3 months. Medium risk would be recent and only occasional occurrence in the past 3 months. Low risk would be seen as having happened in the past but would only have occurred very minimally in the past 3 months. The assessment here is not just the potential of risk of harm to the children, but also the indiv idual measures staff can take to prevent the likelihood of the risk actualizing and any steps that management may need to take.Person centred excogitatening is rooted in the belief that people with disabilities are entitled to the selfsame(prenominal) rights, opportunities and choices as other members of the community. Person centred final causening has been around for about twenty-five years and its principles are about sharing power with service users and community inclusion. This way of thinking insists that people with disabilities have the same quality of life and position in society which is equal to people without disabilities. It challenges the idea of group people together on the basis that they are perceived as needing the same level of assistance. Person centred homework asks how the client wants to live their life and ways that they think could make this possible and if they require any support with this. Person centred planning has five key features- The person is at the centre, family members and friends are partners in planning, the plan reflects what is important to the person, their capacities and what support they require, the plan helps build the persons place in the community to welcome them. It is not just about services and reflects what is possible, not just what is available. The plan results in ongoing listening, learning, and further action. Putting the plan into action helps the person to achieve what they want out of life.Person centred planning is about the social worker facilitating the service user to take control of his or her own lives and move forward as much as is possible. Coulshed and Orme (2006) illustrate how it focuses on the individual as unique and special in their own situation. It is important for the social worker to develop a near(a) relationship with the service users for this approach to be successful. It encourages the development of an equal, non-authoritarian relationship where both service user and soci al worker work together to establish a significant and meaningful relationship.(Trevithick, 2006 271)It is important in person-centred planning to work out what is important to the client but also what is important for the client, which can sometimes be difficult. This can even be simple things such as pen pictures which illustrate the things which are of most important to our clients. This can include information such as favourite foods, colours, clothes, possessions, people, activities or place. It is important to find these principles when I am completing the risk assessment and ensuring that it is a personalised account of this child.Previous knowledgeMy knowledge of risk assessment is initially very limited. Although I have completed various UNOCINI assessments, and within that you are thinking about risk and identifying potential risks for that child or family if certain support networks or services etc are not put in place, this is not as extensive as this specific risk asse ssment I am to begin with C. I read around the topic of risk assessment and took into account the different models, especially the Southern Trusts Risk Management Strategy. I also considered number 4 of NISCC objectives which was to manage risk to individuals, families, carers, groups, and communities, self and other colleagues. This increased my sense of purpose and direction in which the risk assessment was to take.I have good knowledge around C and the family as I had completed the initial assessment. I have previously met with Cs teacher which gave me an insight into Cs insouciant routine at school and explained the best way to communicate with C. Further to this I read a completed risk assessment which used the same pro-forma to gain a better understanding of how the information gathered should flow.It is important to have an understanding of what autism is and how it can impact on a person and their family as C has autism. Having shadowed the autism support worker few home v isits to see children who have autism, I already had an insight into the magnificence of the schedule and routine for children who have autism. I had also previously increased my knowledge base by talking to the autism support worker within the team about the disorder and its effects. My first degree in Psychology also looked at autism and its effects on development so I have refreshed my memory and read my notes again.tune into my own feelings as a workerI feel a little nervous as I will be facilitating this meeting. I feel nervous about the fact that there will be other professionals such as Cs teacher and the social worker and manager from the respite unit. Furthermore, Mrs F is also a teacher. Considering Mrs Fs profession, she may have standards and I hope I am able to effectively facilitate the meeting in a professional manner which meets her standards. In saying this, I have met with Mrs F on a few occasions and I feel very cheery with her. I want to be able to facilitate t his meeting as effectively as possible in ensuring everyone gets an opportunity to contribute, all opinions are considered, all risks are identified and a plan is set in place which will effectively