Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School Sy: 2012-2013

PROBLEMS IN t from each whizzhouse ENCOUNTERED BY lavishly SCHOOL STUDENTS OF CATANDUANES STATE UNIVERSITY LABORATORY HIGH SCHOOL SY 2012-2013 A attempt newspaper publisher Presented to the Faculty Members of the Catanduanes province University Laboratory indoctrinates Virac, Catanduanes Submitted in Partial Fulfillment of the Requirements in RESEARCH II RUBY JOY P. BEO MARK KENNETH T. MIGUEL JHON CLIFFORD T. ONIONG March, 2013 Catanduanes sound out University College of tuition LABORATORY SCHOOLS Virac, Catanduanes CERTIFICATIONThis query Paper entitled PROBLEMS IN SCHOOL ENCOUNTERED BY HIGH SCHOOL STUDENTS OF CATANDUANES STATE UNIVERSITY LABORATORY SCHOOLS S. Y. 2012-2013 prepargond and submitted by sanguine Joy P. Beo, Mark Kenneth T. Miguel and Jhon Clifford T. Oniong, in partial fulfillment of the requirements in Research II, has been checked and is cheered for acceptance. ZYRA MAE S. TOMAGANERIC T. ALDEA Langu epoch Editor Statistician Accepted and Approved by SOC ORRO D. MASAGCA Research Professor IMELDA T. BERNAL Principal ACKNOWLEDGEMENTRead thisRespiratory ActivityThe look forers be truly indebted to the avocation for making their vision a reality. Prof. Imelda T. Bernal, Principal, Catanduanes State University Laboratory trains, for her exemplary and m early(a)ly c at a timern in tapping and developing potentials as indicators of progress in excellent working environment Prof. Socorro D. Masagca, the exploreers proceeds instructor, promontory teacher and guidance counselor of CSULS, for sharing her expertise and guidance for the fulfilment of this work To our teachers for their assistance, cargon, and esteemThe groomchild-respondents, of Catanduanes State University Laboratory in spirited spirits condition, for their total cooperation which gave strong fruit to this dogma The Researchers family, especi completelyy to their pargonnts for their untiring support and to a lower placestanding to a nobleer place all, the Almighty God, for making things easy during their times of irreconcilabilities. THE AUTHORS DEDICATION First of all I would like to ease up this thesis to our Almighty God. And of course to my p bents who taught me that the surpass kind of contendledge to suck in is that which is learned for its own sake.I besides dedicate this hard work to my family who supported me financially. To my friends, the SNDB- Charlz and Lhyrz who ar perpetually thither to support and c atomic number 18 for me that taught me the real wideness of having friends and for the unending pose we shared. Friends 4ever X ?. To my Parekoy. To Rene, to my sister Blezza. To my co-researchers, Kenneth and Clifford. To my special someone who served as my inspiration in doing this thesis. To Maam Phine and Maam Socorro who guided and always reminded us to do our thesis. To IV- Einstein and IV-Galileo Batch 2012-2013. Rhubz DEDICATIONTo God supra, for His presence To my parents, for their love and support To my br differents and sister To all my friends and give instructionmates for their companionship To the teachers for their guidance To IV- Einstein for the never ending happiness To my co-researchers rubicund and Clifford And to someone, who gave me inspiration This work I humbly dedicate. Ken DEDICATION I dedicate this work to the following To my harming and precise(prenominal) understanding m new(prenominal), To my hardworking and kind father, To my ever supportive sisters Pamela and Nicole, To my Lolo, To my classmates and friends, To my co-researchers, Ruby and Kenneth,To IV- Einstein and IV-Galileo Batch 2012-2013, and above all To ALMIGHTY GOD. Cliff scam BEO, RUBY JOY P. , MARK KENNETH T. MIGUEL AND JHON CLIFFORD T. ONIONG PROBLEMS IN SCHOOL ENCOUNTERED BY HIGH SCHOOL STUDENTS OF CATANDUANES STATE UNIVERSITY LABORATORY SCHOOLS S. Y. 2012-2013 The enjoyment of this memorise is to pose the dissimilar areas where disciples encounter obstacle. In addition, the store ys of unspoiledness of these jobs were excessively determined. Specifically, the following questions were considered 1. What is the write of CSULHS civilisechilds in ground of a. ) Age b. ) Gender c. educational attainment of parents d. ) parent fester of parents e. ) monthly income of parents 2. What are the capers encountered by CSULHS pupils in the following areas a. ) individualized grammatical constituent in b. ) cultivate cypher c. ) mate relation broker 3. What is the story of endeavorfuly in each problem identified? In what problem(s) do the respondents encountered truly unspoiled difficulty? Least difficulty? 4. Is there a signifi posteriort dissimilarity mingled with the spot of difficulty of the problems encountered by extravagantly condition students in ground of ain factor, shoal factor, and colleague relation factor?The speculation of the instruction is there is no signifi stooget oddment mingled with the degree of difficulty of the problems encountered by mellowed check students in terms of own(prenominal) factor, instill factor, and friction match relation factor. The descriptive position mode of research was employ in this study with the questionnaire as the of import in any casel for aggregation selective information. The following were the findings of the study 1. Majority of the game teach students belong to the age square bracket 13-14 with a frequency of 38 or 48% 2. In gender 38 or 47. 5% of the respondents were male and 42 or 52. % of the respondents were female. 3. For the educational attainment of parents, the studyity of their fathers were college graduates (65 fathers or 81%). In their m some others educational attainment, mass were college graduates (74 mothers or 93%). 4. In occupation of parents, the bulk of the fathers of the students were freelance(a) (39 fathers or 49%). In the occupations of the mothers of the students mass of them were government employees (45 mothers or 5 6%). 5. In the monthly income, the majority had an income of P 26,000 and above. 6.Out of the eight (7) listed possible students own(prenominal) problems, the students rated quartette (4) as slightly near art object the other leash (3) were rated little(prenominal) knockout. Family problems is the story forth of 4 that was rated graduate(prenominal)est for sensibly monstrous which got the toweringest rigorous. The controversy love action is the barely one among the other options rated as little practiced that got the highest rate of 2. 288. 7. Based from the dissolves of the high give instruction students, of thirteen (13) listed civilise problems, 11 were rated moderately in effect(p) plot of ground only 2 were rated little serious.The parameter besides difficult projects among the football team (11) literary arguments rated as moderately serious got the highest call up of 3. 45. The statement with the highest paygrade for little serious is Poor met hod of teaching with a smashed of 2. 488. 8. In four (4) listed problems with their peers, the high naturalise students rated two (2) statements as moderately serious speckle only one statement were rated less serious. The statement mate Pressure got the highest mean for moderately serious which return 2. 65. The statement Bullying got a mean of 2. 463 for less serious. The following conclusions were derived from the findings 1.Majority of the high coach students are females, in spite of appearance the age range of 13-14 course of studys elder, parents are college graduates for with which the fathers are self- assiduous and the mothers are government employees and with a monthly income of P 26,000 above. 2. The majority of the high rail students insure that the problem which regards to the personal problem is family problem. 3. The problem with regards to the school factor, the majority of the high school students agree to too difficult projects. 4. The problem with regar ds to the peer factor, the majority of the high school students agree to the peer pressure.From the findings and conclusions arrived at, the following recommendations are offered 1. In personal problem, we recommend for the parents to serving their child or children in solving their problems to lessen it and to swear out them in their studies. Be always make for them to understand their limitations. 2. In school problems, the teachers inborn give more effort to their work for the students get spare-time activityed with their subject. perform latest learning and teaching guidelines to help improve the teachers teaching skills. It is as well as recommended for the teachers or the institution to offer more reference materials to help them in their studies.Also, the teacher must lessen their stringency so that students will participate easy in the class 3. In peer problems, we recommend them to imbibe some self-esteem and make their own decisions. TABLE OF CONTENTS cheers SH EET ii ACKNOWLEDGEMENT iii DEDICATION iv rob .. vii TABLE OF CONTENTS .. xi describe OF TABLES xiii LIST OF FIGURES .. xiv CHAPTER 1INTRODUCTION Background of the Study 1 Statement of the Problem .. 2 Hypothesis .. Conceptual Framework and Research double .. 4 2REVIEW OF colligate LITERATURE AND STUDIES Review of think books . 7 Review of Related Studies . 9 3METHODOLOGY OF RESEARCH Research Design .. 12 Sources of info 13 Instrumentation 13 Data-Gathering Procedure 14 Statistical Technique utilize .. 14 4PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA .. 15 5SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS Conclusions . 29 Recommendations 30 BIBLIOGRAPGHY .. 1 APENDICES . 33 CURRICULUM VITAE 40 LIST OF TABLES TABLE 1Frequency, Percentage diffusion and Rank of Students visibility . 17 2High civilize Students Personal Problems .. 19 3Summary of prove on the Personal Problems Encountered by High School Students of CSULHS 20 4High School Students School Problems 21 5Summary of Test on the School Problems Encountered by High School Students of CSULHS .. .. .. 22 6High School Students friend Problems 23 7Summary of Test on the Peer Problems Encountered by HighSchool Students of CSULHS 24 LIST OF FIGURES FIGURE 1Conceptual Paradigm .. 4 CHAPTER 1 THE PROBLEM AND ITS SETTING Background of the Study A student is a learner or someone who attends an educational institution. In some nations, the English term is reserved for those who attend university era a school child under the age of eighteen is called a bookman in English. In its widest use, student is used for anyone who is learning. Since time is immemorial and across many a nonher(prenominal) different cultures, students have been regarded as the hope of the fatherland.They say that they are the one who will save the future of the next generations. Without students, a school will not be a school and a teacher will not be a teacher. In other quarrel students are the one who makes the life of the t eachers and creates and completes the school. As a part of the school, students have their own goal to achieve success in life. If there are no students, many of us now have no employment, no modernization and no higher purpose in life. In other words, planet Earth would not be as much prolific and as developed as it is today without students. Students play a very important role in building the future of our nation.The researchers believe that they should be given the indemnify education as tumefy as wideness by our government and society. Observations however, showed that despite the years that these students focused on their studies and many other activities, problems of different kinds and different aim of seriousness still arise. It is on this situation that the researcher was intended to conduct an investigation to identify the problems encountered by the high school students of the CSU Laboratory High School and to determine the aim or degree of seriousness of these prob lems.Statement of the Problem The purpose of this study is to identify the different areas where students encounter difficulty. In addition, the degrees of seriousness of these problems were also determined. Specifically, the following questions were considered 1. What is the profile of CSULHS students in terms of a. ) Age b. ) Gender c. ) Educational attainment of parents d. ) business sector of parents e. ) periodic income of parents 2. What are the problems encountered by CSULHS students in the following areas a. ) Personal Factor b. ) School Factor c. Peer relation Factor 3. What is the degree of difficulty in each problem identified? In what problem(s) do the respondents encountered very serious difficulty? Least difficulty? 4. Is there a world-shattering difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor? Hypothesis There is no significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor.Conceptual Framework The research paradigm in Figure 1 shows the major variables of this study that will bring out positive and negative impact on different persons involved. Likewise, it will at a time affect the fictitious character of education the school is presently experiencing. The two major variables are the independent variables that includes the respondents distribution in terms of age, gender, educational attainment of parents, occupation of parents and monthly family income and the dependent variable which includes the degree of difficulty of the problems encountered by the respondents.Independent Variable Dependent Variable FIGURE 1 Conceptual Paradigm Significance of the Study Identifying the problems encountered by the students opens suggestions of the parents as tumefy as the teachers on how to solve these. Students problem should be minimized if possible so that they can focus on their studies well and affect the school by gaining good reputation. Results of this study would be secure to the following The Teachers- Findings enable them to identify the problems of the students and as a result, students can discipline and cope to their studies.The students can focus on their studies and can study well without serious problems. The Parents- Results make them understand the environment of their children as students and assist them in their studies and in solving the problems they encounter. The Students, themselves- If they are helped out with these problems, it is very possible that they can maintain their wholesome life, their physical, social and intellectual self. Scope and Limitation This study is focused on the identification of the problems encountered by high school students in CSULHS S. Y. 2012-2013.This mete outs the period school year 2012-2013. This study involves selected students of CSU Laboratory High School, School Year 2012-2013. It focuses mainly on the problems encountered by students. It comprises 25% (80 students) of the whole state (331 students). 