IB Economics Commentary †Australia MPs Pass Carbon Tax Essay

The Australian government will bring in one of the world’s biggest carbon emissions trading schemes after MPs passed two bills by senators that are expected to vote into law in November. A carbon tax is an environmental tax levied on the carbon content of fuels. A negative externality of production occurs when the production of a good or service creates external costs that are damaging to third parties. This is mainly related to the environmental problems. Figure 1. Negative Externality of Production for Carbon Emission Figure 1 shows if the government is not intervening and the market is determined by only supply and demand, known as free market, the marginal private costs of the firm are below the marginal social cost because there is an extra cost to society caused by pollution. Pollution includes increase in fossil fuel burning, which would release CO2 into the atmosphere and the loss of carbon sinks. Also, it is said that CO2 emissions harm ocean’s ability to absorb carbon. The firm will only be concerned with its private costs and will produce at Q1. It is not producing at the socially efficient output, where the marginal social cost is equal to the marginal social benefit. This means that at a price of p* from figure 1 would create Q*. The community surplus is not maximized due to the effects of pollution, since it is causing a negative consequence. One way government policies may counter the problem is to tax the firm in order to increase the firm’s private costs. The carbon tax aims to cut Australia’s emissions by 5% from year 2000 levels by the year 2020, and bring emissions down 80% by 2050. The tax requires the country’s 500 biggest polluters to pay A$23 per tonne for their carbon emissions. Figure 2: Taxing a Negative Externality of Production for Carbon Emission Figure 2 shows when the government decided to tax that will help the economy, there is still a welfare lose, but it is less than under the free market with no government intervention. The pink color shading shows the welfare loss before the tax and the red color shading shows the welfare loss after taxing, which clearly shows it would reduce the deadweight burden, but not eliminate it completely. It is suggested that government should counter the externality to increase welfare. In this case, stakeholders include firms, labors, and households. Firms are the increase cost, labors refer to the consideration of losing job and households refer to the price level that is rising. If government chose not to tax, the economy would most likely to run in a short term, since there is too much welfare loss. However, government chose to tax the negative externality of production, which the economy could run in long-term. The higher the government tax, the less welfare loss will result. Also, households will be compensated for rising prices due to the carbon tax. The government concluded with the plan to turn the economy into a tradable emission permits schemes. However, this is certainly not the best choice since it doesn’t lead to the reduction of pollution once allowable limit has been set and government might not have the data of the total level of pollution and it is very difficult to measure a firm’s pollution output. To conclude my evaluation, apply taxation added to the economy is the most suitable choice government should make. It is suggested in the article, however, not their final decision. Firms are the increase cost, labors refer to the consideration of losing job and households might consider rearranging the price level and firms should consider about increasing cost, which not a lot of people could afford. The other choices take time to plan and have to consider a lot of consequences. However, taxing is not easy as well. It could be difficult to measure accurately the pollution created, but it does help reduce the welfare loss, which already is improving. Peter Hoeller and Markku Walli, Autumn 1991, Energy Prices, Taxes and Carbon Dioxide Emissions [online] OECD Economic Studies No. 17. Available at: Tom Marshall, February 3 2009, CO2 Emissions harm Ocean’s ability to absorb carbon [online] Natural Environment Research Council. Available at:

Marketing promotional strategies Essay

For this task I have chosen to write about Ben and Jerrys and Haagen-Dazs ice cream. These are two rival brands at the top end of the market. I decided to write about ice cream because it is very popular and there is lots of information available about them. They also both have good marketing and promotional strategies. I chose to write about Haagen-Dazs, as it is the best known ice cream. It is the number one super premium ice cream with 43 % of the market share. It is quite expensive as it is about  £5 for a carton on the ice cream but it is very nice. It is made with natural ingredients and its flavours are Chocolate, Butter Pecan and Cherry Vanilla. It was first made over 40 years ago. Haagen-Dazs uses the finest and purest ingredients. Ben and Jerrys is also at the top end of the market but it is a newer brand as it was first made in 1978. It has 39% of the market share and is the number two brand. It costs a little bit less than Haagen-Dazs as well. The price is still quite expensive though as all the products used are bought from minority and disadvantaged workers. It has a more fun image and has flavours such as Phish Food, Berry Nice and Cherry Garcia. It is aimed more towards young people than Haagen-Dazs is. It is aimed at young men and women in their teens, twenties and thirties with a high disposable income. Although these products are both at the top end of the market and are luxury ice creams they have very different approaches to their marketing and promotional strategies. Ben and Jerrys is marketed as a fun brand. It aims to try and attract younger people than Haagen-Dazs. This is shown by the names of its ice cream flavours and also by the design of the packet. Haagen-Dazs has a more sophisticated image and it has a more grown-up carton. It is aimed more towards older people, for example, people in their late 20’s, 30’s and 40’s. Marketing Promotional Strategies Marketing Mix and Promotion has four main aims. It is known as AIDA. It sums up the purpose of communication with customers through promotions. A companies Unique Selling Point (USP) is what they use to make them different to other companies who are selling the same things as them. Ben and Jerrys have got a laid back image but they also have a social awareness. When Ben and Jerry first started their company, they started the concept of giving back to the community as a whole. They make sure that the milk they use is bought from Vermont farmers and they buy the brownies they use in some of their ice creams from disadvantaged workers. They also give 7.5% of their profit away to help social and environmental causes. This is their Unique Selling Point. Haagen-Dazs USP is that they are an ice cream aimed at adults that uses only the finest ingredients. They market themselves as the ultimate in luxury and extravagance. There are lots of different types of media that can be used to advertise products. These are the mass media: television, radio, cinema and the internet. There is also billboards, magazines, planes and product placement. Local media can also be used and this is notice boards, shop windows and public places. These influence buyer behaviour by persuading them to buy the product they are advertising. Haagen-Dazs has a lot of advertising. They advertise at cinemas and also on the television. They also have magazine and billboard advertisements. They advertise themselves as being a luxury ice cream and have started a new advertising campaign – â€Å"Made for Movies†. This is going along with a special offer at Blockbuster videos where they offer free video rentals. When Haagen-Dazs first started in England they had a word of mouth campaign to make them seem very credible. They had marketed it as an upmarket product and at first it was only sold in upmarket shops. They ran advertisements in magazines like Vogue in order to attract the right sort of audience they wanted. Haagen-Dazs used AIDA to drip feed information in order to get peoples attention. Most people wouldn’t be able to buy it at first though because they didn’t shop at the right shops and it was expensive but after a while they started selling it at lots of shops. People bought Haagen-Dazs because they wanted to see what all the fuss was about and if it really was as good as other people said. Ben and Jerrys also advertise their products but not as much as Haagen-Dazs. They do not have any television advertising at the moment; neither do they have any magazine adverts. They have a lot of promotional evens however, such as buses that go round universities and offer free tasting days. Ben and Jerrys is often bringing out new flavours of ice cream and often has a â€Å"Flavour of the Month† They also stop making flavours that are not selling well. This is so customers do not get bored of the same thing. They advertise these new flavours in magazines and on billboards and people are keen to try what these new flavours taste like. They also advertise that they give a percentage of their profits to charity and the Ben and Jerry Foundation and this is used to gain customers. Both Ben and Jerrys and Haagen-Dazs have an upmarket image and at the moment they are the only two ice-cream brands to have this image. People would rather buy the more expensive brand and get the image that goes with it than buy a cheaper ice-cream which tastes just as good because they don’t get the image that is associated with it.

Drawing on at least one example, explore the role that autonomy plays Essay

Drawing on at least one example, explore the role that autonomy plays in achieving a good death - Essay Example Most patients, under the guidance of a clinician, usually make their end of life decisions without any trouble and their wishes are granted. In other cases, the patient is usually too ill or unconscious to contribute to the decision, thus requiring their relatives to do so on their behalf. However, in both cases, the opinion of the patient is usually preferred, making this decision a very important one in a person’s life. With the current advances in medical technology today, most diseases that were considered hopeless and incurable a decade ago are now being managed successfully. Although this is a wonderful thing, it is also very important to acknowledge the fact that the quality of life of a patient should also be considered. As a result of the seemingly extraordinary power of technology, most doctors assume that the role of a clinician is to extend a patient’s life for as long as possible, by every mean necessary. Furthermore, this notion reinforces the natural human urge to ‘do something’ when faced with an insoluble fatal medical condition. As it turns out, most of the actions taken to extend a patient’s life at this stage only prolong their suffering and the dying process rather than prevent it. In the following sections, this essay will explore the role of autonomy in achieving a good death. Some of the advantages and shortcomings of adopting patient autonomy in the hospitals will be covered in comparison to medical paternalism, which is essentially the opposite of autonomy. In addition, the essay will look into the relationship between patient autonomy and the other three concepts of biomedical ethics as proposed by Beauchamp and Childress (2001). Finally, recommendations will be made based on the discussion of the role of patient autonomy in achieving a good death. According to the Institute of Medicine, a good death can be defined as â€Å"one that is free from avoidable death and suffering for patients, families and caregivers in