manage these risks. I feel slightly more confident in that I have met with the social work manager and Cs teacher before and feel I have built up a good rapport with Mrs F.Tuning Cs feelingsC is unable to contribute to the meeting due to his learning disability.Tuning into parents feelingsThis is a new experience for Mrs F as she is Cs main carer and the only time they are ever apart is when C is away at school. She may be feeling anxious(predicate) about considering the risks there are with C. She is placing a lot of trust in the staff at O in order to be aware of these risks and manage them. However this is an opportunity for Mrs F to inform the staff on how to best, most effectively manage the risks associates with C. In turn this meeting may consequently diminish Mrs Fs anxieties i n knowing that we have identifies the relevant risks and we are fully aware of how to most appropriately manage these risks. This will hopefully provide reassurance for Mrs F in knowing that the relevant safeguards will be put in place prior to C commencing the unit.SkillsIt is important that I am able to analyze the information from the O assessment in order to determine if there are any risks, what they are, how they are currently managed and how they could be best managed by staff members. I have already analyzed what the risks are. I have determined that Cs communication is a risk as there is a risk he may become distressed if the staff at O do not understand him. I thus felt inviting Cs teacher to the meeting was important. I felt this could also act as an information sharing meeting whereby the people that C spends most time with such as his suffer and teacher would be able to give stimulation on how best to communicate with C. Cs teacher previously informed me that use of th e PECS and super symbols would be essential to apply in order to effectively communicate with C, until such times as the staff familiarise themselves with C. The ability to analyze involves fault a situation or issue down into its component parts so that the inter-connections and patterns can be uncovered (Thompson, 2005). I need to be able to analyze the information gathered to determine what the risks are, to determine the level of risk and determine what safe guards need to be put in place in order to try and reduce these risks.Communication has been defined as, the verbal and non verbal exchange of information, including all the ways in which knowledge is transmitted and received (Barker, 2003 83). I will be facilitating this meeting and thus I need to communicate in a clear and concise fashion in explaining the purpose of the meeting, what I hope to cover, why and what I hope to achieve. I will explain the relevance of inviting Miss V, Cs teacher and explain how I hope she wil l be able to contribute to the meeting. This will reassure Miss V of her role, purpose and prepare her for what she may want to say with regard to how the staff can best communicate with C. I will similarly explain the relevance of why Cs parents are there also, in that they know C best as his parents and carers and their input and advice will be most valuable with regards to identifying any additional risks I may have missed, and how to manage these and give any input they wish throughout the meeting. This is also an opportunity for Cs parents to ask any additional questions, be reassured that we are aware of the risks involved with their son, the appropriate safeguards will be put in place to try and minimize the risks and what plan they have in place if something does happen to C.Negotiation skills are vital as a result of this Risk Assessment. I have invited the relevant persons to this meeting so important information can be shared with regard to how certain risks can be most e ffectively managed. Miss V, Cs teacher has a good insight into effective communication exchange techniques which will allow the staff and C to effectively communicate with each other and understand what C is communicating. This is vital in order to prevent C from feeling spoil if noone understood what he was saying or what he wanted etc. I will be looking upon Mr and Mrs F are experts in their own family lives. Noone will know C better than themselves and thus their input is vital in indentifying any additional risks, how they can best be managed. Before we end the discussion, in order for the risk assessment to be effective I feel it is necessary that everyone negotiates on how the risks can most effectively be managed.Trevithick (2005) proposes that listening provides a creative opportunity to demonstrate our commitment and care. The essence of good listening is learning about how to reach the emotions and thoughts of others it requires active involvement and engagement with the client. I am confident in my ability to convey that I am valuing Mrs Fs contribution as she is the expert her family life with C and Mrs Vs contribution as Cs teacher.ValuesI am committed to anti-oppressive practice and Thompsons PCS model of discrimination helps me to be mindful of this. Thompson analyses discrimination in terms of three levels the personal, which highlights the feelings and locations at an individual level the cultural which refers the social norms, and the structural level which is the way that oppression and discrimination can be institutionalised in society.Biesteck cling to principles are principles of the social worker-service user relationship which are deemed to be