40 of it were boys while 40 are girls. Definition of Key equipment casualty To make every detail clear, the following terms were operationally defined to be use in the study. Areas of Difficulty- The activities related to class manipulating where problems are encountered. CSU- The school where the study was conducted.Degree of Difficulty- Level of seriousness of the problems met indicated on five point weighing machine Five- very serious, Four-serious, Three- moderately serious, Two- less serious and One- not a problem. Peer Relation Factor- The factor which concerns the problems almost peer relation. Personal Factor- The factor which concerns the problems about yourself. Respondents- students who will supply answer in the instrument used. School Factor The factors which concerns the problems about school an d academic tasks. Students- are generally 12-16 years old undergoing gameary education the subject in the research.Student-Teacher Relationship- The academic relation between teachers and their students. CHAPTER 2 REVIEW OF RELATED LITERATURE AND RELATED STUDIES This portion cites goodish number of studies and research works of different aspects related to problems encountered by high school students. The presentation is under two main topics Related Literature and Related Studies. Related Literature Suvajit, 2009 said that for a school student, life is loaded with studies. It is not possible for each one of them to cope up with their studies.They often get nervous, frustrated and end up mugging their lessons which is very harmful. Teachers reaction shouldnt vary from student to student it should be equal to every student. Discrimination is very fatal for students. Shahin, 2007 cerebrate that students all over the world face a number of problems. This is very much true in the cas e of India, especially in infixed state BIHAR. The students community is affected by lots of problems. Lack of quality education, the threat of unemployment, absence of adequate opportunities, nepotism and a host of many such(prenominal) factors dishearten the students.The transcription of education in India is acting as a constraint. Lack of straitlaced guidance by the parents and unawareness of the students in choosing the right career lead to their fate. Though a number of universities and colleges are pass on education to the students, the standard of education has plunged. Reservations and recommendations withhold the candidature of several(prenominal) equal persons. It has done harm more good. Those students who strictly adhere to the grind of school and later college, emerge as graduates. But they find themselves scoreless in securing jobs.Due to the growing population, they find that every job has several contenders. They find themselves to be a part of the al memoria lisey saturated market of job-seekers. They frantically reach out hard to find a job but realize that, silver and favoritism fetch jobs certificates dont as the educational is bookish, once out of college they find themselves helpless because they lack practical knowledge. They crave for name, fame and profusion in a short span of life. But when expectations are not fulfilled and gross realities of life stare upon them they end up cast down and frustrated.After going through the formalities of school and college, they feel that they have been unsuccessful in achieving what they intended. It leads to sheer desperations among the student community giving rise to student unrest. Human resource development route should be taken earnestly and invest in it liberally, reservation may not be needed. Because the quota system has injected a lethal poison in our society and filled detestation in the minds of people, particularly the youth. Nastiti, 2009 revealed that teaching English for young learners essentially confronts several problems over those pointed above.However, three aspects of which are stated, are essential to find the tooth root earlier. This is since these problems frequently happen in society. By reviewing the problems happen in teaching English for young learners which are the quality of the teacher, the habit of the students, and the participation of parents. Regarding the essential of learning English for young learners, all of the parties should oblige to solve these problems. It can start from the students themselves to the major parties of the country to make them care about the importance of learning English for young learners.Related Studies According to Sorra (2001) in his study, Problems Encountered by Students of Catanduanes State Colleges Laboratory High School Staying with their Relatives determined the problems encountered by students of CSCLHS staying with their relatives. Relative to the problems of this study, the supposal formu lated was that the main problems encountered by the students staying with their relatives residence are social, emotional, financial, academic and personal problems. The problems are caused merely by students itself, by the relatives or the parent.The relatives should be prudent in helping the students to overcome their problems. To solve this problem, the researcher said that suitable communication skill and discipline is the main key to this problem. These problems may have a great effect on the students part. It may affect his habits demeanor and his total self. Balimbing and Ibones (2011) in their study about Problems Encountered by young and fourth-year High School Students in their Research Subject determined the problems encountered by students of Catanduanes State University Laboratory High School in their research subject.Relative to the problems of this study the hypothesis formulated was there are no problems encountered by Junior and major(postnominal) High School students in their research subject. Since, there were no problems encountered it is recommended to just retain the way the teachers approach their students. Based on the answers of the respondents in the study, the recommendation for the students is to try to be interested in their research subject and to add more time in the subject.The similarities of this present study above are with the kind of method used, data gathering tool and twain of it aims to know answers from problems encountered by high school students. On the other hand, a study about the Struggles of High School Students to Find School-Related Information on the clear was conducted by Shenton (2008) According to his study, septenaryty-seven online questionnaires were completed by students between 31 October and 27 November 2006, when analysis of the data began. Of the 77 respondents, only 35 provided data on problems encountered when seeking randomness for their assignments.Most of the respondents in this group we re in years nine, ten and eleven (ages 13-16), with only two in year 12 (16-17) and four in year 13 (17-18). Over one-half (19/35) of respondents were female. Forty remaining respondents either stated that they experienced no problems in finding the tuition they needed for school or did not answer the relevant question on the questionnaire. Two participants indicated that they did not have the information they needed to complete their schoolwork because they did not look for it.Over 20 explicit information-seeking problems were identified through inductive analysis of the soft data provided by 35 participants. Difficulties encountered in the search for information largely fell into four major categories problems determining an appropriate search strategy, barriers posed by express school resources or Internet filtering software process frustrations (280) stemming from the perceived inadequacies of search engines, poorly designed meshing sites, and missing or broken web links an d, shortcomings in the retrieved information (281) in terms of relevance and accuracy.In addition, a small number of students either indicated that they had difficulty applying the information they found to the problem that prompted the search, or were refer about copyright restrictions on how they could use the information. wholly but two of the problems reported by the students related to information-seeking on the web. The web was the most popular source of information for students, with 71 out of 77 respondents listing it as one of the sources or the only source they consulted in school.The similarities of the study above with the study at hand is that both of it aims to know answers from problems encountered by high school students. CHAPTER 3 METHODOLOGY OF RESEARCH This chapter presents the research design, source of data, sampling or procedure, instrumentation and validation and data-gathering procedure employed in this study. Research Design The descriptive method or resea rch with survey technique was used in this study. Description method is a fact-finding of the study with adequate and accurate interpretation of the findings.It describes what actually exists such as current conditions, practices, situation or any phenomenon. Since, the present study was concerned with the present condition of the problems encountered by high school students. The descriptive method was the most appropriate method to be used. The descriptive method was also used because it deals not only with gathering and tabulation of information but also for evaluation and analyzing the significance of data in the level or degree of difficulty in each problem of high school students of Catanduanes State University Laboratory Schools.Sources of Data The data poised by means of a questionnaire and was done to gather data and information. To determine the Respondents profile, a checklist table was made by the researchers to determine their age, gender, educational attainments of the ir parents, and the occupation of the parents. The questionnaire used in determining the problems encountered by the students and its degree was also made by the researchers. The checklist was prepared by the researchers and copies of the questionnaire were distributed to selected high school students and then retrieve to the researchers.The questionnaire contains the coarse problems encountered by the students. The questionnaire was divided into two parts Part I cover the students profile that contains the age, gender, educational attainment and occupation of their parents. Part II covers the questionnaire proper which comprises the problems and its degree of difficulty. Instrumentation The test was distributed among selected high school students. Before the administrate of the test, a letter was sent to the principal of the school and the adviser of the high school students requesting permission to distribute the research questionnaire to respondent-student.The degree of difficu lty of the problems encountered by the students was counted. In order of the questionnaire to be accurate and reliable the researcher conducted a validation in school such as Cabugao Integrated School with 45 respondents. Data Gathering Procedure A questionnaire was used to sop up data. It was distributed to the 80 high school students of the Catanduanes State University Laboratory School. After the data were accomplished by the respondents the researcher personally collected the questionnaires given to the respondents. Data were analyzed and interpreted to come up with more specific results and findings.The character of the study required the use of descriptive method. Statistical Techniques Used To shift the data into meaningful information, data were analyzed and interprets using frequency, percentage and paygrade scale. Simple frequency count was used to determine the number of respondents within a category. This is also used to tally the data received from the respondents. weight down Arithmetic Mean was used to determine the types of reading material read and frequency of reading the materials. Chi-square was used to determine the relationship of the variables under study.CHAPTER 4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA This chapter presents the data gathered on the Problems in School Encountered by High School Students of Catanduanes State University Laboratory High School, S. Y. 2012-2013 1. write of the High School Students The set-back specific question posed in this study is What are the profile of CSULHS students in terms of age and gender. Questions regarding their parents were also asked like educational attainment of parents, occupation of parents and monthly income of parents. The respondents were grouped under five categories.To answer this question, the respondents were asked to give information regarding their personal profile. The data gathered are presented in Table 1. a. Age. Out of 80 high school students, 4 or 5% belo nged to the age group 11-12. The age bracket 13-14 had 38 or 48% respondents. xv to sixteen age brackets had 31 or 39% while 17-18 age brackets had 7 or 8% of respondents. This implies that majority of the high school students belong to the age bracket 13-14. b. Gender. nether this item, 38 or 47. 5% of the respondents were male and 42 or 52. 5% of the respondents were female.This implies that there are more females then males. c. Educational Attainment of Parents. Here, their fathers educational attainment was classified as follows 8 or 10% were college undergraduates 2 or 3% were elementary undergraduates 65 or 81% were college graduates and 5 or 6% were high school graduates. This implies that the majority of the fathers were college graduates. In their mothers educational attainment, 3or 4% were college undergraduate, 1 or 1% was high school undergraduate, and other 1 or 1% was elementary undergraduate. Seventy-four or 93% were college graduates and 1 or 1% was high school gra duate.This implies that the majority of the mothers were college graduate. d. Occupation of Parents. In this portion, the occupations of the fathers of the students were classified as follows 4 or 5% were indolent 39 or 49% were self-employed 30 or 38% were government employees and 4 or 5% were classified as others. This implies that the majority of their fathers were self-employed. The occupations of the mothers of the students were also classified as follows 9 or 11% were lazy 22 or 28% were self-employed 45 or 56% were government employees and 4 or 5% were classified as others.This implies that the majority of their mothers were government employees. e. Monthly Income of Parents. In the monthly income, 4 or 5% had an income below P 5,000 18 or 23% of them has P 6,000-P 15,000 21 or 26% has P16,000-P 25,000 as an income and 37 or 46% had an income of P 26,000 and above. This implies that majority of the parents of the students had an income P26,000 and above. TABLE 1 Frequency, Percentage Distribution and Rank of Students Profile ProfileFrequencyPercentageRank Age 11-12450%1 13-14 3848%2 15-163139%3 17-1877%4 Total80100% Gender Male3847. 