Public Relation specialist at Al Watania Company.Student Omar's Final Assignment

Public Relation specialist at Al Watania Company.Student Omar's Final Report - Assignment Example The Co-op report is the work of the reflective thinking and also contains the subject matter that we had learnt throughout the course in the University. The six learning framework of the study is being summarized in this report in order to concisely understand and evaluate the learning of the subject that is being studied all these years. The entire course of the cooperative education focuses on the demonstration of competency in the Bush Learning Goal. Below are the six Learning Goals of this Co-op report: Learning Goal 1: Be self-directed, reflective learners Learning Goal 2: Be knowledgeable in their major field of study Learning Goal 3: Be critical inquirers and problem solvers Learning Goal 4: Be able to think and act ethically Learning Goal 5: Be able to work collaboratively Learning Goal 6: Be effective communicators Section 1 In this section the description is mainly focused on the Learning Goals 2, 3.1, 3.2, 4 and 5. The below summarization provide more insight towards the a bove mentioned Learning Goals. Learning Goal 2: Be knowledgeable in their major field of study The name of this Learning Goal suggests to be knowledgeable in the major field of study. ... Making arrangement for the meetings is a part of my coordination of the delegation visit, which was meant for the development of the poultry feeding system in Al-Watania Company. Participation in the 32nd International Agriculture, Water and Argo Industry Exhibition was a part of this Learning Goal. Preparing and setting up of the exhibition section for Al-Watania was the part of this project. Daily decision making was a part of my both the projects. The followed citing example can be a good support to my statement. In case of the delegation visit project it was necessary to closely work with the Department of Support in order make arrangement for the daily transportation Riyadh to Algassim and vice versa. The four functions of management have been considered here, which are planning, organizing, leading and controlling to make appropriate decisions (John, David, Retha, Eng, Bobbie & Wee, 2008). Other theories like internal customer theories of the Marketing discipline is also helpfu l in taking decisions and understand the conflicts between various organizational functions (Mohrw-Jackson, 1991; Jones & Butler, 1992). These theories have been used by me to form solutions through negotiation and specific skill development. Though there have been many theories like strategic management, supply chain management and other low level internal managerial issues like occupational and workplace stress management, in my opinion the role of a Public Relation Specialist at Al-Watania needs more skills and knowledge that are beyond the set rules of my pure management theories. The customer relationship and supply chain management skills have helped me in understanding the role in Al-Watania. This along

The challenge of managing diverse teams Assignment - 1

The challenge of managing diverse teams - Assignment Example In an argument by Robbins et.al (2011) a diverse team creates an advantage in an organization since numerous task can be completed by different team members without the requirement of incurring training costs. For instance, my industry has a massive customer care department which requires interaction with different cultured consumers. Having team members communicating in different languages naturally increases the efficiency of the customer care approaches. Another advantage is that a leader can effectively carry out division of labour and specialization based on the strengths of the employees (Robbins et.al, 2011). In addition, this is done without creating requirements from employees that may be beyond their expertise and skills. A major disadvantage of diverse teams is that the leader would be massively tasked in understanding the specific needs of each team member. Additionally, barriers to effective team management would be not be able to be addressed in a general manner making the leadership position more challenging. Diverse teams also create the requirement to alter an organization culture to suit a wide range of personalities as a human resource appraisal technique (Harvard Business Press, 2013). For instance, people from different cultures in my industry may require different workplace specifications for them to perform tasks as required. Satisfying individual needs is a difficult requirement. The ability to bring together people from different backgrounds, disciplines, cultures, and generations and leverage all they have to offer, therefore, is a must-have for leaders (Ibarra & Hansen 2011). From the argument, it is evident that the ability to manage diverse teams is an important leadership requirement. The same argument is supported by Mullins (2010) who points out that the failure to effectively manage diverse teams is a failure on the part of the leader considering that the impact of the failure directly affects the input of the

Regulatory Interventions in the 2008 US Post-Economic Crisis Assignment

Regulatory Interventions in the 2008 US Post-Economic Crisis - Assignment Example However, there is a need to generate productivity following the series of Stimulus Funds in order to multiply the capital infused in trillions of dollars. Or the economic recovery will be transient and may return to perform another economic recession, right after funds are consumed. Regulations spearheaded by the Dodd-Frank Act are meant to make the financial institutions and big corporations more careful in their risk management. Such regulations were found to be critical after deregulation was given a chance to work for over 30 years and yet failed with its grandstanding recession. The question remaining is how funds can be effectively channelled to entrepreneurs given the past experiences wherein a greater part of the Stimulus Funds never reached the Small Business Entrepreneurs (SBEs) who can use capital to generate more productivity, hire people, and earn profits. Most of the Stimulus Funds went to social welfare and large corporation bail outs. Further study is required to eval uate the possibility of reinstating the Glass-Steagall Act for the purpose of further regulating the banks to focus on diligently supplying funds to SBEs and supporting those SBEs with sufficient guidance in order to earn successfully. This can logically stop the banks’ vested interests on Investment Portfolios since they will not be allowed to engage in other investment activities except to lend entrepreneurs what they will need in order to progress. I. Introduction Right after the economic recession declared by the National Bureau of Economic Research (NBER) to have lasted December 2007 all the way to June 2009, the phenomenon was described as not only â€Å"the longest and deepest recession of the post-World War II era† but also the â€Å"largest decline in output, consumption, and investment, and the largest increase in unemployment, of any post-war recession† (Labonte, M. 2010, p.2). Stimulus funds from the Federal Reserve worth more than a Trillion Dollars along with the monetary policy of maintaining almost zero interest rate, facilitated the recovery. $700 billion, which was later reduced to $ 470 billion infused into the financial system was done via a program called Troubled Assets Relief Program (TARP) in October 2008. The US Government purchased real estate properties that lost their values as a result of the recession, for the purpose of adding some liquidity to the banks. As of mid-2012, most programs under the TARP were reported closed. Major beneficiaries rescued were Fannie Mae and Freddie Mac, AIG, Citigroup, and Lehman Brothers of the financing sector, and later included General Motors and Chrysler of the automobile sector. Saving the giant enterprises reduced the need to retrench and lay-off employees. However, there were economic

What does Pascal make for religious faith in the reading The Wager Essay

What does Pascal make for religious faith in the reading The Wager - Essay Example In plain language, his practical persuasion was, â€Å"if I believe in God and there is God, I am okay; and if I still believe in God but in fact there is really no God, I am still fine. And if I did not believe in God and there is really a God, then I am in trouble.† So it is always better to believe in God. Pascal’s Wager’s differ from other religious theologians who purported a priori proof of God’s existence that is independent of any proof or observation. Unlike Anselm who placed an ontological argument that because God is God, that his existence does not need to be validated by experience to justify that He exists, Pascal instead argued that one loses nothing in believing in God that it does not hurt to believe in God. In short, Pascal’s evidence can be derived from its possible benefit in believing God that one has everything to gain and losses nothing. Pascal might have approached the issue on the belief of God from a consequentialist point of view because he persuades people to believe in God out of the expected benefit that can be derived from it or the avoidance of harm and pain if one does not believe in God. While his reasoning is simple, the argument of weighing the benefit of believing in God vis-a-vis negating God is sensible especially to the modern mind who often asks, â€Å"What is in it for me?† He did not propose any elaborate philosophical reasoning that requires higher understanding such as the explanation of St. Augustine who argued that God does exist but the mode of knowing should be proportional to what is being observed. Man, being just a created being, cannot be proportionate to the understanding required to comprehend God because God being above all things, is above knowledge. He has to be understood on a higher plane of understanding or through â€Å"divine light†. For Pascal, man in his presen t cognitive ability, can already understand and believe in

Canadian Aboriginal Law Essay Example | Topics and Well Written Essays - 2000 words

Canadian Aboriginal Law - Essay Example This assists in managing and bonding the interaction between the government and the aboriginals. The aboriginal law was adopted from several sources of legislation since Section 91 (24) of the 1867 Constitution Act gives federal parliament the powers to legislate on matters affecting or relating to the Indians and their reserved land. Such mandate has led to enactment of various legislations including Indian Oil and Gas Act, Indian Act, and First Nations Land Management Act among others as discussed by Elkins (1999 p23). However, there had been a breakdown of the rule of law for Aboriginal people as this paper discusses. The study also describes how breaking the laws affect the Aboriginal people and the involved stakeholders such as the governmental agents. The study points out various aspects of the breakdown of the rule of law and government defiance in respect to aboriginals. The first aspect is the way the Aboriginal people are colonized internally in Canada through processes of cultural suppressions, breaching the trust and promises, legislative, dispossession, and public discriminations. The Aboriginals have no freedom of dispossessing their traditional resources and land in Canada. There had been forced relocations and taking of First Nations’ land and resources that increase the dispossession cases from indigenous people. There has also enforcement and enactment of other policies, laws, and practices perceived to weaken the Aboriginal societies and economies, forcing the people to be assimilated into Canadian mainstreams. The Aboriginal Law reinforces the approach of colonialism by ignoring the fundamental rights of the aboriginal people, especially the rights treaty (Hogg p.631). The Canadian Constitution ironically, recognizes such legislations. Moreover, the federal government of Canada continues to strengthen and maintain the domination of Indian Act by adopting legislations that affect the Aboriginals’ human rights of determining and governing their own political future. The federal government also breaks the law by refusing to fairly, promptly, and equal address several cases of private or governmental theft of Aboriginal’s reserved land and resources. This undermines the rule of law and hinders the aboriginal people from getting their justice. Another aspect is the dishonor of treaties between the government and the Aboriginal people. The treaties gives a fundamental framework for the First Nation people to govern themselves and their cultural diversities be respected by all stakeholders in the country. Unfortunately, the dishonor by the federal government of the treaties means the infringement of law and order. This gives the government an opportunity to oppress the aboriginals, especially discriminating them from better public service deliveries. This results to poor governmental services to the society such as health, water, poor infrastructures, and food safety among other services. Study reveals th at among the diseases such as Tuberculosis are commonly affecting the Aboriginal societies, as compared to un-Aboriginals in Canada. Other diseases such as diabetes were uncommon to the Aboriginal society, but it is currently affecting them at the highest rate as compared to the rest societies in the world (Coon, 2003). This is because the government discriminate them from the medical services such as insurance care system. The life expectancy of Aboriginal people is six years lower than the non-Aboriginal Canadians. This

The Effect of Budgeting on Nursing Care Essay Example | Topics and Well Written Essays - 1000 words