effective forms of practice. The principles are- individualization, purposeful expression of feelings, controlled emotional involvement, acceptance, non-judgemental attitude, service user self-determination and confidentiality.I think these value principles have a lot to offer professionals. I think in terms of this risk assessment I will be aware of the vastness of individualisation. This is a specific piece of work which directly impact on the care and support that C will receive while he is at O for respite. It is vital that the work is an accurate representation of C and his individual needs. Biestecks value principles are a useful checklist to ensure that we are practicing in an anti-oppressive manner. bingle of the core values that I believe to be relevant in all of my work is respect for the person I am working with. Valuing Ms F and treating her with dignity is fundamental to a good working relationship. This should be a part of my everyday practice, part of empowerment, participation and choice (Payne, 1998). Thompson acknowledged the importance of respecting persons and not treating them in a way that you would object to if other people treated you like that (Thompson, 2000).In order to build trust and a positive working relationship with Ms F, Rogers (1961) co re conditions of empathy, congruence and unconditional positive regard are vital. I need to be able to convey to Mrs F that I understand their situation and their feelings. In order to do this I need to be open and honest and convey warmth and a non-judgmental attitude to Mrs F. If my work is to be effective it needs to be based on partnership. I hope to convey to Mrs F that she will always will be the expert on herself and C and their family situation. Within a social work context, it is the service users who should define their own needs and dictate wherever possible how their needs should be met (Parker Bradley 2003). Useful pointers in developing a relationship based on partnership include do not do most of the talking, do not put words into peoples mouths, help everyone feel comfortable, particularly Mrs F.Empowerment involves seeking to maximise the power of clients and to give them as much control as possible over their circumstances. It is the opposite of creating dependenc y and subjecting clients to agency power (Thompson 199380). I will be reminding Mrs F of the importance of her contribution in identifying any risks and advising on how she best manages those risks at present as no one knows C better than herself. Hopefully this reassurance will empower Mrs F to contribute as much as possible to the sharing of information.

Hierarchy Of Effects Model

Hierarchy Of Effects Model announce is a form of communication used to persuade an audience to take or so run with respect to products, ideas, or services. The desired result is usually to drive consumer behavior with respect to an organizational goal commonly to increase awareness or sales. Advertising messages are usually paid for by sponsors and viewed via various media including traditional media much(prenominal) as newspapers, magazines, television, radio, outdoor or direct mail or new media much(prenominal) as websites and text messages. In shorter terms, advertizing is the non-personal communication of information usually paid for and usually persuasive in nature about products, services or ideas by identified sponsors through the various media. However non all advertisement are successful and those that fail are importantly due to the wishing of communication or failure to establish the desired messages to the audiences. In order for an advertizing campaign to be su ccessful, there are several implementations based on advertising theories which tin drive out help communication to occur effectively with the audience.Hierarchy-of-Effects ModelAmong advertising theories, the hierarchy-of-effects model is predominant. It shows clear steps of how advertising works.Hierarchy of effects Model can be explained with the help of a pyramid. First the lower level objectives much(prenominal) as awareness, knowledge or comprehension are pass oned.Subsequent objectives may accent on moving vistas to higher levels in the pyramid to elicit desired behavioral responses such as associating feelings with the filth, trial, or regular use etc. it is easier to accomplish ad objectives located at the base of the pyramid than the ones towards the top. The percentage of prospective customers will decline as they move up the pyramid towards to a greater extent exertion oriented objectives, such as regular brand use.AwarenessIf most of the target audience is unawa re of the object, the communicators task is to build awareness, perhaps just arrive at recognition, with simple messages repeating the product name. Consumers must(prenominal) become aware of the brand. This isnt as straightforward as it seems. Capturing someones attention doesnt mean they will notice the brand name. Thus, the brand name needs to be made focal to get consumers to become aware. Magazines are full of ads that will capture your attention, precisely youll have trouble well seeing the brand name.KnowledgeThe target audience might have product awareness but not know much more whence this stage involves creating brand knowledge. This is where comprehension of the brand name and what it stands for become important. What are the brands precise appeals, its benefits? In what way is it different than competitors