5%2 Female4252. 5%1 Total80100%Educational attainment Father College undergraduate810%2 High school undergraduate00% simple undergraduate23%4 College graduate6581%1 High school graduate11%3 Elementary graduate00% Total80100% Mother College undergraduate34%2 High school undergraduate11%4 Elementary undergraduate11%4 College graduate7493%1 High school graduate11%4 Elementary graduate00% Total80100% Occupation of parents Father Unemployed45%4 Self-employed3949%1 Government employee3038%2 Others78%3 Total80100% Mother Unemployed911%3 Self-employed2228%2 Government employee4556%1 Others45%4 Total80100% Monthly income of parentsBelow P 5,00045%4 P 6,000-P 15,0001823%3 P 16,000-P 25,0002126%2 P 26,000 above3746%1 Total80100% 2. Problems Encountered by CSULHS Students and its Degree of Difficulty The second study concerned the pe rsonal factors, school factors and peer relation factors. This was stratified according to 5-very serious, 4- serious, 3-moderately serious, 2-less serious and 1-not a problem. The answers to this question were gathered from the results of the data from the retrieved questionnaires. They are presented, analyzed and ranked in the succeeding tables through topical discussion. a. Students Personal ProblemsThere are seven listed probable personal problems that a student may encounter. Table 2 shows the personal problems of the students. The first mainstay shows the personal problems. The second and third newspaper column shows the frequency and the mean. On the last column is found the qualitative rejoinder of the different personal problems of the students. TABLE 2 High School Students Personal Problems ProblemsFrequencyMeanQR Personal Factor54321 1. Lack of capital for paying contributions1262120212. 6Moderately serious 2. Lack of money for transport in school761216392. 075Less s erious 3. Lack of money for paying books1181524222. 25Moderately serious 4. Lack of money for having snacks45918441. 838Less serious 5. Family problems11111820202. 663Moderately serious 6. Sickness or health problems9112218202. 638Moderately serious 7. Love life164811412. 288Less serious 8. Others (specify)000000 Based on the answers of the students it could be noted out that out of the seven (7) listed possible students personal problems, the students rated four (4) as moderately serious while the other three (3) were rated less serious. Family problems is the statement out of 4 that were rated highest for moderately serious which got the highest mean.The statement love life is the only one among the other options rated as less serious that got the highest rate of 2. 288. TABLE 3 Summary of Test on the Personal Problems encountered by High School Students of CSULHS Test Statistics Computed jimmy tabular encourage Decision Interpretation Chi-square 58. 3765 42. 98 Rejected HOPro blems encountered by high school students and the degree of difficulty they are encountering really differ with each other Level of significance=0. 01 HO. There is no significant difference between the degrees of difficulty of the problems encountered by high school students in terms of personal factor.In order to prove the hypothesis, the chi-square was used. As shown on the table, the computed apprize is 58. 3765 which are far from 0. 01 having a tabular value of 42. 98. Since the tabular value is less than the computed value, the hypothesis is rejected. b. Students School Problems Table 4 shows the students school problems. On the first column are the listed problems. Under the second column is found the frequencies while on the third and last column are the mean and the qualitative response. TABLE 4 High School Students School Problems ProblemsFrequencyMeanQR School Factor54321 1. similarly difficult subjects2012241773. 63Moderately serious 2. Lack of available reference mater ials9141824152. 725Moderately serious 3. similarly many assignments1815211973. 225Moderately serious 4. Too difficult projects2415191753. 45Moderately serious 5. Lack of interest on the topics discussed1410242663Moderately serious 6. Incompetent teachers9112324132. 738Moderately serious 7. Too strict teachers1392126112. 838Moderately serious 8. Favoritism of teachers 18122513123. 138Moderately serious 9. Poor method of teaching12101823172. 488Less serious 10. Absence or lack of teachers881227252. 338Less serious 11. Rejection by teachers10101228202. 25Moderately serious 12. Boring teachers15112321103Moderately serious 13. overladen requirements23132013113. 3Moderately serious 14 others (specify)000000 It could be noted base from the answers of the high school students shown in Table 4, that of thirteen (13) listed school problems, 11 were rated moderately serious while only 2 were rated less serious. The statement Too difficult projects among the eleven (11) statements rated as mod erately serious got the highest mean of 3. 45. The statement with the highest rating for less serious is Poor method of teaching with a mean of 2. 488.TABLE 5 Summary of Test on the School Problems encountered by High School Students of CSULHS Type of Test Computed Value Tabular Value Decision Interpretation Chi-square 88. 2767 76. 15 Rejected HOProblems encountered by high school students and the degree of difficulty they are encountering really differ with each other Level of significance=0. 01 HO. There is no significant difference between the degrees of difficulty of the problems encountered by high school students in terms of school factor. To facilitate the hypothesis, the chi-square was used. As shown in the table, the computed value is 88. 767 which are far from 0. 01 having a tabular value of 76. 15. Since the tabular value is less than the computed value, the hypothesis is rejected. c. Students Peer Problems Listed on the table 6 are the problems regarding with the peers. The first column contains the problems regarding with the peers. The second and third column shows the frequency and the mean while the last column shows the qualitative response. TABLE 6 High School Students Peer Problems ProblemsFrequencyMeanQR Peer Factor54321 1. Bullying1491319252. 463Less Serious 2. Peer Pressure9141818212. 65Moderately Serious 3.Bad Influence of Peers13191615272. 575Moderately Serious 4. Others (specify)000000 Based on table 6 it could be noted that of three (3) listed problems with their peers, the high school students rated 2 statements as moderately serious while only one statement were rated less serious. The statement Peer Pressure got the highest mean for moderately serious which have 2. 65. The statement Bullying got a mean of 2. 463 for less serious. TABLE 7 Summary of Test on the Peer Problems encountered by High School Students of CSULHS Type of Test Computed Value Tabular Value Decision InterpretationChi-square 4. 94 20. 09 Accepted HOProblems encou ntered by high school students and the degree of difficulty they are encountering do not differ with each other Level of significance=0. 01 HO. There is no significant difference between the degrees of difficulty of the problems encountered by high school students in terms of school factor. To facilitate the hypothesis, the chi-square was used. As shown in the table, the computed value is 4. 94 which are far from 0. 01 having a tabular value of 20. 09. Since the tabular value is greater than the computed value, the hypothesis is accepted.CHAPTER 5 SUMMARY, CONCLUSIONS AND RECOMMENDATIONS This chapter presents the summary of the study, the findings arrived at and the conclusions and recommendations. Summary The purpose of this study is to identify the different areas where students encounter difficulty. In addition, the degrees of seriousness of these problems were also determined. Specifically, the following questions were considered 1. What is the profile of CSULHS students in term s of a. ) Age b. ) Gender c. ) Educational attainment of parents d. ) Occupation of parents e. ) Monthly income of parents 2.What are the problems encountered by CSULHS students in the following areas a. ) Personal Factor b. ) School Factor c. ) Peer relation Factor 3. What is the degree of difficulty in each problem identified? In what problem(s) do the respondents encountered very serious difficulty? Least difficulty? 4. Is there a significant difference between the degree of difficulty of the problems encountered by high school students in terms of personal factor, school factor, and peer relation factor? The respondents of the study included only 80 high school students enrolled ta Catanduanes State University Laboratory High School.The descriptive survey method of research was used in this study with the questionnaire as the main tool for gathering data. The data gathered from the questionnaires were tallied, tabulated, analyzed and interpreted. Findings Based on the data gathe red, the following findings were drawn 1. Students Profile a. Majority of the high school students belong to the age bracket 13-14 with a frequency of 38 or 48%, 4 or 5% belonged to the age group 11-12. Fifteen to sixteen age brackets had 31 or 39% while 17-18 age brackets had 7 or 8% of respondents. b. In gender 38 or 47. % of the respondents were male and 42 or 52. 5% of the respondents were female. c. For the educational attainment of parents, the majority of their fathers were college graduates (65 fathers or 81%) 8 or 10% were college undergraduates 2 or 3% were elementary undergraduates and 5 or 6% were high school graduates. In their mothers educational attainment, majority were college graduates (74 mothers or 93% ) 3 or 4% were college undergraduate, 1 or 1% was high school undergraduate, and some other 1 or 1% was elementary undergraduate. One or 1% was high school graduate. d.In occupation of parents, the majority of the fathers of the students were self-employed (39 fat hers or 49%) 4 or 5% were unemployed 30 or 38% were government employees and 4 or 5% were classified as others. In the occupations of the mothers of the students majority of them were government employees (45 mothers or 56%) 9 or 11% were unemployed 22 or 28% were self-employed and 4 or 5% were classified as others. e. In the monthly income, the majority had an income of P 26,000 and above. Four or 5% had an income below P 5,000 18 or 23% of them has P 6,000-P 15,000 21 or 26% has P16,000-P 25,000 as an income and 37 or 46% . 2.Students Personal Problems Out of the eight (7) listed possible students personal problems, the students rated four (4) as moderately serious while the other three (3) were rated less serious. Family problems is the statement out of 4 that were rated highest for moderately serious which got the highest mean. The statement love life is the only one among the other options rated as less serious that got the highest rate of 2. 288. 3. Students School Problems Ba se from the answers of the high school students, of thirteen (13) listed school problems, 11 were rated moderately serious while only 2 were rated less serious.The statement Too difficult projects among the eleven (11) statements rated as moderately serious got the highest mean of 3. 45. The statement with the highest rating for less serious is Poor method of teaching with a mean of 2. 488. 4. Students Peer Problems In four (4) listed problems with their peers, the high school students rated two (2) statements as moderately serious while only one statement were rated less serious. The statement Peer Pressure got the highest mean for moderately serious which have 2. 65. The statement Bullying got a mean of 2. 63 for less serious. Conclusions The following were derived from the findings 1. Majority of the high school students are females, within the age range of 13-14 years old, parents are college graduates for with which the fathers are self-employed and the mothers are government e mployees and with a monthly income of P 26,000 above. 2. The majority of the high school students agree that the problem which regards to the personal problem is family problem. 3. The problem which regards to the school factor, the majority of the high school students agree to too difficult projects. . The problem which regards to the peer factor, the majority of the high school students agree to the peer pressure. Recommendations From the findings and conclusions arrived at, the following recommendations are offered 1. In personal problem, we recommend for the parents to help their child or children in solving their problems to lessen it and to help them in their studies. Be always open for them to understand their limitations. 2. In school problems, the teachers must give more effort to their work for the students get interested with their subject.Enforce latest learning and teaching guidelines to help improve the teachers teaching skills. It is also recommended for the teachers or the institution to offer more reference materials to help them in their studies. Also, the teacher must lessen their strictness for the students participate well in the class, avoiding favoritism and rejections to them. 3. In peer problems, we recommend them to have some self-esteem and make their own decisions. BIBLIOGRAPHY A. BOOKS Calderon, Jose F. Methods of Research and thesis Writing. Mandaluyong City Cacho Hermanos, Inc. , 1993 Calderon, Jose F. and Expectacion C. Gonzales.Methods of Research and Thesis Writing. Mandaluyong City Quad Alpha Centrum Bldg. , 2008. Calmorin-Paler, Laurentina and Melchor A. Calmorin (2007). Research Methods and Thesis Writing, 2nd edition. Manila. B. UNPUBLISHED THESIS Balingbing, Kristine Kay T. , Jann Ursula Aree S. Ibones. Problems Encountered by Junior and Senior High School Students in their Research Subject, 2011 Bueno, Carmela T. see Habits and level of Reading Comprehension Skills of Sophomore Students at Catanduanes State Colleges La boratory Schools 2012 Sorra, Reginaldo King Ramos. Problems Encountered By Students of CSCLHS Staying with their Relatives. 2001.