The Effect of Budgeting on Nursing Care - Essay Example Keywords: budgeting, nursing care, nursing leadership, quality care, cost control Introduction In this literature review, the proponent wants to emphasize the substantial effect of budgeting on nursing care. The proponent seeks to find answers as to what are the probable impacts of budgeting on nursing care by using reputable sources from reliable researches in this field. This in particular would prove that changing nursing practice would have substantial impact on budgeting and eventually on the prevailing quality of nursing care. The article written by Gordon, Buchanan and Bretherton (2010) suggests the importance of contemplating on the issue of controlling health care costs while making sure that there is substantial number when it comes to nurse-to-patient ratios. This primarily is a good point showing the fact that patients are given with high value of care. On the contrary, as discussed in the said article, nurses have to be forced to accept specific hospital changes just to obtain the above objective. In the long run, this particularly would result to making nursing career a less promising field to be explored and it would further result to crisis in finding the right and necessary skills (Gordon, Buchanan & Bretherton, 2010). There is quite a contradiction in here between the above-mentioned approaches. Pursuing the former would basically lead to lack of human resource in the field of nursing and would even aggravate the prevailing issue about the shortage of nurses around the world (Gordon, Buchanan & Bretherton, 2010). The main arguments The article of Blum (2010) explores governance within health care system, in which all essential laws and institutional concerns can be elaborately applied. Regulatory formats are therefore based on these institutional operations. These institutional formats are remarkably used in order to support major changes within the health care system, making them legal and substantially applicable for the society. The importa nce of Blum’s article in this argument is to point out the fact that whatever changes made in the health care system could be substantially backed up with working regulation in its delivery. In other words, whatever changes within the health care system for as long as it is supported by regulations emancipated by the government, it may still sound legal, but it actually does not fully change the fact that there are other various concerns that need to be taken into account. For example, the stated concern on budget and the quality of nursing care are still covered within this act. The problem is that the governing laws surrounding the health care system could actually justify specific moves, and the very proof of this is the continuing high price for health care system in the United States. It is true that the very purpose of this governance is to come up with financial improvement, improving patient safety and realizing work-force to be more engaged in the health care system. Unfortunately, the problem based on the varying models explicated by Blum is the need to understand better the prevailing leadership involved in health care system. Highly commercialized health-care system may actually try to figure out financial concerns, plus patient

Should regulations for home schools be changed Essay

Should regulations for home schools be changed - Essay Example Homeschooling should be a permissible option, but it should be strictly regulated, not based on academic curriculum but based on some basic skills acquired by a child for normal living. For example, occasional tests can ensure a child is exposed to alternative ideas in religion and culture. Conducting personal interviews with a child to examine its language, general knowledge and math skills are up to the mark will also help. Regulations need not target when, where and how a child should be educated as the whole point of home schooling is to teach outside the classroom. Biological facts can be learned anywhere from farms and kitchen to garden while language classes can extend to theatres and libraries. Some parents can choose to educate their children based on their interest instead of making them spend time in all regular subjects. So the curriculum and the way of teaching should be left to the parent’s choice. But, care should be taken to ensure every kid is progressing constantly in their selected field. Background of Homeschooling Before getting into the debate whether the regulations for home schooling should be changed let us see the origin of homeschooling the US. People have been training children in their homes for centuries. Modern schools started to appear widely only in the beginning of this century. However many people started to doubt the reliability of the education provided in the modern public and private schools by 1960's. Modern homeschooling movements especially religion based ones started to appear opposing the governments stand to send every child to school. Conservatives felt public and private schools have sold themselves to secularism and their children should not be forced to attend them. By early 1990 home schooling movements have won the right to educate their children in all the states. Though each country has different laws regarding home schooling, all of them permit both religion based as well as non-religious home schooling. Homeschooling is quite popular among conservative familie s in the Great Britain and a few selected groups in Germany. But only a few thousands are home schooled in Great Britain while nearly 200 children are homeschooled in Germany (Rhodes, 2012). The number is very high in the US only compared to any other country in the world. Though it might seem like only celebrity kids like Jaden Smith and Cheyenne Kimball are being homeschooled, the reality is much different. Students from all economic background are being homeschooled. Some are homeschooled for special needs because they are slow learners or have physical disabilities. Others are homeschooled because their parents have practical issues in commuting or ethical issues with the way the public and the private schools operate (Klicka, 2004). With security concerns in many public schools being an issue and student massacres like in Connecticut becoming very common many parents feel it safe to educate their children on their own. Differing State Laws Homeschooling parents do not have a st andard regulation all through the nation. Certain states like Pennsylvania and New York have appointed various agencies to oversee the homeschooling parents. The parents have to submit everything from the academic curriculum they are choosing to the personal qualification of the tutor to the state recognition. The students should take up private

Robert Frost A Road Not Taken Essay Example for Free

Robert Frost A Road Not Taken Essay Robert Frost ever timeless poem â€Å"The Road Not Taken† has spanned all time because of its ability to appeal to the basic and inevitable necessities of adulthood –making tough decisions and living with the consequences of said choices in the quest for happiness. Robert Frost used the symbol of two roads to show a young man’s need to make a very difficult decision. In breaking the poem down in terms of reading and re-reading the poem in its entirety, one can’t help but be immediately placed in the shoes of the speaker in terms of one’s own life choices. The poem begins with th speaker standing in the middle of two roads. The imagery used in the poem â€Å"diverged in a yellow wood† (Frost, 1916), leads the reader to believe the poem takes place in the fall probably when the leaves are turning yellow. He then proceeds to say that he wishes that he could travel both roads, but of course that is physically impossible. He stands for a long time trying to decide which road to take. He looks down the path in attempt to see where it leads. This is so symbolic of one’s own â€Å"paths†. No one of course can see the outcome of the impending choices that we make or are about to make. In the next stanza, he chooses a path that he wishes to take. â€Å"Then I took the other, as just as fair, Because it was grassy and wanted wear,† (Frost, 1916). Breaking down the story, both the author and thereby the speaker would have the reader believe that the two roads, in terms of their appearance, are both equally pleasing to the eye. But in the line, â€Å"as just as fair† (Frost, 1916), he wants the reader to believe that the two roads and thereby the two choices are different, but could be equally just as good. The speaker is still unsure as to which path he really wants to take. He describes the path as being â€Å"perhaps† better. Nevertheless, it looks as though it hasn’t been used as often as the other. Frost used the alliteration, â€Å"wanted wear†. This actually meant that it lacked used. The speaker becomes incredibly indecisive. Just when the reader thinks that the speaker has made a decision, he says again how the roads are almost the same. The phrase â€Å"the passing there† (Frost, 1916) meaning traffic, could mean people who are walking like him. We then get a glimpse into the time of day in which this decision making is taking place in the line â€Å"And both that morning equally lay, In leaves no step had trodden black† (Frost ,1916), and also that in the area in which he stood, the leaves that have fallen, have not been stepped on and thereby had not changed color on the ground. The speaker seems to poke fun at his need to make this decision with the line â€Å"Oh! I kept the first for another day† (Frost ,1916) He says that he will go back to the road that he is seemingly choosing not to take, another day. Here is another example of how this poem has transcended time. One always thinks or hopes that the choices that we make can somehow be undone. The notion that once we get to a certain point, if we for some reason do not like the way that things are going, the road that we are taking if you will, that we can always turn around and go back if our initial decision has failed. Then he seems to say just that in the line† Yet knowing how way leads on to way, I doubted if I should ever come back†(Frost, 1916). He realizes that the idea of coming back to this initial spot, is ridiculous. One never knows how one decision can lead to another and another and yet another leading us so far away from the first decision, that we would not be able to s ee from whence we began and essentially not being able to go back. The speaker moves forward in time; many years from the primary decision. This allows the reader to infer that the choice that the speaker is making or has already made, is one of great import, one that could possibly impact him so much that he will be talking about it for years to come. When the speaker says â€Å" I shall be telling this with a sigh, Eleanor Sickels is quoted to say that â€Å"the poem is about the human tendency to wobble illogically in decision and later to assume that the decision was, after all, logical and enormously important, but forever to tell of it with a sigh as depriving the speaker of who-knows-what interesting experience. (www.wikipedia.org. October 2011) As we reach the conclusion of the poem, the speaker repeats the first line of the poem, and now we know which path he chose â€Å"and I—Took the one less traveled by, And that has made all the difference.† (Frost, 1916). The speaker has made the decision to take the road that few others have taken, one that could either positively or negatively impact his life forever. The conclusion of the poem does not however tell us whether or not the speaker was a failure or a success. It could possibly depend on whether the reader is a pessimist or an optimist. The theme of this story is choices. Frost uses symbolism and imagery to paint a perfect picture of how one generally makes decisions. In the beginning of the poem we are placed in a glowing yellow wooded area in the early morning along with a young man, forced to make a decision that will change him forever. Wow! The power of the pen! The power to automatically be beamed into a situation that is so reminiscent of our own struggle, is one that has been mastered time and time again, yet this poem probably has more meaning today than it did in 1916 when it was written. So many in the U.S., due to lack of money, experience, or drive, have been forced to make decisions that have left many only one paycheck away from homelessness. Did Mr Frost know at the time how much of an impact this poem would have on the world? Did he know that after almost one-hundred (100) years that he would be written about in terms of great literature? One can only hope that, with all of his many works, Mr. Frost knew that his poems and short stories would solidify his place in English literature forever. References: â€Å"The Road Not Taken† Robert Frost 1916 Bridgepoint Education 2010 Journey Into Literature R. Wayne Clugston www.wikipedia.org