brands? Who is the target market? These are the theatrical roles of questions that must be answered if consumers are to achieve the step of brand knowledge.Liki ngIf target members know the product, how do they feel about it? If the audience looks unfavourably towards the product to communicator has to denudation out why. If the unfavorable view is based on real problems, a communication campaigns alone cannot do the job. For product problem it is necessary to first ensnare the problem and only therefore can you communicate its renewed quality.PreferenceThe target audience might like the product but not favor it to others. In this case, the communicator must try to build consumer predilection by promoting quality, value, performance and other features. The communicator can check the campaigns success by measuring audience preference before and after the campaign.ConvictionA target audience might prefer a particular product but not develop a conviction about buying it. The communicators job is to build conviction among the target audience.PurchaseFinally, some members of the target audience might have conviction but not quite get around to making the purchase. They may wait for more information or plan to act later. The communicator must need these consumers to take the final step, perhaps by offering the product at a low price, offering a premium, or letting consumers tried out. This is where consumers make a move to actually search out information or purchase.Thus advertising is thought to work and follow a certain sequence whereby the prospect is moved through a serial publication of stages in succession from unawareness to the purchase of the product.Advertising cannot induce immediate behavioural response, rather a series of mental effects must occur with the fulfillment at each stage before progress to the next stage is possible.3ALIENCE IN OUR SENSE IS astir(predicate) THE BRAND COMING TO MIND IN PERSONALLY RELEVANT CHOICE SITUATIONS 2OMANIUK AND 3HARP B 4HE BRAND HAS BECOME PART OF ONE S BROAD context SET A BRAND THAT ONE MIGHT BUY OR USE n EITHER NOW OR IN YEARS earlier4HIS GOES WELL BEYOND TRADITIONAL AWARENESS OR EVEN THE strength OF SUCH AWARENESS E G lRST RECALL3ALIENCE CONCERNS THE SIZE OF THE BRAND IN ONE S MIND 2OMANIUK AND 3HARP B I E ALL THE MEMORY STRUC TURES WHICH CAN ALLOW THE BRAND TO COME FORWARD FOR THE WIDE hightail it OF RECALL CUES THAT CAN OCCUR IN PURCHASE OCCASIONS 7ITH THIS SHARE OF MIND COME FEELINGS OF BEING FAMILIAR AND FEELINGS OF ASSUR ANCE h9ES ) VE HEARD OF IT )T SHOULD BE ALL good v 4HAT IS OUR BROAD DESIGNATION OF h3ALIENCEv n AWARENESS AND MEMORY TRACES PLUS FAMILIARITY PLUS ASSURANCE-ORAN IN HIS SEMINAL PAPER AL READY unhappy THE ROLE OF A BRAND S h0RES ENCEv 3IMILARLY BULLMORES fAME(2002) IS A COLOURFUL WAY OF REmECTING SA LIENCE UT IT OVERSTATES THE ROLE OF BIG BRANDS n SUCCESSFUL SMALL BRANDS CAN however BE SALIENT FOR THOSE WHO USE OR CONSIDER THEM BUT HARDLY famousDigital advertisingTelevision advertising / Music in advertisingThe TV commercial is generally considered the most effective mass-market advertising format, as is reflected by t he high prices TV networks charge for commercial airtime during popular TV events. The yearbook Super Bowl football game in the United States is known as the most prominent advertising event on television. The average court of a single thirty-second TV spot during this game has reached US$3 million (as of 2009). The majority of television commercials feature a song or jingle that listeners soon relate to the product. Virtual advertisements may be inserted into regular television programming through computer graphics. It is typically inserted into otherwise blank backdrops9 or used to replace local billboards that are not relevant to the remote broadcast audience.10 More controversially, virtual billboards may be inserted into the background11 where none exist in real-life. This technique is especially used in televised sporting events.1213 Virtual product placement is similarly possible.1415 Infomercials An infomercial is a long-format television commercial, typically five proce edings or longer. The word infomercial combining the words information commercial. The main objective in an infomercial is to create an impulse purchase, so that the consumer sees the presentation and then immediately buys the product through the advertised toll-free telephone number or website. Infomercials describe, display, and often demonstrate products and their features, and commonly have testimonials from consumers and industry professionals.Radio advertisingRadio advertising is a form of advertising via the medium of radio. Radio advertisements are broadcast as radio waves to the air from a transmitter to an aerial and a thus to a receiving device. Airtime is purchased from a station or network in exchange for airing the commercials. While radio has the limitation of being certified to sound, proponents of radio advertising often cite this as an advantage. Radio is an expanding medium that can be found not only on air, but also online. According to Arbitron, radio has app roximately 241.6 million weekly listeners, or more than 93 percent of the U.S. population.Online advertisingOnline advertising is a form of promotion that uses the cyberspace and World Wide Web for the expressed purpose of delivering marketing messages to attract customers. Examples of online advertising include contextual ads that appear on search engine