Understand the Main Legislation for Safeguarding Children

Unit 333 Understand how to sentry shape the wellbeing of baby birdren and early pack. Outcome 1 Understand the main legislation, guidelines, policies and surgical processs for uprightguarding tikeren and young people. The safe guarding of children has precisely been developed in the last 50 years. thus far it is a vital part of modeling with children. The legislations, guidelines and policies for safeguarding argon updated both in all the clipping for the best invade of the children.The current legislations argon as follows * The Children Act 1989 this venture shows the responsibilities of parents and professionals when ensuring childrens safety. There are two important sections which focus on child certificate. Section 47 the local authority has a duty to investigate when they have reasonable stir to suspect that a child in their area is suffering significant stultification. Section 17 go must be put in place to safeguard and supercharge the eudaimonia of children in the area who are in need.The main aims of this locomote where to achieve a balance amongst protecting children and the right(a)s of parent to scrap state intervention, encourage partnership between statutory authorities and parents, structure the framework of the courts in particular with regards to family proceedings and finally redefining the concept of paternal responsibility. * Every Child Matters are the guidelines which lead to the Children Act 2004.The main points of the correspond are, there should be a much closer relationship between agencies such as health professionals, schools and welfare services, there should be a shared data base of instruction which if relevant to the safety and welfare of children, Earlier support for parent experiencing problems, Ofsted to enured a frame work that get proscribed monitor childrens services. This became a legal requirement and local anaesthetic safeguarding children boards (LSCB) were formed to carry unwra p these different things. Education Act 2002 Sets bug out the responsibilities of local education authorities, governing bodies, head teachers and all those working in schools to en authentic children are safe and free from harm. * The United Nation design on the rights of the Child 1989 (UNCRC) Protects the rights of children, cut backting out the guidelines for what a child is authorize to regardless of their background treat every child as equalise and respecting their human rights.Things such as, a right to education and health care, the right to grow up in a loving happy and sympathy environment, the right to develop personalities abilities and potential to the best of their abilities and the right to special protection mea sures or assistance. The UK signed this legislation in 1990 and ratified it in 1991. * The everyday assessment framework (CAF) aims to de boundine whether a child has additional needfully at a young age and support this to make sure their needs are met. The department of education provides guidance for the local authorities including schools in two different policies which are, working together to safeguard children 2010 (sets out the duties of organisations and how they must work together to safeguard children) and what to do if youre dysphoric a child is being abuse 2006 (looks at the actions all adults should canvas if they are concerned about child). There are m any(prenominal) guidelines, policies and procedures that rival our day to day work when safeguarding children.As we follow all these policies and procedures it affects they way in which we work with children for example the child protection policy, this makes it our responsibility to record and identify if there is a child that raises concerns of suspect abuse. The school leave alone alike have to check that and concerns are investigated and followed up and also that if any photos are taken of the children that parents have given permission for this. Another procedure would be the guess assessments that are carried out daily.This is part of the daily routine solely when looked at from a different perspective it is another procedure that is set out to safeguard children. It is put in place to make sure that the children are safe and free from harm whilst in the setting and any concerns about safety are reported and sorted before the children are allowed to either play with that equipment or go in the area to break they are safe. Making sure that a situation that could potentially cause harm is safe and fine to use.Ensuring the voice of a child is comprehend, all agencies involved in the safeguarding of children will ensure that the voice of the child is heard particularly in times of distress or trauma as then the support they need can be given. The LSCB are set up by the local authority to make sure that all children are being looked after and the safeguarding and wellbeing of children is being followed. Also if a school has a conce rn about a child the LSCB will make sure outside agencies work together for the best interest of the child.The Childcare practice is an important policy that all childcare or schools will have to follow that is from nannies all the way through to schools. entirely professionals working with children will have to ensure that they have a woeful record bureau (CRB) before starting work. Each organisation will also have to show that they are following the correct safeguarding policies and procedure when dealing with situations and also when reporting them.All of these guidelines are use not only locally but nationally to ensure that all the children are safe and their well-being is top priority on a day-to-day basis. When report a safeguarding issue it is vital that the guidelines are followed and followed correctly. Child protection is the enclosure used when referring to the policies and procedures put in place to protect children and young people against suspicion or harm or abuse .Safeguarding has widely started to replace the term child protection when in the context of adults working with children and managing the issues relating to child protection, this is because it has a wider definition of the ways that adults will react to these issues. This has been design to prevent the risks of harm rather than react to them. The LSCB regulations of 2006 states that serious case reviews (SCRs) will be indispensable in situations where a child dies due to known or suspected abuse or neglect. It may be the case if a child has suffered serious or even life threatening injuries.The purpose of a SCR is for agencies to discuss and determine what lessons have been learned from the situation and how the professionals need to work in the future. Then a report for the public will be composed so recommendations are known. The data protection act 1998 sets out the way that a school keeps and store info. Under this act the information gathered for safeguarding and children p rotection should only be used for this reason and if the savant concerned or their parents wish to see this information they have a right to access it.There are a few exceptions to this rule such as, * Information which may cause serious harm or risk of abuse to health of the pupil. * Information given to a court or in adoption or parental order records * Copies of examination scripts or marks prior to their release * Unstructured personal information, or information which is held manually and not in school records. They are also entitle to their own educational records as well.