Individual Learner Differences In Second Language Acquisition Education Essay

Individual Learner Differences In Second Language Acquisition Education Essay 1. Introduction The fact that competency levels attained by second language learners fluctuate so greatly (Lightbown and Spada, 2006: 53), raises an intriguing question with regards to second language acquisition (SLA), why are some individuals better at acquiring language than others? A major reason for this variation in L2 proficiency levels is commonly attributed to individual learner differences (ILDs), (DÃ ¶rnyei, 2005: 2). This essay sets out to explain the important role that ILDs play in SLA, through an in-depth discussion on the contribution made by L2 motivation. Three influential theories offering different perspectives on L2 motivation: the Socio-educational model, self-determination theory and the Process model will be discussed in detail. I will also look at the theoretical shifts currently taking place in L2 motivation research, before concluding with a discussion on the strategies that teachers can use to instil and nurture motivation in their students. 2. Role of ILDs in SLA Individual differences are unique learning characteristics which are present in all learners to varying degrees. They can help to distinguish learning needs and identify the extent to which learners will succeed in acquiring a second language (Lightbown and Spada, 2006). These differences are social, cognitive and affective in nature, and include aptitude, motivation, age, personality, learning strategies, learning styles and anxiety (for detailed reviews, see for example, Naiman et al 1995; Skehan 1989; DÃ ¶rnyei 2005). Their relevance to language achievement has made ILDs, a focus of considerable attention in SLA research (DÃ ¶rnyei, 2005). Developments in research, especially in relation to aptitude and motivation, has seen a shift from a product-orientated approach to a more process-orientated stance (ibid: 6). Recent studies have highlighted the importance of the temporal nature and situational context of learner characteristics (DÃ ¶rnyei, 2009). Current arguments however, have suggested that rather than being monolithic variables, ILDs are complex attributes consisting of a combination of sub-components and sub-processes (ibid). All ILDs are implicated in language learning, however they do not function in isolation and some even have elements in common (Gardner, 2008). A look at some of the influential theories which have emerged from research on L2 motivation over the last fifty years will help to explain the complex role that ILDs can play in the language learning process. 3. L2 Motivation Motivation is a learners orientation towards learning goals (Gardner, 1985), and is regarded by many as the most influential ILD in the language learning process (Ellis, 1985). Therefore its relevance to the classroom environment becomes evident, and to know what drives this motivation is of great pedagogic interest. Many of the learner characteristics involved in the SLA process are dependent on, and in some cases completely overridden by motivation (Gardner, 2006). A learner with a natural aptitude for learning languages, for example, may find it difficult to attain long-term language goals without the necessary motivation (ibid). On the other hand, high levels of motivation may lead to successful learning, even where little aptitude exists for language (ibid). Theories looking to explain the role of motivation in language learning have evolved through four main stages. DÃ ¶rnyei (2005) categorises these as: the Social Psychological period (1959-1990); the Cognitive-Situated period (1990s); the Process-orientated stage (late 1990s); and finally a period (last decade) consisting of new approaches that have focused on a learners sense of self-identity. Table 1 summarises the main L2 motivation theories and concepts. 3.1. The Social Psychological approach to L2 motivation Interest in L2 motivation was initiated by social psychologists Wallace Lambert, Robert Gardner and associates as early as 1959, looking to understand the language and cultural Approach to motivation Examples Social-psychological Socio-educational model, (Gardner, 1985). Key concepts: Integrative motivation, Integrativeness, integrative orientation. Theory of Linguistic self-confidence, (Clement, 1986). Key concepts: Self-confidence a self-belief of having the ability to manage the learning process. Cognitive Situated Self-determination theory, (Brown, 1994; Noels et al., 2000). Key concepts: intrinsic/extrinsic motivation, amotivation. Attribution theory, (Weiner, 1992). Key concepts: attributing past success or failure to current actions. Goal setting theory, (Oxford and Shearin, 1994). Key concepts: Cognitive perception of goals as a motivating factor. Goal orientation theory, (Ames, 1992). Key concepts: Goal mastery andperformance orientations. Motivation and learner strategy use, (Oxford and Nyikos; 1989, Macintyre et al., 1996). Key concepts: Motivation as a key factor in stimulating strategy use. Task Motivation, (Julkunen, 2001; Dornyei, 2003). Key concepts: task execution, appraisal, action control. Mixed approach i. Willingness to communicate, (Macintyre et al., 1998, 2003). Key concepts: Willingness to communicate as a key factor for achieving communicative competency. Process-orientated Process model, (Dornyei and Otto, 1998; Dornyei, 2001b). Key concepts: temporal nature of motivation, which includes a preactional/actional/postactional stage. Current and future L2 motivational self system, (Dornyei, 2005). Key concepts: ideal L2 self, ought-to L2 self. Complex dynamic systems, (Larsen-Freeman, 2007). Key concepts: integrating different theoretical perspectives. Table 1. Some of the different approaches used in L2 motivation research conflicts between English and French speaking communities in Canada. Their research adopted a socio-psychological approach, based on the central idea that a learners success in acquiring a second language is dictated by an attitude towards the target language community (Gardner, 1985). Their research on students learning French showed that aptitude and motivation are closely associated with achievement in language learning (ibid). They concluded that motivation is characterised by an individuals willingness to be like members of the target community (ibid). A model based on a socio-psychological approach that has been very influential in L2 motivation research is Gardners socio-educational model (see for example, Gardner and Lambert, 1972; Gardner, 1985; Gardner and MacIntyre, 1991). The most recent version of this model is shown in figure 1. LANGUAGE ACHIEVMENT Other Factors (for example, Learning strategies, language ANXIETY (Gardner, 2001)) Other Support LANGUAGE APTITUDE INTEGRATIVE MOTIVATION INTEGRATIVENESS MOTIVATION ATTITUDE TOWARDS THE LEARNING SIITUATION Figure 1. A basic model of the role of motivation in SLA (adapted from Gardner (2001b)). The most elaborate and researched aspect of Gardners model is integrative motivation, which he defines as the motivation to learn a L2 because of a positive attitude towards, and a desire to integrate with that community (Gardner, 2001b). The three variables that constitute integrative motivation are (ibid): Integrativeness this represents a desire to learn a second language to identify with the target community, and is reflected in a learners behaviour through the following: An integrative orientation, representing the reason for learning, which in this case is an interest in learning an L2 to interact with the target community. A positive attitude towards the target language group. An interest in foreign languages or a general openness to all language groups. Attitudes towards the learning situation (ATLS) this refers to attitudes towards the language teacher, the course in general, the course materials and other factors related to the learning context. Motivation this is a learners goal driven behaviour. A motivated learner: makes a concerted effort to learn a language, for example by doing extra work and seeking more learning opportunities, displays a strong desire to learn a language and is focused on achieving the goal, enjoys learning and has an overall positive attitude towards the learning process. An integratively motivated learner is therefore: motivated to learn a second language, keen to interact and be associated with the target community, and has a positive outlook on the learning situation. To sustain consistent levels of motivation, integrativeness and/or a positive ATLS are essential characteristics, however, it is the motivation element of the Integrative Motivation complex that is the active variable and which directly influences Language Achievement (Gardner, 2001b: 6). Therefore, a learner who has a high level of integrativeness and/or a positive attitude towards learning, but is low in motivation is unlikely to achieve high levels of proficiency. The affect of instrumental factors on L2 motivation was not included in Gardners core theory, but he suggests that they could be one of the other supports affecting motivation (Gardner, 2001a: 7). Based on this, it is possible to substitute integrativeness with instrumentality in the representation of the model in figure 1, to give what Gardner calls Instrumental Motivation (ibid). This is a motivation to learn a L2 for instrumental gains, such as better employment or education. An instrumentally motivated learner has specific communicative needs, which provide a purpose for learning and an impetus for successful language acquisition (Gardner and Lambert, 1972). Gardners model makes little reference to other attributes, for example, personal aspirations and past experiences, which could affect an integratively motivated learner. However, empirical research in different contexts is continuously bringing to light the possibility of including more factors in the general L2 motivational construct. To check Gardners model for adaptability, Tremblay and Gardner (1995) integrated other measurements of motivation, such as anxiety and goal-setting strategies. Empirical testing of the extended model showed that addition of the extra variables did not affect the structure of the original model (ibid). Research on motivation in different context has led some applied linguists to suggest the notion of the language community associated with integrative motivation is untenable for international learners of English (Ushioda and DÃ ¶rnyei, 2009). In a multi-lingual society like China, for example, few opportunities exist for interacting with native English communities. In such a context, instrumental motivation or external factors (for example, exams and employment) are more prevalent among learners than a desire for integrating with native speakers of English (Warden and Lin, 2008). For this reason, other researchers have suggested that the integrative construct should at least be re-examined by including the global L2 learning context and the multi-dimensionality of a learners identity. DÃ ¶rnyei and Csizer, (2002) suggested that rather than identifying with an external language community, the integrative concept could be more accurately linked to a learners internal process of identification with a self-concept. DÃ ¶rnyeis (2005) motivational self-system which developed from this idea is discussed in section 3.4. 3.2. Self-Determination Theory and SLA Influenced by advances in motivational psychology, and a need to understand the classroom-situated nature of motivation, L2 research moved on from a socio-psychological approach, to look at affects of classroom-situated factors on motivation. Self-determination theory (SDT) is a highly influential approach in motivational psychology, and several studies have attempted to incorporate some of its components to explain L2 motivation (for example, Brown, 1994; Noels et al., 2000). According to this theory there are three types of learner motivations: intrinsic motivation, extrinsic motivation, and amotivation (Deci and Ryan, 2002). These motivations form a continuum depending on the degree of learner self-determination, where self-determination is as an individuals sense of choice and control over the learning process (ibid). Intrinsic Motivation (IM) refers to an individuals motivation to undertake an activity, purely for personal feelings of pleasure and enjoyment associated with that activity, and is driven by a desire for competence and self-determination (Noel et al., 2000). Intrinsically motivated students are considered more likely to achieve autonomy, competence and fulfil long-term language goals (Ramage, 1990). Extrinsic motivation (EM), on the other hand, relates to actions carried out for: instrumental gains, in search for reward or to avoid punishment (Noels et al., 2000). This motivation can vary in degree depending on the extent to which the activity is controlled by the learner or other variables (Deci and Ryan, 2002). Vallerand et al., (1993) have suggested six subtypes of IM and EM which lie on a continuum of self-determination (see table 2). Noels (2001) suggests that L2 learner motivation can be assessed using the intrinsic and extrinsic constructs. These motivations however, do not necessarily have to be exclusive, for example, a learner whose behaviour is consistent with identified regulation may also exhibit some of the adjacent motivations on the continuum (ibid). Self-Determination Type of Motivation Description HIGH Zero Intrinsic Motivation to know Performing an activity for the pleasure associated with learning or exploring new knowledge. E.g., when reading a new book. Intrinsic Motivation to accomplish Performing an activity for the pleasure associated with accomplishing or creating something. E.g., a student doing more homework than is required. Intrinsic Motivation to experience stimulation Performing an activity for the stimulated sensations (e.g. pleasure and excitement) associated with engagement with the activity. E.g., a student who goes to class for the pleasure of participating in discussions. Extrinsic Motivation Identified Regulation Extrinsic motivation is internalised to the extent that learner behaviour is regulated by