results pages, waft ads, in text ads, Rich Media Ads, Social network advertising, online classified advertising, advertising networks and e-mail marketing, including e-mail spam.Product placementsCovert advertising, also known as guerrilla advertising, is when a product or brand is embedded in entertainment and media. For example, in a film, the main character can use an item or other of a definite brand, as in the movie Minority Report, where Tom Cruises character John Anderton owns a phone with the Nokia logo clearly indite in the top corner, or his watch engraved with the Bulgari logo. Another example of advertising in film is in I, Robot, where main character played by Will Smith mentions his Converse shoes several times, calling them classics, because the film is set far in the future. I, Robot and Spaceballs also showcase futuristic cars with the Audi and Mercedes-Benz boy clearly displayed on the front of the vehicles. Cadillac chose to advertise in the movie The Matrix Reloaded, which as a result contained many scenes in which Cadillac cars were used. Similarly, product placement for zed Watches, Ford, VAIO, BMW and Aston Martin cars are featured in recent James Bond films, most notably Casino Royale. In Fantastic Four Rise of the Silver Surfer, the main transport vehicle shows a considerable Dodge logo on the front. Blade Runner includes some of the most obvious product placement the consentaneous film stops to show a Coca-Cola billboard.Physical advertisingPress advertisingPress advertising describes advertising in a printed medium such as a newspaper, magazine, or trade journal. This encomp asses everything from media with a very broad readership base, such as a major national newspaper or magazine, to more narrowly targeted media such as local newspapers and trade journals on very specialized topics. A form of press advertising is classified advertising, which allows private individuals or companies to purchase a small, narrowly targeted ad for a low fee advertising a product or service. Another form of press advertising is the Display Ad, which is a larger ad (can include art) that typically run in an article section of a newspaper.Billboard advertising Billboards are large structures located in public places which display advertisements to highly pedestrians and motorists. Most often, they are located on main roads with a large amount of passing motor and pedestrian traffic however, they can be placed in any location with large amounts of viewers, such as on mass track vehicles and in stations, in shop malls or office buildings, and in stadiums.The RedEye newspape r advertised to its target market at North Avenue edge with a sailboat billboard on Lake Michigan.Mobile billboard advertisingMobile billboards are generally vehicle mounted billboards or digital screens. These can be on dedicated vehicles built solely for carrying advertisements along routes preselected by clients, they can also be specially equipped cargo trucks or, in some cases, large banners strewn from planes. The billboards are often lighted some being backlit, and others employing spotlights. Some billboard displays are static, while others change for example, continuously or periodically rotating among a set of advertisements. Mobile displays are used for various situations in metropolitan areas throughout the world, including Target advertising, One-day, and long-term campaigns, Conventions, Sporting events, Store openings and similar promotional events, and boastfully advertisements from smaller companies.In-store advertisingIn-store advertising is any advertisement pla ced in a retail store. It includes placement of a product in visible locations in a store, such as at eye level, at the ends of aisles and near checkout counters, eye-catching displays promoting a specific product, and advertisements in such places as shopping carts and in-store video displays.Coffee cup advertisingCoffee cup advertising is any advertisement placed upon a coffee cup that is distributed out of an office, caf, or drive-through coffee shop. This form of advertising was first popularized in Australia, and has begun growing in popularity in the United States, India, and parts of the Middle East.citation neededStreet advertisingThis type of advertising first came to prominence in the UK by Street Advertising Services to create outdoor advertising on street furniture and pavements. Working with products such as Reverse Graffiti and 3d pavement advertising, the media became an affordable and effective tool for getting brand messages out into public spaces.Celebrity branding This type of advertising focuses upon using celebrity power, fame, money, popularity to gain recognition for their products and promote specific stores or products. Advertisers often advertise their products, for example, when celebrities share their favorite products or wear uniform by specific brands or designers. Celebrities are often involved in advertising campaigns such as television or print adverts to advertise specific or general products. The use of celebrities to endorse a brand can have its downsides, however. One mistake by a celebrity can be detrimental to the public relations of a brand. For example, following his performance of eight gold medals at the 2008 Olympic Games in Beijing, China, swimmer Michael Phelps contract with Kelloggs was terminated, as Kelloggs did not want to associate with him after he was photographed smoking marijuana.