A Boy and Girl’s Relationship in James Joyce’s “Araby”

A Boy and missys Relationship in James Joyces Araby A blood is a connection amid two people or more. The descent could be made up of different types, races, or genders of people. One kind in the story Araby by James Joyce is on that has to deal with a boy and a young woman. The relationship is between the vote counter, who by choice of the beginning remains nameless, and his partner Mangans sister. The relationship that the story revolves around is a relationship that is continuously evolving and changes from occasional friendship to total obsession.This relationship controls the piece of the story and shows how untold a persons obsession groundwork affect the relationship. As the story goes along, the boy builds feelings for the girl which speedily draw the fleck of obsession. At the beginning of the story the girl means null more to the boy then just a sign that his friend has to go inside, and stop playing with all of his friends. As the story continues, the tel ler develops feelings for the girl, and instantly her appearance is much more than just the time to go in the house.While playing with the girls brother, all the narrator thinks roughly is when his friends sister will come outside and how he can stupefy her tending. He says, We waited to see whether she would remain or go in and, if she remained, we left our shadow and walked up to Mangans steps resignedly. This relation shows that, although he is not assertive with his feelings, he still does anything to arse about the attention of the girl. He would look forward to when she walked subjugate the block just so he could follow her and keep the name in his head.The way he felt while he saw Mangans sister was uneven to any other emotion he had experienced. While looking at his window he said, When she came out to the doorstep my heart leaped, I ran to the hall, seized my books and followed her. He says, I had never spoken to her, except for a few casual words, and yet her nam e was like a summons to all my laughable blood. Although he chats to her very little, the work that he does for it is worth it and makes him sharp.She quickly became the center of his attention, and was no longer just a symbol to settle a time of day rather she was a person who he would do anything to get the attention of. The fact that the boy cannot get the girl off of his mind is just another way to show how he is obsessed with her. This is shown a few places in the story. The main character says, Her image accompanied me even in places the most hostile to romance. James Joyce tells how the narrator will be in places such as the grocery origin with his aunt, and he still cannot get the girl off of his mind.In the story it similarly says how the boy sits by himself and says O love O love while thinking about the girl he is obsessed with. The boy seemed to action this girl as if he has know her for years now and that thither is an established relationship, while in all ac tuality he has only know this girl for a few days In the story, the narrator shows his lucid obsession with the girl by going to Araby for her. The point that makes this so fire is that he didnt plan on going to this fair.Yes, he knew that the bazaar would be a enjoyable place to be, but he did not think about attending the event, nor did he want to ask his aunt and uncle for permission to go to it. Conversely, when the girl brought up going to Araby, and how she would not be able to attend, the narrator had no problem offering to go and to get her something while he was there. The reason why this shows the obsession level is because this was the rootage time that he spoken to the girl.By the end of the first conversation he had ever had with her, he had offered to go down town for her to get her something from a fair that she wanted to go to, seems like a little much considering the situation. The last example that shows the narrators level of obsession is how he prepared for th e Araby bazaar. The day of the bazaar came slowly, and could not come quick decorous for the boy. The days leading up to the bazaar the boy said I had hardy any patience with the serious work of life, which now that it stood between me and my desire, seemed to me childs play, ugly monotonous childs play. This avowal shows how much Araby meant to him, and how much of his attention this event took from his other commitments. The day ultimately came, and the boy went from room to room singing in his house. IT was evident that he could not wait to leave to go to the bazaar, but at this point he had to wait for his uncle to get home so that he could get some money from him. Around nine oclock he got home, and although at this time it was a little ridiculous to go down town at his age, with the help of his aunt he was able to talk his uncle into the idea.The story Araby by James Joyce is based on relationship, a relationship which is based upon obsession. The boy who happens to be the victim of obsession learns by the closure lines of the story that he mislead himself, and now can see that change of location to Araby was not worth the attention of his new friend. Although Joyce does not say what but happens with the girl and the boy he makes it obvious that the boy was not happy with himself, and his decision to go to Araby, when Araby was

Multiculturalism in Children’s Writing in the US in the 1980s

IntroductionThis essay exit firstly commit an overview of the history of multiethnical childrens lit. Secondly, it will map out dissimilariate theories and debates surrounding multicultural childrens writings in the United States. thirdly the essay will collapse deuce obligates set within the Israeli-Palestinian st carpetinggle that were published in the United States in the slow eighties The lurch B all(prenominal)oon and Israel Is. The essay will analyse if and how multiculturalism is presented in the school restrain and the get words and account how the Israeli-Palestinian skirmish is in constructed in the newss. Each analysis will to a fault assess whether the multiculturalism in the text editionbook and the experiences befoolms imposed or indwelling. The analysis of severally defy will overly briefly assess whether the multiculturalism is natural or imposed in the society at the time for each ace curb was published.THE HISTORY OF MULTICUTURALISM IN CHI LDRENS LITERATUREAccording to Gopalakrishnan (2010), there is especial(a) evidence and much debate as to when multicultural childrens publications began. For example, certain theorists designate that multicultural lit predates the 20th century (Norton and Norton 2003 Sims Bishop 2007). unheeding of when multicultural childrens writing was created, most theorists agree that before 1965, the reduce of multicultural childrens books was limited (Gopalakrishnan 2010). The year 1965 is described as the good turn point for multicultural literature when a widely published hold entitled The All White World of Childrens Books (Larrick 1965) sparked a skirt of activity in the years following it. In the article, Larrick (1965) describes a look she conducted, where she put that of 5206 books published in 1962, 1963 and 1964, simply 349 or 6.7% included African American shells in their text or illustrations.After this article was published, ii significant groups formed the Council on Interracial Books for Children (in 1965/1966) and the Coretta Scott King Award, established for authors and illustrators of African American and Black descent in 1972 (Gopalakrishnan 2010). After the formation of these groups, other study similar to that of Larrick (1965) was conducted in 1979 by Jeanne Chall and her colleagues. In this survey Chall found that there was over an 100% increase in the second of childrens books that featured an African American character (14.4% of all childrens multicultural literature in the United States) (Cohen and Cowen 2008).According to Cohen and Cowan (2008) in the late 1980s and early 1990s multicultural childrens publishing undergo a spurt. Almost all major publishers increased their multicultural book lists and the number of smaller publishers specialising in multicultural books increased. This increase was due to sensitivity and ontogeny aw atomic number 18ness on the publishers part and also the conduct to purchase these books as the s chool demographics and require musical compositionpowerts changed.Since multicultural childrens books now form a much than significant part of the literary landscape, the millject has attracted a number of theorists and scholars who confirm developed their own theories surrounding childrens multicultural literature Banks and Banks (2001). Although theorists of multicultural childrens literature attempt to theorise and analyse a myriad of topics surrounding the subject of multicultural childrens literature, virtuoso of the main theory-based debates surrounds the question, what defines multicultural childrens literature?There ar three theoretical approach pathes surrounding the translation of multicultural literature. The first approach is the all inclusive approach. Advocates of this approach argue that all literature should be defined as multicultural since, in their opinion, e very human be is multicultural and each individual may describe their identity in a variety of w ays (Shannon 1994 Schwartz 1995 Fisherman 1995).The second approach is the aggregate + gardening approach. This approaches argues that multicultural childrens writing is defined as books that atomic number 18 simply about to a greater extent than champion culture in a society regardless of who is the dominant group and who is the dominated (Cai 1998). Bloors (2010) translation of multiculturalism expands one step further from the dual + cultures translation and describes a multicultural society as non one where multiplex cultures merely exist, exactly one where diversity is promoted and the arial mosaic of cultures is celebrated and encouraged.The third approach is the soap approach. This approach is one where the theorists believe that childrens multicultural literature should and be defined as literature that is about populations that have experienced marginalisation and oppression. Some proponents of this approach state that multicultural childrens literature sho uld only be defined as literature by and/or about people of intensity since this form of literature gives people of likeness the opportunity to have a voice. (Lindgren 1991 Harris as cited in Cai, 2002).In access to the assorted approaches to defining multicultural childrens literature, Sims Bishop has provided us with a theoretical classification of multicultural books. Sims Bishop (1982, 2007) divides multicultural childrens literature into three sub groups melting pot literature, socially cognizant literature and culturally conscious(p) literature. Melting pot books ar characterised by those where aside from skin colour or a cultural comment, the story could apply to any character in the United States (Gopalakrishnan 2010). The second sub group of childrens multicultural literature is categorised as socially conscious books. According to Sims Bishop (2007), socially conscious books introduce one cultural group and its unique experiences to the mainstream to lease sociall y conscious or to educate the larger group about the trials and tribulations of a unique cultural group. The main purpose of socially conscious books is to engender empathy and sympathy and to promote tolerance for racial desegregation or integration (Sims Bishop 2007 61). Thirdly, culturally conscious books, according to Sims Bishop (1982), are those that depict the languages and cultural traditions of a groups experiences most often from an insiders status.The on the job(p) comment of multiculturalism in this essay will be the second approach, the multiple + culture definition where there is more than one culture in a society regardless of who is the dominant group and the dominated. The analysis will also explore whether the books expand to Bloors (2010) version of multiculturalism where the mosaic of culture is encouraged and celebrated. While analysing how multiculturalism is presented in each book, Sims Bishop (1982, 2007) classification of multicultural childrens literatur e may be applied to the analysis.THE FLAG BALLOONHOW IS MULTICULTURALISM PRESENTED IN THE textual matter AND THE IMAGES OF THE FLAG BALLOONMulticulturalism is demonstrate immediately on the cover of this book and in the second line of text. The cover of the book has been illustrated in the influence of the Palestinian stagger. Flags are a means of representing an identity, and there can only be an identity if there is an other (Berreby 2008). Although flags tend be representative of a domain, state or nation, the second line of text in the book tells us that this flag is certainly not for a country. The teller asserts I have a flag but no country (Stickles and Townsley 1988 7). The narrator continues to say the soldiers who occupy my town and make all the laws say it is molest to fly my flag (Stickles and Townsley 1988 7). From this text we can deduce that these are a group of people who are a part of a country where their culture, customs and even identity may not be accept ed. Nonetheless, this text clearly demonstrates that this a society in which the law makers have different ideological beliefs to those representing the cultural minority. In summary, using Cais (1998) definition of multiculturalism, multiple cultures living in one society, the cover scalawag and first rascal of text depicts a multicultural, albeit uncomfortable society.Multiculturalism is further demonstrated in the text, sequence simultaneously saying the contributor about the Israeli-Palestinian. For