a sense of value and usefulness of the activity to the self. E.g., a student who studies the night before an exam because they think it is important to them. Extrinsic Motivation Introjected Regulation Learner behaviour is regulated by internalisation of past external means. E.g., studying the night before an exam because it is expected of a good student. Extrinsic Motivation External Regulation Learner behaviour is regulated completely by external means (rewards or constraints) showing the least self-determined form of extrinsic motivation. E.g., Studying the night before an exam because of pressure from parents. Amotivation A lack of extrinsic and intrinsic motivation. A learner feels their behaviour is regulated by factors out of their control, and may eventually drop out of the learning process. Table 2. Language Learning Orientation Scale: Intrinsic Motivation, Extrinsic Motivation and Amotivation (adapted from Vallerand et al., (1993)). Intrinsic motivation is characterised by a strong sense of self-determination, and is closely associated with integrative motivation (Noels, 2001). This suggests that students learning a language for pleasure may also be seeking interaction with the L2 community. Intrinsic motivation however, is identified more with attitudes towards learning, than the target community (ibid: 54). The social environment (for example, the teacher, family members and the L2 community) has considerable influence on a students perception of self-determination. A teacher plays a significant role in this regard, and can promote intrinsic motivation by encouraging learner autonomy and providing positive feedback (Noels, 2000: 55). Similarly, students learning for intrinsic reasons are more sensitive to the teachers instructional style (ibid). In contrast, the less self-determined external regulation component of extrinsic motivation is linked to instrumental behaviour (Noels, 2001: 53). A limitation of extrinsic behaviour is that it can have short-term characteristics. A study carried out by Ramage (1990) showed that students who learnt a language for academic reasons are more likely to discontinue future language classes. Extrinsic course pressures, for example, compulsory reading, can also negatively affect a learners intrinsic interests (DÃ ¶rnyei, 1994a). 3.3. A Process-orientated approach to motivation DÃ ¶rnyei and Ottos (1998) process model of motivation integrates various theoretical perspectives of L2 motivation, and draws attention to the temporal nature of motivation in classroom learning. The model is influenced by Heckhausen and Kuhls Action control theory, which proposes two sequential phases of motivational behaviour: an individuals motivation to form an attention, and a motivation to initiate and sustain the intended action (Heckhausen, 1991). DÃ ¶rnyei and Ottos model breaks down the motivational process into three temporal phases. The first relates to the transformation of initial desires to goals, and then intentions. The next sees these intentions being enacted, leading to the successful/unsuccessful accomplishment of goals, and the final phase is an overall evaluation of the learning process (see figure 2). Preactional Stage (Choice Motivation) Motivational Functions: generate motivation to select a goal; form an intention to act; select an action plan to enact the intention. Possible factors influencing motivation: goal properties; attitude towards the learning process; attitude towards the target community; perception of self-ability; social environmental encouragement or discouragement. Actional Stage (Executive Motivation) Motivational Functions: carry out sub-tasks to maintain motivation; ongoing appraisal of achievement; action control (self-regulation to help persevere with learning). Possible factors influencing motivation: quality of the learning experience; degree of autonomy; teacher, learner group and family influence/support; classroom structure (competitive or co-operative); knowledge and ability to use self-motivating, goal-setting and learning strategies. Postactional Stage (Motivational Retrospection) Motivational Functions: attribute reasons to success or failure; elaborate internal standards and action-specific strategies; dismiss original intention and further planning. Possible factors influencing motivation: personal attribution style; self-confidence; feedback. Figure 2. Process model of L2 learning motivation (adapted from Dornyei, (2003: 19)). An important assertion made by the process-orientated model is that motivational behaviour is influenced by different factors. Consequently, different theories of motivation can be associated with each phase (DÃ ¶rnyei, 2003: 18). Integrativeness, for example, may be the motivational influence on goal setting in the preactional stage. In the executive phase, situated aspects of motivation play a greater role, mechanisms of the task processing system are more relevant here (DÃ ¶rnyei, 2003). The retrospective links that learners make between the original goal and actual achievement in the post-actional stage are likely to be attributed to past learning experiences, a motivational behaviour addressed by Weiner (1992) in the attribution theory. Two aspects that the model overlooks are: the possibility of several actional processes running concurrently, or an actional process with multiple motivational influences (DÃ ¶rnyei, 2003). This is likely in a school setting, where students often have multiple goals (for example, social and academic) and overlapping motivational influences (for example, task, course or curriculum related) (ibid). The model assumes that the actional processes have defined boundaries, however in an educational context it may be difficult to identify where one actional process starts and the next begins. 3.4. Present and future: The motivational self-system and a Dynamic systems approach. Since the socio-psychological period of motivation research, the global reality of English has changed immensely. The rapid globalisation of English has challenged the validity of many SLA theories (Kachru, 1988), because these theories fail to consider the context of the world Englishes learner (Sridhar and Sridhar, 1992). With limited or no contact opportunities with the native target community, the notion of a self-concept (referring to an individuals images and cognitions of the self) suggested by DÃ ¶rnyei and Csizer (2002), is possibly a more relevant motivational feature in many EFL contexts. DÃ ¶rnyei developed this idea further, in his L2 motivational self-system, which equated integrativeness with an ideal L2 self (DÃ ¶rnyei, 2005; 2010). The main components of this system are: (DÃ ¶rnyei, 2010) Ideal L2 Self a L2-specific image of the attributes that one would like to possess. For example, hopes, desires, aspirations. Ought-to L2 Self a self-guide which refers to those attributes one thinks one ought to possess to meet expectations and avoid negative outcomes. L2 Learning Experience this refers to the executive motives (similar to those identified in the Process model) associated with the immediate learning environment and experience. For example, impact of the teacher, other learners, the course, the experience of success. The hypothesis behind the self-system is that a learners desire to become a person proficient in the L2, serves as a powerful motivating force to learn a language (Ushioda and DÃ ¶rnyei, 2009: 3-4). A recent study in the Japanese context showed that this desire represented by the ideal L2 self is equivalent to the concept of integrativeness in Gardners socio-educational model, but the ideal L2 self is probably more accurate in explaining motivated behaviour (Ryan, 2009) DÃ ¶rnyeis idea of placing the self at the centre of the conceptual role of motivation offers a new perspective, however it overlooks the process-orientated, and contextually dynamic nature of motivation. Justifying this complex nature of L2 motivation, can only be possible by integrating more than one approach (Macintyre et al., 2010). A possibility of combining different perspectives of motivation is suggested by Ushioda (2009) with her person-in-context, relational view of emergent motivation. She suggests that integrating relevant theoretical frameworks to support future analysis of the complex nature of interactional processes and contextual factors in motivational behaviour can help to provide a better understanding of how L2 motivation is shaped (ibid). A similar possibility is offered by the theoretical paradigms of dynamic systems theory (for a detailed review, see Larsen-Freeman and Cameron, 2008). This theory involves a study of systems, where the system is analysed as a whole rather than as its individual parts (ibid). Learner variation is seen as the result of a complex system of relevant factors working in unison, rather than as a result of differences in individual determinants (for example, aptitude or motivation) (DÃ ¶rnyei, 2009). As an example of an application of a dynamic systems approach to L2 learning, DÃ ¶rnyei suggests the possibility of identifying an optimal combination of motivational, cognitive and affective factors with regard to task behaviour, that function as an integrated unit (for a detailed review see, ibid). 4. The practical value of theory motivational strategies for the classroom Chomsky (1988) emphasises the vital role played by teachers in learner motivation by suggesting that ninety nine per cent of teaching involves getting students interested in learning. A language teachers motivational practice is also linked directly to increased levels of learner motivation (Guilloteaux and DÃ ¶rnyei, 2008). Therefore, the need to use appropriate strategies to manage classroom motivation is extremely relevant to L2 practitioners. Motivational strategies are techniques used by a teacher to manage learner motivation, or used by individual learners to regulate their own motivation levels (Guilloteaux and DÃ ¶rnyei, 2008). Although, several motivation strategies have been proposed in L2 literature (for example, Williams and Burden, 1997; DÃ ¶rnyei, 2001a; Alison and Halliwell, 2002), very few are supported by empirical evidence. Self-motivating strategies for learners are an even less researched area of L2 motivation (DÃ ¶rnyei, 2006). An example of an elaborate, theory-based framework which looks at motivational strategies from both a teacher and leaner perspective is proposed by DÃ ¶rnyei (2001a). This model consists of four phases (ibid): Creating the basic motivational condition, by establishing a good student-teacher relationship, a relaxed learning atmosphere and a cohesive learner group. Generating initial motivation by: Strengthening language related values and attitudes (intrinsic, integrative or instrumental values). Increasing the expectancy of success. Increasing goal-orientedness, for example, by making learners aware of the practical (non-syllabus related) reasons or value of doing an activity. Making teaching materials relevant. Creating realistic learner beliefs. Many new learners have inaccurate beliefs about language learning, a realisation of their falseness can have a demotivating influence. Maintaining and protecting motivation, to keep sight of goals, and maintain interest and concentration. The most relevant strategies in this phase include: Making the learning process stimulating and interesting. Presenting tasks in a motivating manner, making them stimulating and relevant. Setting specific learner goals. Preserving the learners self-esteem and promoting their self-confidence. Creating learner autonomy. Promoting self-motivating learner strategies in order to: Preserve the original goal commitment, for example, by encouraging learners to remember favourable expectations or positive rewards. Maintain concentration, for example, by encouraging learners to: identify and manage distractions; and focus on the first steps to take when beginning an activity. Eliminate boredom and add extra interest in a task, for example, by showing learners how to add a twist to a task and using their imagination to make it more stimulating. Manage disruptive emotions and generate a positive emotional state, for example, by getting students to self-encourage and introducing them to relaxation techniques. Remove negative and utilise positive environmental influences, for example, by encouraging students to remove distractions and asking for peer help. Encouraging positive retrospective self-evaluation, by : Promoting positive learner attributions (an idea supported by the Attribution theory, Weiner, 1992) Providing motivational feedback, that is informative and encouraging. This can help to increase learner satisfaction and self-confidence, and encourages constructive self-reflection on weaknesses. Using rewards and grades cautiously, as they can distract the learner from the real purpose of the task (DÃ ¶rnyei, 2006:730). When they are used, they should be offered in a motivational manner. The most motivating of teachers are considered to be those who rely on a few simple and carefully selected techniques (DÃ ¶rnyei, 2006: 730-731). Therefore, achieving optimal levels of learner motivation are more likely if motivational strategies are matched by a teacher selectively, to learners specific needs. 5. Conclusion This essay discussed the significant role that motivation, as an example of an ILD variable, plays in the long and arduous task of second language acquisition. I presented three influential theories that have approached L2 motivation from different perspectives, and looked at some of the current trends in motivational research. A look at some possible motivational strategies demonstrated how theoretical concepts can be applied to improve the quality of classroom learning. The motivational characteristics of the L2 learner highlight the complex but influential role played by ILDs in SLA. Many of the variables involved in L2 motivation have a degree of overlap, and interact both with each other and other ILDs (Gardner, 2008). In order to understand the true nature of these webs of interactions and their affect on L2 achievement, the possibilities offered by a dynamic systems approach is probably the best way forward.