The Space Between Us andA Thousand Splendid Suns Essay -- Comparative,

In architecture, contrast is used to create a hammy entrance. The observer moves from a small, dimly lit space to a grand room full of light where they feel the impact of the room because of its contrast with the previous one. Similarly, authors, the architects of a books plot, use contrast to emphasize a characters struggles and triumphs. In both The Space amidst Us by Thirty Umrigar and A Thousand Splendid Suns by Khaled Hosseini, the authors use the contrast between two lives to emphasize the power of silver, education, and gender within Afghan and Indian society. The centre of economy and the focus of many lives, the power of money is punctuated by the difference in wealth in Bhima and Seras lives in The Space Between Us. The importance of money is stressed in A Thousand Splendid Suns with the contrast between Mariams fathers prosperity and her mothers poverty and the difference in Laila and Mariams lives before and after war. Centred on the newly abolished caste system, the distinction between Bhima and Seras financial situations underlines the difference money makes in their society. While Bhima is forced to live in a slum, Sera enjoys the luxury of her home and the employment of Bhima. Another luxury Bhima cant afford is to experience Mayas baby. Instead she is forced to watch her granddaughter suffer from the emotional effects of an abortion. While Sera eagerly awaits the birth of her own grandchild she is the one who financially facilitates the abortion of Bhimas great-grandchild. Furthermore, because of the pre-existing social constraints of the caste system, Bhima is not permitted to sit on the same furniture or use the same dishes as Sera. Similarly, Mariams life is alike restricted by her mothers pove... ... few prospects. As a result, she felt the loss of something that could empower her to achieve her dreams. The power of education is also emphasize in The Space Between Us by the divergent lives that Bhima and Maya lead. While Bhima on th e one hand is destined to forever serve others, Maya has the potential to subdue her circumstances because of her education. The importance that schooling can make in Mayas life is repeatedly pointed out by Bhima whose dream for Maya is that she will go from her chanty with two copper pots to a kitchen with sparkling stainless steel pots and pans (page 21) This is Bhimas ultimate vision for Maya, one only attainable by continuing her schooling. Polarized by Bhimas lack of education, which is what she equates to as the reason for her almost destitute life, the potential that school can afford a person in India is clearly defined.

Computers and Communication :: Technology Essays Papers

Computers & Communication Today, more than ever people, are using engine room in many different authoritys. Some people are using engine room for leisure purposes while others are making technology work for them. Rapid advancements in technology are forever changing the way that we as people, react with the rest of the world and with each other. My parents, and the parents of many other college students, had little exposure to computers throughout their college education. It is up to the current generation of educators and students to harness the benefits of technology so they can be applied to many aspects of life, from work to communication, and from recreation to leisure. Within the context of this paper I will give some examples of technology (generally computer related) and how it has benefited the way we interact in society. Along with the benefits there are always some kinds of drawbacks, and I would like to touch on a fewer of those. In an attempt to make some chronolog ical sense I will start off with some to the most basic technological advancements that are helping people like myself to conduct simple tasks such as word processing and so on.Computers, along with their input devices (such as keyboards) and their output devices (such as monitors and printers) allow us to do things in a more efficient manner than in times past (OLeary 119). For instance, if I were to mother typed this paper on a standard typewriter, and decided that I wanted paragraph number three to go where paragraph number four was at, I would have to retype the exclusively page, if not the entire paper again. Programs like word processors simulate a typewriter in a way that the data is edit equal to(p) for future corrections without ruining what is soon on the virtual page.Word processor programs have ingenious tools that come with them, such as spell checking. Spell checking can be a ambiguous sword when it comes to the English language. It is all fine and dandy that your finished text can come out free of spelling errors, but I have noticed that spell checking can weaken ones ability to spell on their own terms using traditional paper and pencil. We must be able to use technology in a way that it does not hinder our skills as human beings. The advent of the word processor is eating away at the use of pen and paper during rough draft procedures, and it is common to see many students starting their rough drafts via computers.