example, the father of the narrator says he is making bread for the family whose house was destroyed by the soldiers (Stickles and Townsley 1988 11). We are communicate that the soldiers shut down the school (Stickles and Townsley 1988 15) and the narrators brother is overcome up by soldiers (Stickles and Townsley 1988 15). The text is educating the reader about the trials and difficulties experienced by the Palestinians in the town. This is a clear example of Sims Bishops (1 982, 2007) sub family unit of socially conscious, multicultural, childrens literature where the reader is informed of the trials and tribulations of the community (Gopalakrishnan 2010).The images of flag day further emphasise the difficulties faced by the Palestinians and encourages the reader to musical note empathy and sympathy for their situation. This is a further demonstration that this book is an example of socially conscious multicultural literature. There are three images depicting how happy, fortunate and cheerful the Palestinians are on flag day. foremost, on page 23, in the square where the festivities of flag day are due to take place, each person has a smile on their face. Secondly, on page 25 there are six Palestinian men playing a series of instruments while playing the instruments they have smiles on their faces. Thirdly, page 25 depicts five people holding Palestinian flags and smiling (Stickles and Townsley 1988).These images are strident pedigrees to the nex t three images, which depict the arrival and the after-effects of the opposing force. Firstly, on the image on page 26 we see three angry look men with rifles in a car. The text informs us that these are the soldiers. Secondly, on page 27 are five soldiers carrying guns. Finally, on page 29 the image shows us the square where the festivities were taking place. All the decorations have been destroyed. In this image we see the ultimate clash of the two cultures, who choke in concert in one society. Although inharmonious, this image demonstrates two groups living in one society (Stickles and Townsley 1988). These images fit the multiple + culture definition (Cai 1998), where two cultures live together within one society regardless of who is ascendent and who is dominated.The wave-particle duality is emphasised further when we see the narrator of the book release her expand bearing the Palestinian flag into the air. This image is followed by an image of a soldier attempting to shoot the balloon down. The penultimate image speaks volumes regarding the dichotomy betwixt Israel and Palestine. The image shows four Palestinian children cheering, with a look of satisfaction on their faces that the balloon bearing the Palestinian flag is flying free. In contrast to this, the Israeli soldier is looking towards the balloon, holding his gun and frowning. The final image shows the balloon bearing the Palestinian flag flying high to a higher place the land (Stickles and Townsley 1988).In summary, multiculturalism is depicted end-to-end the text and images in the book however the multiculturalism found in this book is characterised by the basic definition of multiculturalism, that is multiple cultures living in one society (Cai 1998). The book does not expand to Bloors (2010) version of multiculturalism where the mosaic of cultures is celebrated in the society. Although, the book demonstrates the most basic definition of multiculturalism, the book does fit into Sims Bis hops (2007) family line of social and cultural consciousness, where we learn about the Israel and Palestinian conflict from one cultural perspective and where the reader is encouraged to empathise and sympathise with the narrator, her family and the towns people.. In essence this book does demonstrate a multicultural society at its most basic level and the book does inform us, albeit from only one perspective of the Israeli-Palestinian conflict The book is effective in conveying multiple cultures living in one society since throughout the book the contrast can be seen mingled with the Palestinians and the Israeli soldiers.DOES THE MULTICULTURALISM PRESENTED IN THE BOOK SEEM compel OR NATURALThe version of the book by the reader is highly subjective (as demonstrated by a variety of reader-response theorists (Rosenblatt 1978 Bleich 1978) and to a large extent, the answer to this question depends on a variety of factors including the ideological beliefs of the reader and the knowle dge and experiences of the reader. For these reasons, it is problematic to prescribe whether or not the multiculturalism in the text and illustrations is imposed or natural. Each reader will interpret this differently.It may be safer to look at the text and illustrations from both angles. One may argue that the images and the text of the book is imposed, strained and unnatural. After all, it is clear from the text and images as described in the examples that the Israeli soldiers do not want the Palestinians to raise the Palestinian Flag and the Palestinians do not want their territory to be occupied by the Israeli soldiers, implying that the multiculturalism is forced, unnatural and unwanted.On the other hand, one might argue that the multiculturalism presented in the text and images is natural and that regardless of the reasons behind these cultures living side by side, both groups live in the same society regardless of who is dominating and who is dominated. This argument would i nsist that if the reader ignores reasons or circumstance, multiculturalism is natural in the text and images.At the time the book was written, the world was protesting against the treatment of the Palestinians including people in the United States (Neff 1997), thus to these people the multiculturalism would appeared imposed. In fact, regardless of political link it is doubtful that one would describe the society as a natural multicultural one since the multiculturalism was a result of war.ISRAEL ISHOW IS MULTICULTURALISM PRESENTED IN THE TEXT AND IMAGES IN ISRAEL ISFrom the cover page of this book, we see a striking image of multiculturalism. terce children appear to be on a Muslim invocation carpeting (Encyclopaedia Britannica 2008) hovering above Jerusalem. The boy is corrosion a Kippah Observant Judaic men keep their heads covered by wearing away a skull cap (Kippah) (Board of deputies of British Jews 2006)) indicating that he is Judaic. The second child on the plea rug has opaque braided hair in pigtails. While there is no chit on the cover, this girl may be Palestinian. Interestingly both the Jewish boy and the girl who may be Palestinian have taken their shoes off, indicating that the Jewish boy is showing respect for the Muslim collection rug (Encyclopaedia Britannica 2008). There is another girl who is kneeling on the prayer rug. She has her shoes on, however her shoes are not on the prayer rug. Again could she be showing respect for the other culturesThe prayer rug is hovering in the air and in the dry land are gibe depicts Jerusalem. We see the Dome of the Rock which is known to be symbolic to the Jewish, Muslim and Christian faiths (Petersen 1994). In summary, the cover page surely demonstrates multiculturalism in Israel as we have three children from different cultures together on the prayer rug. This represents three cultures in one society (multiple + cultures) (Cai 1998). The image described is significant as it represents consen t between cultures when at the time (late 1980s), there were hostilities between Israelis and Palestinians (Neff 1997).The second page most definitely represents a society of multiple cultures living harmoniously together. In this illustration there a number of images that demonstrate multiculturalism. Firstly there is a Jewish adult female, identified by the fact that she is wearing a Tichel Observant orthodox married women cover their hair in public (Board of Deputies of British Jews 2006). Interestingly, she is purchasing some products from a woman that is get dressed in the colours of the Palestinian flag black, green and red. In the background there is a man wearing a Kippah but also wearing non- traditional clothes. He may represent a more large-minded approach to Judaism. He and his wife (who is not wearing Tichel) are purchasing items from a man wearing traditional Arab attire. In this blastoff people who seem to interacting with each other are smiling with one another indicating pauseful, harmonious relations between each culture (Topek and Kahn 1988). non only do these images depict multiple cultures living together in one society, the images are also congruent with Bloors (2010) definition of multiculturalism, where the mosaic is celebrated.One interesting scene demonstrating multiculturalism and the comparison between Palestine and Israel is the scene on page 6, which contains the text big farms (Topek and Kahn 1988 6). The farm appears to a Kibbutz demonstrated by the houses towards the left hand side of the page. What is interesting is that although this a Jewish Kibbutz, in the middle of the page there is a large chicken, illustrated in red, green and outlined in black, the colours of the Palestinian flag. The image shows the backdrop of a Jewish Kibbutz and in the foreground a chicken work in the Palestinian colours peacefully stand up on a cow. Again this image demonstrates peaceful relations between Israel and Palestine and two cult ures living together harmoniously side by side. This is Bloors (2010) definition of multiculturalism.In the penultimate page, there are dove (a symbol of peace (Soucek 2006)) above a group of people. From the far left is a woman without a Tichel, standing next to a man who is wearing a Kippah, but also western clothes. This family may represent a more liberal attitude to Judaism. He is standing next to a man with a beard, who is wearing a long black coat, black trousers and a black hat. His wife is also wearing a Tichel and his daughters skirt below her knees. This family appears to be an observant Orthodox Jewish family. near to the more conservative Jewish family is what might be assumed to be a more liberal Palestinian family. They are happily standing next to a family who are dressed in a more traditional Palestinian outfit. The son of the more conservative Jewish family is wearing blue and white and the son of the family is also wearing blue (the colours of the Israeli flag). The Jewish boy has his arm extended to the Palestinian liberal boy indicating a desire for a peaceful multicultural society. The different cultures together on one page fit both the definition of multiple cultures in one society (Cai 1998) and also Bloors (2010) definition of multiculturalism where cultures are living together harmoniously.In summary, the book Israel Is certainly demonstrates a multicultural society, both in the most basic of definitions where there are multiple cultures living together in one society and in more advanced definitions this book also fulfils Bloors (2010) definition of multiculturalism where the mosaic is celebrated and encouraged. The intent of the authors seems to be to encourage peace and harmony between all cultures in Israel. The only way this book informs us of the Israeli-Palestinian conflict is its underlying insistence on peace. There are no images of war, only images of different cultures living in harmony.DOES THE MULTICULTURALISM PRESENTED IN THE BOOK SEEM IMPOSED OR NATURALThe answer to this question is subjective and an insiders perspective may be very different from an outlanders perspective. From an outsider perspective, nothing appears unnatural about the illustrations however an individual who lived in Israel during the late 1980s may have differing opinion. For example, an individual who may have experienced hostility from another cultural group may argue that the images presented are unnatural and have been imposed by the authors.Given the events that took place in the late 1980s in Israel (the First Infatida) (Neff 1997) one may argue that the multiculturalism presented in the text is imposed and unnatural due to the hostilities between Palestinians and Israelis. Again, this is very subjective and each individual may have their own interpretation of events based on their own experience and knowledge.BibliographyAu, K. H. (1993) Literacy instruction in multicultural settings. Fort Worth, TX Harcourt Brace Jo vanovich College Publishers.Banks, J. A., & Banks, C. M. (2001) (Eds.). Handbook of research on multicultural education. San Francisco Jossey-Bass.Berreby, D. (2008) Us and Them The Science of Identity. Chicago University of Chicago Press.Bleich, D. (1978) Subjective criticism. London The John Hopkins University Press. . Bloor, K. (2010) The classic guide to political ideologies. Milton Keynes AuthorHouseBOARD OF DEPUTIES OF BRITISH JEWS. (2006) Jewish Family Life and customs a practical guide. Available from http//www.bjpa.org/Publications/details.cfm?PublicationID=14876 Accessed 11th October 2014.Cai, M. (1998) Multiple definitions of multicultural literature Is the debate really just ivory tower bickering. The newly Advocate, 11(4), 311324.Cai, M. (2002) Multicultural literature for children and young adults Reflections on critical issues. Milton Keynes Lightning Source.Cohen, V., and Cowen J. (2008) Literacy for Children in an reading Age Teaching Reading, Writing, and think ing. Bedmont Thompson Wadsworth.Encyclop?dia Britannica. (2008) Prayer Rug. Online Available from http//www.britannica.com/EBchecked/topic/474169/prayer-rug Accessed 11th October 2014. Fisherman, A. R. (1995) purpose ways in Redefining multicultural literature. The English Journal, 84(6), 7379.Gopalakrishnan, A. (2010) Multicultural Childrens Literature A critical approach. California State University, Los Angeles Sage PublicationsLarrick, N. (1965, September). The all white world of childrens books. The Saturday Review, 6365, 8485.Norton, E., & Norton, S. E. (with McClure, A.). (2003) Through the eyeball of a child An introduction to childrens literature. Upper Saddle Fiver, NJ Merrill/Prentice Hall.Lindgren, M. V. (1991) The multicolored mirror Cultural substance in literature for children and young adults. Fort Atkinson, Wisconsin Highsmith.Neff D., (1997) The Intifada Erupts, Forcing Israel to Recognize Palestinians Washington Report on center(a) East Affairs. December 1997, p. 81-83.Peterson, A. (1994) Dictionary of Islamic Architecture. London RoutledgeRosenblatt, L. M. (1978). The reader the text the poem The transactional theory of the literary work. Carbondale & Edwardsville Southern Illinois University Press.Schwartz, E. G. (1995). Crossing borders / switching paradigms Multiculturalism and childrens literature. Harvard Educational Review, 65(4), p. 634651.Shannon, P. (1994). I am the canon Finding ourselves in multiculturalism. Journal of Childrens Literature, 20(1), p 15.Sims Bishop, R. (1982) Shadow and substance Afro-American experience in contemporary childrens fiction. Urbana, IL National Council of Teachers of English.Sims Bishop, R. (2007). unloose within ourselves The development of African American childrens literature. Portsmouth, NH Heinemann.Soucek, G. A., (2006) Doves (Complete Pet proprietors Manual). New York Barrons Educational Servies IncStevens C. A., (1989) Turkey & Palestine twain Middle Eastern Secular Democracies Washing ton Report on Middle East Affairs. March 1989, p 17.Stickles, F.C., and Townsley J. (1988) The Flag Balloon. Washington Amer Educational chargeTopek, S. R., and Kahn, K. J. (1988) Israel Is. United States Kar-Ben Pub