Challenges Faced By Working Couple

Challenges Faced By Working Couple The overarching purpose of the study was to know the impact of working hours on the work-life balance challenges faced by working couple. WLB from an employee perspective is the most important strategy of organisation. This article reports that the working hours have a significant relationship with the challenges faced by working couple. Data was collected from various countries like USA, India, Australia, and Canada. A total of 70-80 participants (working couples) indicated that long and odd working hours make their work-life imbalanced. Due to which they are unable to spend time with family and negatively effecting their organisation commitment. Also, these time constraints create more stressful conditions to work and giving unproductive results to organisations. We therefore, recommend all the organisations to implement work-life balance strategies which are family friendly policies and simultaneously, reaping benefits for the organisations too. Keywords: working couples, work-Life Balance, Flexible working hours, flexibility. Introduction What is Work-life balance? For companies to remain competitive there is a need to attract and retain valued employees with regard to human resource policies and practices that address work-life balance. Therefore Work- life Balance is an important area of concern for Employers. Work life balance is about individual choices that enable employers and employees to manage the interaction between work and the demands of life that affect health, families and communities. Work/Life Balance: n. A state of equilibrium in which the demands of both a persons job and personal life are equal. According to Maryln Walton of Herman Millers Future Insight Group, The participants rated work-life balance as the most important of the propositions in the future. It also was rated lowest for the amount of attention being paid to it through the workplace. Therefore in todays organizational settings WLB strategies are being implemented like policies of flexible work and leave arrangements, child and dependant care, compressed work week, job sharing, etc. Review of Literature Working Hours and Dynamics Interplay between Work and Family Challenges A work/life balance survey conducted in 2002 by TrueCareers states that 70% of more than 1,500 respondents said they dont have a healthy balance between their personal and work lives. As organisations move towards more participative and flat structures where fewer employees are expected to manage increase workloads (Hall Ritcher, 1988), the demands of the environment increase, and maintaining the balance between the demands of a career and life responsibilities become more difficult. Hence an increasing level of stress can rapidly lead to low employee morale, poor productivity, and decreasing job satisfaction. Some of the specific problems that relate directly to productivity in the work environment are abuse of sick time, cheating, chronic absenteeism, distrust, embezzlement, organizational sabotage, tardiness, task avoidance, and violence in the workplace. Other serious repercussions are depression, alcohol and drug abuse, marital and financial problems, compulsive eating disorder s, and employee burnout. With ever increasing work overload there is always negative spillover of stress from office to home and from home to office. Working late hours, bringing work to home, less time for lunch at office hours are the common problems faced by working couple. Moreover, if the working environment is not supportive it may lead to more turnover as before. Employees tend to experience work-family conflict when demands from work and family are both high and difficult to satisfy. Work-family conflict is a form of interrole conflict in which incompatible demands emanating from work and family domains make it difficult or impossible to satisfy both sets. Employees from dual-earner families (the subjects of our study) are particularly likely to experience conflict between work and family. Whereas most research has focused on individuals and the work-family conflict they personally report, a growing number of studies suggest that work-life issues must be understood in the context of both spouses employment conditions. Employees tend to experience work-family conflict when demands from work and family are both high and difficult to satisfy. Work-family conflict is a form of interrole conflict in which incompatible demands arising from work and family domains make it difficult to satisfy both sets. Working couples are particularly likely to experience conflict between work and family. Whereas most research has focused on individuals and the work-family conflict they personally report, a growing number of studies suggest that work-life issues must be understood in the context of both spouses employment conditions. This study though examines the spousal support and his indulgence in work, being at priority. A 1991 study finds relationships among employees job security, income, and weekly work hours and their spouses job involvement and satisfaction. Longer working hours are considered as the biggest work-family conflict reason giving more challenges to be faced by working couple. Late working hours, night shifts, work at home, no flexible scheduling and rigid corporate timings all these are demanding flex time work strategies. In the last decade ( Health Canada 2001, National Work Life Conflict Study), declared that high job stress has doubled, high job satisfaction and employee loyalty has doubled, the percentage of Canadian working more than 50 hours a week has grown from 10% to 25% , most Canadian lives in dual-income families and have dependents, whether children, aging parents or both. Also Canadian employers has reported that work life conflict has resulted in increased absenteeism and employee turnover, reduced productivity increased disability costs and health cost, increased managerial stress, and impaired family/social relationships. Jacobs and Gerson (2001) proposed that total family work hours, or the combined work hours of both spouses, would be a stronger predictor of negative outcomes, especially among parents, than the work hours of the individual spouses. Total family work hours is a concept with considerable face validity; as Jacobs and Gerson (2001) note, married individuals have less time to spend at home, because they devote more joint time to work (p. 50). More recently, Voydanoff (2004b) argued that long work hours reduce the resources that couples have for managing home demands, with likely negative effects on marital quality that vary with gender. For example, long work hours have been associated with high work_family conflict (Grzywacz Marks, 2000) as well as with good physical health (Bird Fremont, 1991). In contrast, there was no significant relationship between long work hours and intention to turnover or life satisfaction (Barnett Gareis, 2000a,b). Therefore todays company need various work-life strategies to be implemented that are helpful for working couple. They will be able to maintain a balance between much needed personal and professional life. The workplace based strategy could be flexi-time and flexi hours, part time, job sharing, job redesign, compressed work schedule; and flexi-place strategy could be telecommuting. Leave arrangements could be compassionate care leave, extended leave, maternity leave, parental leave, personal leave, self-funded leave, sick leave. A review of more than 30 surveys regarding work/life balance published from 1997 to 2003 reveals that the number of employers who offer family-friendly benefits has dramatically increased. According to the SHRMÂ ® 2003 Benefits Survey by the Society for Human Resource Management (www.shrm.org /surveys-available late June 2003), the percentage of employers offering family-friendly benefits continues to increase.21 The survey documents that the top five family-friendly benefits offered are: Dependent care flexible spending accounts (71% of respondents). Flextime (55% of respondents). Family leave above required leave of the federal Family and Medical Leave Act (FMLA) (39% of respondents). Telecommuting on a part-time basis (34% of respondents). Compressed workweeks (31% of respondents). Research Methodology Data Collection A sample of 70-80 working couples was taken from various countries including USA, Canada, Australia and India to measure the effect of working hours on working couples and the challenges they face. Diverse type of corporate sector including service sector, medical sectors, NGOs, manufacturing sectors, educational sectors etc. were included A structured questionnaire was drafted containing various statement on Work-Life Balance and challenges. Giving a Chronback Aplha of .80 ( reliability and validity of questionnaire). Measurement Individual working hours effect was assessed on the lives of working couple. 12-items from the dual career couple challenge scale were used to assess the challenges experienced by them. Responses were gauged on a 5-point Likert-type scale ranging from 1 (never) to 5 (always). For example items including, Do you work late hours at office everyday?; Do you miss out on quality time with your family and friends because of work pressure? A higher response rate of 85% was recorded. Therefore, for measuring the effect of working hours on the challenges faced by dual career couple a simple regression analysis technique was applied with the help of SPSS 18 (PASW). Taking challenges as independent factors and working hours as dependent factors. Simple regression analysis was used to test the hypothetical relations between the challenges and working hours, in table 1. We can see the variables entered as independent. To address the challenge of analyzing data where its being proved by our results that as p Conclusion This study therefore suggests that dual-career couples may have different needs from those of the more traditional single-career couple. There is, therefore, a need for organisations to develop policies and practices that provide support for the demands of both work and family. In the work environment, dual-career employee status implies the need for greater employer sensitivity and awareness of the conflicting demands of simultaneous careers, so that employees may become more effective both at work and at home. What is needed is policies and programmes to help employees reduce the amount of conflict and the resulting stress they experience when they try to juggle the demands of work and home responsibilities (Thomas Ganster, 1995). Higgins, Duxbury and Irving (1992) for example, found that conflict between work and family roles reduce employees perceptions of quality of work life and the quality of family life which, in turn, can impact productivity, absenteeism and turnover. Suppo rtive work practices like flexible work options (e.g. flexitime, compressed work weeks, home telecommuting) as well as assistance with child and dependent care, employee support programme (e.g. counselling) and career path alternatives (Bardoel, Tharenou and Moss, 1998) are therefore vital to minimise stress, maximize employees sense of control over their lives, sustain manageable career progression, and at the same time balance career and family demands. (Elloy F David, 2004). Limitation of Study The study presented here is not without limitations. Lack of time was also a big constraint. Respondents situated out of India (home country) having problem while filling up the questionnaire were not able to discuss the doubts regarding the questionnaire because of distance and lack of time. Wrong information like telling wrong age or wrong spouse information cannot be avoided. An additional limitation based on the characteristics of the sample may be bias associated with nonresponse.

Economy :: Unions Labor Work Papers

Unions Why Unions? "Unions are groups of working people who join to talk to employers about wages and conditions of work instead of workers talking to employers on an individual basis."1 Because they speak for everybody, unions can get a better deal for each worker than one employee could by negotiating with the employer. As seen in the short movie "WHY UNIONS?", non-unionized workers talks about the unfair treatment they experience in the work place. Through collective action, workers formed unions so they could have a voice in deciding wages, hours, working conditions and dealing with the many problems arises in the workplace. Unions are not just organizations trying to get more dollars and cents or better working conditions for people who hold union cards. People who don't enjoy the benefits of union protection get benefits too. "The labour movement was in the forefront of the struggles for public health care, for public education, for minimum wages, holidays and employment conditions."2 1 D. Martin, Form War To Peace, Canadian Labour Congress, Quebec, 1991, P.17 2 Notes On Unions, Canadian Labour Congress, Quebec, 1992, P.1 Union Nowadays "Unions are like businesses: their success depends upon attracting and retaining buyers (new members). Recently, one of the major problems faced by the union movement is that few Canadians understand what services unions come into public."3 The public also don't know the union is also helping Canada in other parts of areas such as economy, etc. The public think that the only time unions come into the public's eye is as a result of strike or withdrawal of services. This is because of the impressed strikes held by the union workers. The memorable one would be the strike held by the Toronto Transit Commission workers back in September 1991. The lack of transportation resulted in inconveniences among the public. The Canadian public becomes upset over conflict. The strikes make the public forget about the contributions of unions in other areas. "From a marketing perspective, the union movement has positioned itself like the nuclear industry -- it receives attention only when it is about to blow up, melt or leak."4 Five important needs for union movements are: 3 Alistair Davidson and Ian Mckinnon, "Unions need to study marketing," The Globe and Mail, May 8 1984, Business section, P.8

cakes making :: essays research papers

Sugar You have to handle sugar with care because can be dangerous. Also sugar can explode. At 315 degrees sugar should be clear. Sugar boils at 215 degrees. Corn syrup helps the sugar not to crystallize Dark Chocolate For dark chocolate the melting point is 118 degrees to 128 degrees White Chocolate For white chocolate the melting point is 100 degrees to 105 degrees, then you must take off the heat and whip. Types of meringue French: is plain egg whites and sugar. But this method is not for buttercream. Italian: is made with egg whites, sugar and water. The difference is that the water and sugar are cooked to 240 degrees, and then added into the whipped egg whites. Swiss: is made from egg whites and sugar. But the egg whites and egg are heated over a Water bath to 110 to 120 degrees, and then put in the machine to whip. If fresh egg whites are used, heat meringue to 150 degrees. 01/09/02 Chocolate: Should be never refrigerated, for chocolate moose you should heat the chocolate to 150 degrees. Chocolate can be good up to one year, and should be stored at 50 to 70 degrees. In order to temper chocolate you must first cut the chocolate in thin slices. For European chocolate the heating temperature is 120 degrees maximum, but you should always read the package. All chocolate is made different. Tempering is to melt all the crystals and ingredients in the chocolate to the right temperature. There are three methods. Tabling method: chocolate holds up to 60 days. Melt chocolate to 118 degrees. (American Chocolate) Pour to marble slab and chill to 84 to 85 degrees. Then you handle the chocolate with a scraper and a pallet knife. Then you reheat the chocolate to 105 degrees. Then you pour it on the marble slab and repeat the handling until it reaches between 85 and 87 degrees. Seeding method: Melt chocolate to the temperature of 118 degrees. You melt two pounds and you chop one pound on the side. After heating the two pounds on the stove to 118 degrees, you take off the stove and add the other pound and reheat until it is 85 to 87 degrees, and make sure all chocolate is melted and no lumps. Use this method for chocolate that will be used the same day. If you see white spots on a chocolate decoration, you can put the chocolate in the oven for two seconds, and they will disappear.

Profiling Foreign Students is Rational and Legitimate Essay -- Septemb

Profiling Foreign Students is Rational and Legitimate Sixty years ago, the United States placed Japanese-, German-, and Italian-Americans in internment camps. Our country has also excluded people of various nationalities simply because we didn't like "their kind." The government's scrutiny of Middle Eastern students in response to September 11 has thus evoked acute suspicions and fears that the Hollywood scenario in "The Siege" will become a reality. Others are concerned that even if internment is a remote possibility, the recent heightened attention toward a group of foreign students amounts to racial profiling. These fears are perfectly reasonable but, thankfully, unsupported by what has happened thus far. As much as Americans today insist on treating people as individuals, there are some regrettable circumstances in which grouping has legitimate purposes. The Supreme Court has recognized the necessity of grouping by subjecting "inherently suspect" classifications like race to a standard of "strict scrutiny," while letting classifications with a reasonable purpose pass with "intermediate scrutiny." Fundamentally, the Court asks whether there is a "rational basis" for a government policy that treats a particular group of people differently. In its recent treatment of foreign students, the government has demonstrated a "rational basis" for measures that group people to meet a pressing state interest while minimizing the violation to individuals' dignity. Without casting aspersions on the people and the culture of the region, we cannot deny that the Middle East is a hotbed of fanaticism. Thousands of militants have been indoctrinated by calls for the violent destruction of entire gr... ...ent has presumed no guilt for the students it has sought records on, and it has neither publicized their names nor allowed universities to notify them because doing so would unduly arouse unnecessary fears of persecution. Educating foreign students is an important instrument of American foreign policy. Foreign students act as dual ambassadors, fostering better understanding between the citizens of their countries of origin and those of the United States. They bring elements of their culture to America while taking elements of our culture home to their societies. However, we must remember that this enlightened policy is open to abuse. Recent government actions with regard to foreign students amount not to racial profiling, but rather to plugging the holes in the system so that we may continue this valuable cultural and educational exchange program.