Sure Things

Gangyi Wu Mark Scamahorn Eng 110, process 15, 2012 Desperate to survival How gutter a big br other who loses his parents in a short period of time survive? How is it possible for him to allowance back care of his little brother at the same time? In A Heartbreaking be given of Staggering Genius, the author Dave Eggers describes a prospicient converse between him and his brother Toph. In fact, the dialogue is not adventure in the touchable world instead, it is a me and I dialogue. Dave talks about(predicate) his long day in the beginning of this dialogue, while Toph ext closing curtains the conversation to the banter of Daves inner universe.Actually Dave is analyzing his behavior with respect to Toph. From the dialogue, we can tell Dave is despairing and is eager to excite a normal life with Toph. Daves dialogue with Toph shows Dave is aggressive. Dave is assay to extend around the by and use moral authority to objurgate other for the purpose of building himself up. D ave is trying to run away from the past guilt. The guilty feelings make Dave stay away from the past. Toph says, Youre completely inactivate with guilt about relating all this in the first place, especially the halt earlier on. (115).The past was horrible for Dave. He suffered a lot, he disjointed his parents, and more importantly, his family. He is afraid to remember his family, because he is afraid that those direful memories will haunt after him. The guilt, as Toph describes, constrains him. Dave feels guilty for his parents death. The family area in his brain is a forbidden z peerless. He preserves this area guardedly in order to avoid the potential harm coming from the severe stories. Otherwise, these areas may drive him ballistic. As a result, Dave tries many ways to escape the guilt.At the very beginning of the conversation, Dave and Toph are talking about their long day. Dave argues that this is a much pedestrian day than most, because this is just a ape the design(1 15) Toph says youre. doing little tricks, out of frustration. (115). From this conversation, we can see that Dave is trying to make things look fake he does not want things to get a h anile of him, especially the guilty feelings. Instead of manipulating the experienced memories into skeleton and caricature he would rather treat them as his own real experience.He is numbing himself out. By discarding all the old things to jump out of the old memories, Dave also wants to have a brand tender life with Toph. Toph says, you can toss away all the old line ups and for all your bluster you end up maintaining most of their customs. (116). He is attempting to leave away from the rules in his old family he wants to dominate his own rule and create a new home rule. He blusters and struggles. He is desperate No matter how hard Dave tries, he fails, and all the failures gradually lead him to the edge of collapse.Dave becomes an aggressive man, because he is oer sensitive about the potential h arm may cash in ones chips to Toph. Toph recounts a scene between Dave and a friend, Marny. Dave is irritated about Tophs ignorances to call, after waiting for Toph to return home. Marny exhorts Dave not to be rasping but Dave wraths immediately, you think you have a say in something deal that, just because I am young. (116) Apparently he is harsh to Toph and at present he is mean to his best friend. Marny is showing him kindness whereas Dave attacks her simply because she doubts what he is doing.In this moment, Dave already becomes extremely sensitive. He regards himself as Tophs fetch, you would never nullify some forty-year-old mother, would you? (116) He is a forty-year-old mother who is old enough to have authority over Toph Dave believes he has the competence to take care of Toph, and at the mean time he is doing a good parenting job. Therefore, no one can challenge his authority. Consequently Dave overly defends the leadership that he has over the new family. No one ca n judge an old mother. He is as bossy as an old mother retention the decision making power in his mind.Dave describes his attitude to those potential enemies from Tophs words, Youll picture all manners of murders in my defense. Your visions will be shining and horrifically violent (117) Dave would a similar(p) to punish his enemies in his own mind with weapons ilk a baseball bat. Dave values Toph the most in his heart, and anyone who dares to harm Toph should pay a high price. Dave will punish them as fierce as he can. Paragraph indicates that Dave lacks the sense of safety. Inside his imagination, outsiders always want to compass out his familys scars and judge him and Toph.He desires to beat every enemy humble before they appear, so that no one could harm them. He tries to excoriate others by using his moral authority in order to suck in confidence about life. Toph says, You finally have the moral authority youve moldAnd now your moral authority is doubled, tripled. And y ou use it any way you submit to. (118) The moral authority is the weapon Dave uses to intimidate others. For him it is a shield that protects him from being humiliated, since he is morally superior to others. This is exactly what Toph infers about his authority, because it increases your leverage with other masses. (119) As a result, Dave can judge others without getting criticism back. In the incomplete family, Dave and Toph are weak. However with the moral authority, he can rule over others no one will have a archetype about his family, or Toph. He even judges his twenty-nine years old girl friend, youll make this poor woman feel like a leper you want her to fell like a pariah, like a lower form of life what your feel anyone tethered to any dependence is. (118) Leper and pariah are insulting words that a normal individual would not use to criticize a smoking woman.By looking rout on others and saying those insulting words, Dave is attempting to gain self-esteem. His behavi ors make himself look like a superior. Although the people are living better than Dave, he refuses to hold reality. What Dave wants is to create a favorable family environment for Toph, to give him new home. In this family he is a father, a mother, a big brother and an deprive without parents. Dave is attempting pull himself out of the old and painful memories. On the other hand, he is shouldering the responsibilities of Toph.He talks to the imaginary Toph to cure himself with an open heart surgery. Toph is an joke of real Toph in his heart. There two brothers are having a way session together indirectly. Dave loves Toph. He is playing his role as a protector. He wants to protect Toph from the people outside their house, to keep Toph from other peoples judgments. The only reason Dave becomes a desperate and pretended withstander is to become strong enough to stand up for Tophs protection. Work Cited Eggers, Dave. A heartbreaking Work of Staggering Genius, New York. Vintage Book s. 2000. 114-120. Print.

Brand management Essay

1) What is the growthion mix of Trung Nguyen? What argon the key attributes of its burnt umber? How do these attributes help Trung Nguyen to assortediate itself from its competitors? The mathematical harvest-feast mix refers to the total intricate of products offered by Trung Nguyen deep brown. It consists of different product lines, various product items in from each one product line and at heart each item is the product abstrusity. Firstly, the product line is a group of product or service items that be closely related because they atomic number 18 exchange to the same consumer groups, be marketplaceed through and through with(predicate) the same fonts of outlets, have similar usage or fall within given harm ranges.Thus, Trung Nguyen chocolates product lines ar Trung Nguyen hot chocolate tree, Passiona Coffee and G7 Instant Coffee. The Passiona Coffee targets at consumers looking for low-caffeine bedeviling chocolate tree tree and especially women, while the G7 Instant drinking chocolates atomic number 18 made for community who argon too grouchy to brew a cup of cocoa themselves. Trung Nguyen Coffee has 3 different product items, namely fanciful Coffee, Blend Coffee and Espresso Coffee. Passiona Coffee consists of 2 product item, Passiona roasted coffee and Instant Passiona coffee.As for the G7 Instant Coffees, the product items are G7 Pure soluble, G7 Cappuccino and G7 Instant 3-in-1 coffee. Lastly, product depth is the number of variants in a product item. Trung Nguyens product depth of Creative coffee includes the Weasel Coffee and Legendee Coffee. Also, whatever variations of G7 Cappuccino are the mocha G7 cappuccino and Hazelnut G7 cappuccino. contrary sizes of coffees are considered as product depth as well. For example, the G7 Instant 3-in-1 coffee is sold in 3 different sizes a box of 18 coffee bar sticks, a bag of 22 sachets or a bulk people bag of 100 sachets.T fit1 Summary of product mix of Trung Nguyen Produ ct lines Trung Nguyen Coffee Passiona Coffee G7 Instant Coffee Product items -Blend coffee-Espresso coffee-Creative coffee Product depth Weasel coffeeLegendee coffee -Passiona roasted coffee-Passiona instant coffee -G7 Pure soluble-G7 cappuccinoProduct depthMocha G7 cappuccinoHazelnut G7 cappuccino-G7 instant 3-in-1Product depthbox of 18 cafe sticksbag of 22 sachetsbulk annulus bag of 100 sachets Key attributes refer to the just about important characteristics of a product.Trung Nguyen makes its point of difference through its key attributes like using the crush coffee beans, unique brewing style and the new coffee concept. Trung Nguyen has a unique parcel outing point because some coffees offered apprisenot be found anywhere else. Its coffees are authentically Vietnamese. For example, the Weasel coffee is produced based on the legend in Vietnam. To differentiate itself from its competitors, these key attributes must communicate benefits for consumers.The coffee offered by Tr ung Nguyen is of a gamy quality compared to other coffee shufflings because they use the best coffee beans sourced from four of the worlds best coffee-growing regions. In addition, Trung Nguyen is awarded with the EureGAP certificate for its erect agricultural practices such as having consistently life-threatening quality coffee beans and using environmentally friendly technologies. Coupled with their oriental secrets, consumers would prefer Trung Nguyen because their coffee is brewed much much aromatic and rich.Trung Nguyen used their new concept of coffee to set up a Creative Coffee House in order to differentiate itself and gain market share. It is now well-known for the forward-looking clubhouse whereby customers erect enjoy coffee in a glorious and sentimental ambience while experiencing Vietnamese cultural events and exhibitions. For consumers who value such innovative product services, they get out choose Trung Nguyens coffee oer the other grab a coffee to go coffe e styles. 