Sales Project Report on Wall”S

WALL'S Introduction: Wall’s was bought by Mac fisheries in 1920 – who then sold Wall’s to Lever Brothers in 1922. In 1922 by the 1950s, wartime rationing produced a big appetite for ice cream – sales reached ? 46 million by 1959 and Wall’s opened a large ice cream factory in Gloucester. Supermarkets began to stock ice creams in addition to small high street shops. Market research in the 1970s showed that practically everyone loved ice cream. Wall’s ice cream started production. Wall’s ice cream introduced in 1995 in Pakistan under unilever brand.Unilever is one of the biggest brands in Pakistan and 56 other brands are registered under unilever brand. â€Å"Meeting the everyday needs of people everywhere†. It is the world number 1 in ice-cream, margarine, and tea-based beverages; also in personal wash, prestige fragrances and deodorants. Unilever's packaged foods business is the world's third largest after Nestle and Kraft. Yet a t the same time, the group has pruned its portfolio by 75%, disposing of some regional products and rebranding others in order to concentrate on a smaller roster of global power brands.Advertising Age estimated global measured advertising expenditure of $3. 5bn in 2004 making Unilever the worlds number 3 advertisers. ?Founded 1930 ?Employees 350,000 ?Sales $25. 3 Billion ?Profits $982 Million ?Headquarters London, England and Rotterdam the Netherlands ? 3d-largest company in Britain ?World’s largest margarine producer ?World’s largest soap and detergent maker ?World’s largest maker of packaged tea ?World’s largest ice cream maker ?World’s 3rd-largest advertiser ?World’s 16th –largest industrial company ?Rank World’s largest consumer products companyUnilever is one of the world's leading food companies. â€Å"Our passion for understanding what people want and need from their food – and what they love about it – ma kes our brands a popular choice†. In the late 19th century the businesses that would later become Unilever were among the most philanthropic of their time. They set up projects to improve the lot of their workers and created products with a positive social impact, making hygiene and personal care commonplace and improving nutrition through adding vitamins to foods that were already daily staples.The decade starts with the launch of Path to Growth, a five-year strategic plan, and in 2004 further sharpens its focus on the needs of 21st century-consumers with its Vitality mission. Ice cream is made from milk, fat and sugar. These are cooled as they are mixed, then whipped to create a light, airy texture. Flavourings, fruit or chocolate are added then the whole mixture is frozen again before packaging. Walls have been continuously adding new products to its range. As a result Walls has registered a significant increase in its sale volume during the last ten years in Pakistan. Miss ion Statement Unilever’s mission is to add vitality to life. We meet everyday needs for nutrition; hygiene and personal care with brands that help people feel good, look good and get more out of life. † Wall's Polka Acquisition In 1994 Lever Brothers Pakistan tried to acquire Polka Ice Cream for Rs 600 million. Polka refused the bid, demanding instead Rs. 1 billion. One year after the launch of Wall's Ice Cream by Lever Brothers in 1995, Polka approached Wall's with an offer to merge the two companies. In 1998 Polka merged into Walls both combined with one and other. After the merging they are working together for last 7 years.On Polka packaging there is a brand mark of Walls ice cream. Wall’s has a 28% share in the ice cream market; 25% of which comes from the take home range and 64% of the impulse range – the highest in the entire industry. Taste the fun side of life Mention ice cream and most people think of the Heart brand. The brand with the big red h eart logo is behind many much-loved ice cream classics – from indulgent treats like Magnum and Cornetto. Making you happy Few foods are guaranteed to put a smile on people's faces like ice cream. But while ice cream should always be fun, we've an ever-growing range of lower fat, lower sugar products.Heart brand now provides lighter versions for those watching the calories and smaller sizes for smaller appetites, as well old favorites – there's something for everyone Some ice creams are best as an occasional indulgence, but others can be a regular treat, and eaten sensibly, ice cream can be part of a healthy balanced diet. Heart brand is developing products that are lower in fat, sugar-free, lactose-free, as well as low-crab options and those with more nutritional ‘goodies' like calcium and fruit. Key facts †¢ Unilever is the world's biggest ice cream manufacturer, with an annual turnover of â‚ ¬5 billion. Heart brand products are sold in more than 40 coun tries. The Heart brand operates under different names in different markets (Wall's in the UK and most parts of Asia, Algida in Italy, Langnese in Germany, Kibon in Brazil, and Ola in the Netherlands). Ice cream is an impulse buying product it is related to happiness, fun and togetherness. Ice cream is a frozen product made from a combination of milk products and eggs, sugar dextrose corn syrup etc. It was once considered a sophisticated item of food is now becoming increasingly popular among the people.There are small, medium and large manufacturers of ice cream in Pakistan. Walls have divided the ice-cream products into three main categories. 1. impulse item 2. In home 3. bulk pack Impulse Item Impulse items are produce especially for kids and teenagers. KIDS: It includes Rocket, Twister, Bigger Three, and Vanilla cup, Rainbow Berry Dip and Choc Dip which are for kids. SLOGAN: All Action All Wall’s TEENAGERS: It includes jet sport, Kings Kulfa , Mango Kings KulfaVanilla, and Choc Bar, Cornetto, Pop cone,Chocolate Passion, Magnum, and Feast SLOGAN: All Hearts All Walls’. IN HOME:In home ice cream products are especially designed For family and adults which includes liter and half liter packs also Have half and full packs. It includes Tutti Fruity, Cassatta, Kings Kulfa, Mango, Chocolate chip and many more. BULK PACK: These are for dealers and hotels and Wall’s providing in large Or big quantity in the form of big packs. Wall’s deal with Pizza Hut, McDonalds, major shopping centers, stores, vendor. Annual Growth Rate: 13. 37% is annual growth rate of the wall’s company And wall’s ice creams remain the best. SWOT ANALYSIS Strengths: †¢ Strong brand equity. Quality product Larger dealers network Country wide availability †¢ Production under Unilever brand is one of the biggest strength for company †¢ Innovative (using latest technology for the manufacturing of the ice cream and all system is computerized) à ¢â‚¬ ¢ Unique innovative packing Weaknesses: †¢ Perception about the company is that it is specially made for high class consumers. This perception is affecting company image although Wall’s is making ice cream for every class and they have those products which are ranging from 5 to 30 which can be affordable for the poor people. Weather barrier is also the factor which is affecting the production of the ice cream and can be taken as a weakness for the Wall’s †¢ Product price high with respect to the competitor in some flavors Opportunities: †¢ Range of the products can be increased especially for the kids †¢ Kids are the big opportunities for the company †¢ Increase in the population †¢ Unilever brand is the big opportunity for the Wall’s as it is well known internationally Threats: †¢ If any multinational company launch ice-cream product then it will be a big threat for the company but up till now company is not facing any ki nd of threat Selling Techniques: – Let people know you sell ice cream Show customers and passersby that you sell ice cream by displaying POS items such as pavement signs, flags and waste bins outside your store. This may result in further impulse buys, growing your overall business. 2 – Keep your cabinet clean and full Only 50% of intended ice cream purchases result in a sale due to unappealing cabinets. Check your stock regularly and clean and defrost your cabinet to attract more sales and keep running costs down. 3 – Stock the best sellersStock the best selling brands in each of 4 segments – chocolate snacks, cones, adult refreshment and kids – to make it easier for your customers to find what they want 4 – Make your cabinet easy to find Place your cabinet in a high traffic flow area near to the till and ideally amongst other impulse products. 5 – Draw attention to your cabinet Use indoor POS items such as freezer display boards, ba sket labels and cabinet stickers to make your cabinet stand out. 6 – Stock ice cream all your round A third of all ice cream sales are made during the winter months, so stock up now and don’t miss out. Distribution: ne of the competitive advantage of WALL'S is its availabilty, which is ensured by extensive distribution. The distribution of icecream is different from other products. To keep it in a good form it must be chilled at appropriate temprature. For thid purpose deep freezers are used, which are provided by the company. However the running costs are to be paid by the retailer. For this purpose walls gives a margin of 18% to its retailerdistributors, which is distributed over entire channel. Pakistan is divided in three major sections. These are as follows: 1) North ( Islamabad, Peshawar, Northren Areas) 2) Central Central Punjab and Lahore) 3) South ( Sindh and Balochistan) Disribution Channel: Distribution is making the product available but this availablity sh ould ensure that product must be: 1- At right place 2- At right time 3- In right condition WALL'S have a hybrid distribution system. It reaches different customers with different systems. WALL'S is using two types of ditribution channels, both are indirect channels. Producer Distributor Retailer Consumer Retailer|Security forthe freezers|Investment onIce cream products|Board for advertisement|Total investment required| Others|15000|12-15,000|3000|30,000|WALL’S|Nil|12-15,000|Nil|15,000| Promotional Strategies: Promotional strategies of WALL’s ice-cream is consistent. It uses Pull strategy for promoting its product because WALL’s spent a lot on advertising and consumer promotion to build up consumer demand. Promotional Budget One of the hardest marketing decisions facing a company is how much to spend on promotion. How des a company decide on its promotion budget: WALL’s ice-cream uses Objective-and-Task Method to set its budget for promotional activities.T his budgeting method entails (1) defining specific promotion objectives, (2) determining the tasks needed to achieve these objectives, and (3) estimating the cost of performing these tasks. The sum of these costs is the proposed promotion budget. Wall’s determine its specific tasks to achieve its objectives which are defined by the company’s management, to achieve these objectives WALL’s estimates the costs of different tasks, which are to be done to promote its products. 1. Promotional Objectives Promotional objectives of the WALL’s ice-cream are as follows Inform Persuade RemindCompanies inform the people when they don’t know about the product, persuasion takes place when people already know about the product and company forces them to buy the product and when companies is selling enough quantities of a product it reminds consumers about the product to keep the sales at the same level in future. Promotion is important for firms in many ways. It h elps to establish image of product, which the manufacture wants to portray, and also the personality of product. It informs the people, creates awareness and helps in positioning and repositioning of the product.With promotional tools company can tell about the availability of product, company can justify prices or can communicate the features of the product. WALL’S is not promoting its products individually because WALL’S believe that the high quality it is providing through its products are more than sufficient to prove its identity. We believe that now there is a need for WALL’S to promote its products separately as international competition is coming as well. 2. Tasks Selection of different promotional tools advertising and media schedules and what types of message are delivered to the target audience. WALL’s uses Advertising and Sales Promotion. . Cost/Budget Estimated budget of WALL’s of promotion is Rs. 2. 5 million (est. ) Promotional Tools 1. ADVERTISEMENT WALL’S is creating awareness about its new products such as supper Cornetto, Carte DOR for this purpose it is using huge signboards on the major square of the cities and more importantly both the print and electronic media for advertisement and for that it is following AIDA model.  · Awareness The WALL’S uses print and electronic media plus the signboards initially just to create awareness and knowledge about its new product as these days it is giving A lot of adds of both of its newly launched producs Super Cornetto. Interest: As the public gets awareness of the produces of WALL’S the next step is to create interest among the target buyers about the product which is again done through advertisement.  · Desire: The WALL’S create curiosity among the customers and transform that curiosity into the desire of the product.  · Action: Finally to make the customer purchase the product this is the final thing to be done in model. The WALLà ¢â‚¬â„¢S follows a sequential pattern through which it strengthens its newly launched products. Or to put in another way, the concept can be very well understood with the help of the above given building blocks: InformPersuade Remind Companies inform the people when they don’t know about the product, persuasion takes place when people already know about the product and company forces them to buy the product and when companies is selling enough quantities of a product it reminds consumers about the product to keep the sales at the same level in future. Promotion is important for firms in many ways. It helps to establish image of product, which the manufacture wants to portray, and also the personality of product. It informs the people, creates awareness and helps in positioning and repositioning of the product.With promotional tools company can tell about the availability of product, company can justify prices or can communicate the features of the product. WALL’S is no t promoting its products individually because WALL’S believe that the high quality it is providing through its products are more than sufficient to prove its identity. We believe that now there is a need for WALL’S to promote its products separately as international competition is coming as well. The theme of advertisement varies with the product image and positioning. But walls follow the same theme internationally.The advertisements run on TV are made in foreign countries. The objectives of advertising are the three basic ones which include informing, persuading and reminding about different brands of walls. WALL’S have used all sorts of mediums of mass communication and one to one bases. The mediums used in WALL’S promotional activities are:  · TV  · Billboards  · News papers  · Magazines  · Radio  · Banners  · Pamphlets  · Stands in shops  · Shop boards  · Sponsorships of pop stars, actors, models  · Event arrangements  · Bus S top Board Ads  · Fun carnival carried out in different parks such as Racecourse Park 2.SALES PROMOTION WALL’S has been going a number of sales promotion activities like the: 1- Cycling System: WALL’S started its cycling system for awareness but after that its task was modified into doing sales promotions for the company. And also cycling system has proved excellent in terms of sales and promotion. 2- Discount Coupons: WALL’S launches very low price products for the purpose of both market expansion and sales promotion. Like Solo for Rs. 2 and Liter pack for Rs. 45 was also to boost sales. 3- Discounts and Offerings: Wall’s offered 5% discount in off-season. 3. Public RelationsFor strengthening itself in relationship markets WALL’S is not only going for customer satisfaction but also stressing upon building strong public relations. For example, under the umbrella of Unilever, WALL’S has been trying to part in charity activities and also to s tay in front in national and religion events. For instance events like Valentines Day. WALL’S uses such occasions to not only promote its sales but also to build strong public relationships through sponsoring events on this day. Moreover, it has recently started organizing colorful Fun Carnivals too, which is totally a family affair.This is just an instance WALL’S tries to gain maximum of such opportunities. 1. Customers Price discounts Quantity discounts 2. Distributors Shares 50% of the distributors' expenses Off season discounts: 5% 3. Retailers Free freezers to retailers Investment on each retailer: Rs. 22,000 Free freezers’ maintenance 4. Street Vendors Free Trikes To strengthen its relationship with the various public and customers WALL’s sponsors an Art exibition. Hierarchy of Marketing Department (sales force) National/Country marketing (sales) manager ? Zonal sales manager Area/territory sales manager ? Sales officer ?Our Suggestions: REFERENCES 1. www. wallspakistan. com[->0] 2. www. unilever. com[->1] 3. www. yummy. com. pk[->2] 4. www. unilver. co. uk[->3] 5. www. walls. co. uk[->4] 6. www. yahoo. com[->5] 7. www. google. com[->6] ? [->0] – http://www. wallspakistan. com/ [->1] – http://www. unilever. com/ [->2] – http://www. yummy. com. pk/ [->3] – http://www. unilver. co. uk/ [->4] – http://www. walls. co. uk/ [->5] – http://www. yahoo. com/ [->6] – http://www. google. com/