2) What are the roles of mark? What are the benefits of brand to sellers and buyers in the coffee market.The role of stigmatisation is to create an personal identity for the product. The identity created lowlife have some personalities and can gain brand equity. Benefits of brand Some benefits of branding for sellers of the Trung Nguyen coffee are that they are subject to accentuate the bases of differentiation from its competitors due(p) to its distinct identity. They can obtain legal protection like trademarks to avoid copycats of their brand. The echoic products are capable of s tealing Trung Nguyens sales when consumers are un certain of how the original packaging of coffee looks like.There is in like manner a chance for the counterfeit coffee to ruin Trung Nguyens reputation. Consumers who bought the counterfeit coffee by break whitethorn view Trung Nguyen to be of a lousier quality instead. All this would be effectively prevented by branding because count erfeiting is an offense. Brand equity is created by branding and careful merchandising. Trung Nguyen can in turn earn higher remuneration as consumers are willing to pay a higher price for this particular brand of coffee. Also, brand equity can lead to higher economic value of the brand, whereby it becomes an asset for Trung Nguyen when it wishes to sell its brand.Last but not least, Trung Nguyen can achieve brand loyalty through creating preferences towards their brand. If Trung Nguyen coffee is able to sustain a consistently good quality coffee product, consumers would commemorate the brand, spread the word around and continually purchase its coffee. On the buyers end, they whitethorn reap the most benefits from Trung Nguyens branding. Coffee is a convenience product and it is important to make it light to find. Consumers will be able to mightily identify the products in a short period of time due to Trung Nguyens branding thus becoming more efficient shoppers.Furthermore, co nsumers may gain assurance of product quality and performance. Employees need to ensure products offered are of consistently good quality and so are specially adept to deliver this promise. Consumers will remain loyal to Trung Nguyen coffee because they are commodious with this brand and have no need to search for another. 3) What constitutes the brand identity of Trung Nguyen? What is your evaluation of this identity? How can the brand identity be modify? Brand identity is the noticeable elements of a brand and also what the establishment wants consumers to perceive the brand as.It constitutes of Trung Nguyen as its name, the logo and its tagline Explore creative devotion A productive brand name should reflect the personality and determine of the brand, be simple, memorable, positive and delirious. A logo is the image that embodies an organization. It is one of the most prominent branding elements that consumers will think of when someone mentions the company. A good brand logo should be memorable, futuristic and consistent and be able to portray the benefits to its target audience. The tagline must be simple and easy to remember.It also needs to remain short since the tagline is always incorporated into many merchandise pieces. military rank of brand name Consumers associate Trung Nguyen to Central highlands which refers to Dak Lak, the county superior of coffee where green coffee is grown. This gives an advantageous friendship between Trung Nguyen and high quality and fresh coffee beans. Also, the brand name represents the uniqueness and stinkiness of the Vietnamese culture. However, the name Trung Nguyen does not hold any meaning for non-Vietnamese. This may alienate consumers from other parts of the world. some other bad point could be that its name is hard to pronounce for non- Vietnamese consumers. Possible improvements Because the companys name has been around since 1996 when it was founded, it cannot be changed otherwise the company has t o build up brand awareness from scratch all over again. Thus, the company should formulate hard in educating people and let them netherstand the positive association between Trung Nguyen and Central highlands. For example, they could use their existing Internet website and include this under the examine more option.People visiting the website can then learn about the association and slowly adopt Trung Nguyen as their favourite coffee. Evaluation of logo In my opinion, the logo might be a pocket-sized small and insignificant. Psychological influences such as selective exposure and retention affects consumer buying behaviour. For example, the appealing cup of coffee signed on its packaging of Creative coffee may distract the consumers from the brand name. The logo is also subfusc and boring due to the usage of dull and non-contrasting act upon. The font used in the logo has little stylistic variations making it rather boring as well.Possible improvements Firstly, the logo shoul d be scaled to a bigger size. Also, the marketing four-in-hand of Trung Nguyen can make use of brighter and more contrasting colours to make its logo more outstanding and attention-catching. The font could be changed to something cursive. This can better capture consumers attention thus leaving a deeper impression and resulting in better brand memory and recognition. For example coca Cola, with its logo in a strikingly bright red flat coat and white cursive spoken communication, is very successful at making sure that either consumer remembers it.Evaluation of tagline Trung Nguyens tagline Explore creative inspiration consists of scarce 3 simple words hence should be relatively easy for everyone to remember. However, Trung Nguyen tagline is still quite foreign to people across the globe as they do not use much above-the-line marketing. Possible improvements Through the print media and mass media, Trung Nguyen can improve this aspect of its brand identity. The marketing manager could set up a Facebook page and make it known to people. Maintaining a Facebook page is relatively low-cost as compared to constant TV advertisements.Because millions of people are using Facebook, it is very effective for Trung Nguyen to get their brand identity across. Another point of improvement also through the mass media is through its online website. Perhaps the tagline can be added in the history of Trung Nguyen tab as it is currently not. On top of that, they can make use of emotional branding to elicit a favourable emotional response. Adding emotional words like Happy, Healthy and Beautiful could boost sales of their coffee.As consumers become increasingly aware of health and beauty these days, Trung Nguyen can market more of their Passiona coffee which is enriched with collagen, vitamin PP and other rare oriental herbs through its tagline. 4) What is the branding strategy of Trung Nguyen? What are the advantages and risks of this branding strategy? Trung Nguyen uses an c omprehensive branding strategy. Different types of coffees have a sub-brand which combines the corporate brand with a new brand. Trung Nguyens Passiona Roasted coffee and Trung Nguyens Espresso coffee are 2 examples. Advantages of umbrella brandingCapitalizing on the existing brand equity of Trung Nguyen, it can sell newly introduced products quickly. Consumers who have had a good experience with its coffee will transfer this favourable attitude to new items. For instance, Trung Nguyens Creative coffee may have been developed earlier than Passiona coffee. Consumers who liked Creative coffee would have a higher chance of buying the Passiona coffee because they are under the same brand and so would also be of an as good quality. Furthermore, the Passiona coffee can be set at a higher price as consumers are willing to pay more for brand value.This can bring about additional profits for Trung Nguyen. Another advantage of using an umbrella brand is a lower advertize and promotion costs . Trung Nguyen only needs to come up with a undivided advertisement because its coffees share one identity. Also, because Trung Nguyen is used on all of the products, train of brand awareness is easy to raise. To name an example of a successful sub-branding strategy, Gatorade has developed and introduced Gatorade Frost, Gatorade G2, Gatorade energy bar, etc into the market and stayed popular being the leading sports drink brand in many countries.Risks of umbrella branding In every marketing strategy there is bound to be a bug out side. Some risks of umbrella branding are that the failure of one type of coffee may affect the sales of the whole Trung Nguyen branded products. It is unadvisable to put all the eggs into one basket. For instance, if the production G7 Mocha had some discrepancy that caused the coffee to be too sweet, consumers may feel that the breathe of Trung Nguyen packet instant coffees are as sweet and so surrogate over to Nescafe coffee instead.Secondly, sales o f one product item may come at the expense of other items offered in the same product line. Lastly, the meaning of Trung Nguyen may also be diluted with an umbrella branding strategy. Apart from coffee, Trung Nguyen also has other product such as thousand Tea, Oolong tea, etc. However, Trung Nguyen refers to Dak Lak, the county capital of coffee and so offering tea as an alternative beverage is not so relevant to the brand name.

Othello in Shakespeare’s play Essay

Othello is manipulated to rely Iago quite an than his married woman. Iago uses fake assure against Desdemona in an blast to prove she is cheating on her conserve. Iago uses racism and past experiences to persuade Othello into accept he is non good enough for his wife as rise as her non world good enough for him. Othello choses to believe Iago everywhere his wife for the reason that she has only her word to back up her falsehood date Iago has hard evidence. Iago plants fake evidence in the form of a handkerchief owned by Desdemona to leadership Othello into believing his wife is having an mathematical function with other man. By mistake, Othello leaves Desdemonas handkerchief laying on the reasonableness and Emilia, Iagos wife finds it but fails to return it. Although Iago cannot witness Cassio and Desdemona having sex, he promises Othello he go out find hard evidence of the affair. Iago creates a fake bilgewater claiming to have seen Cassio with Desdemonas handker chief given to her by Othello.He claims the evidence is backed by imputation and strong circumstances (3.3.407) and reassures Othello he is only nerve-wracking to lead him to the door of truth (3.3.408). Iago falsely tells Othello that he must(prenominal) re- gauge the locating but by that point, Othello had his mind set to kill his framed wife as he cries O, blood, blood, blood (3.3.454). The hard evidence planted by Iago was so efficient to get Othello to believe his wife was involved with Cassio due to its deep personal roots of the couples love. The handkerchief was given to Desdemona by her husband as a token of his love and the framing of her giving it to another man showed Othello that she doesnt value their love anymore. He does not bickering to simply ask Desdemona if she was having an affair because he knows she is now untrustworthy and will simply deny the bothegations if ch tot totallyyenged. By breaking obliterate the trust mingled with Othello and Desdemona wit h his hard evidence, Othello now trusts Iago and not his wife.The hard evidence cements Othellos trust in Othello although none of it is actually true. With Othellos trust, Iago can more easily manipulate the framing of Desdemona and Cassio, as Othello will believe anything said by Iago. Throughout the novel, racism plays a crucial role in persuading Othello to think he is not deserving of Desdemonas love. Iago is perhaps the most antiblack character but the negative judgments of Othello based upon his race are contributed from all Venetian citizens of Venice. He is judged to beharsh and rough just because he is black. He is referred to as an old black ram (1.1.89), an erring untamed (1.3.350) and a Barbary horse (1.1.112) by Iago to let Othello know he is considered to be less important and valuable due to his skin warp. Roderigo also openly degrades Othello by referring to him as thick lips (1.1.67) and lascivious moor (1.1.126) which break him down and forms insecurities abou t his race.His insecurities in turn lead Othello to believe he is not worthy of Desdemona. Iago also warns Othello that if Desdemona was willing to leave her father, she is likely to do the like with him. Even her own father says, She has decievd her father and may thee (1.3.290) proving to Othello that those death to Desdemona have been deceived and she might do the same to him. Iago later echoes Brabantios words by stating, She did deceive her father, marrying you (3.3.208), which solidifies Othellos distrust in his own wife. The combination of Iago being perceived as honest and charming and Othellos gullibility bring home the bacon for Iago to easily manipulate Othello. Othello is vulnerable to the perceived notion that his wife did not truly love him and could easily leave him all due to the colour of his skin. He is certainly not jealous of his wife but rather scared of the prospect of her leaving him due to his colour.As he becomes vulnerable, Othello is soothed by fake hon esty surrounding Iago as he is refereed to as full Iago (1.3.290). Iago has no evidence or past experiences to lessen his trustworthiness to Othello while his wife Desdemona has been framed by Iago specifically to create doubt-allowing Othello to question her allegiance to him. The constant charm by Iago and the question surrounding Desdemona eventually lead to Othello to fully trust Iago and being persuaded to kill his own wife. The motive nookie the killing of Desdemona was not from jealousy but rather in a conviction forced upon him by the almost superhuman art of Iago .. and must have entertained who had believed Iagos honesty as Othello did. (Samuel Coleridge).What Coleridge is suggesting is that the motive posterior Othello wanting to kill his wife was not jealousy, but rather all of Othellos trust was to Iago therefore he could be easily manipulated. Iago gained all of Othellos trust and used it to manipulate Othello into killing Desdemona contributing to his general plan . Iago gains Othellos trust by using hard evidence and racism. Othello doesnt simply ask Desdemona if she were having an affair because he doesnot trust her anymore. Othellos tragic choices are driven by revenge on his wife for being untrustworthy while in reality she was loyal to him. Iagos lying and deceiving leaves many of his friends dead and leads to his torture and downfall.Work Cited PageShakespeare, William. Othello. Oxford groom Shakespeare. Ed. Roma Gill Oxford Oxford University Press, 1989. Print Coleridge, Samuel. Othello The Bradley view (& Coleridge). English Class Handout, 2014. Print.