Creating a Brand Using the Low-Budget Route: Choco-Energy Essay

1. Introduction According to Mintel (2012), 49% of chocolate users stated that if the price of their favorite bar rises they would cut back on chocolate. In addition, 68% of 16-24-year-olds full-time students consider that everyday low price is one of the main factors that they would consider for a brand (Mintel, 2012). Furthermore, for those DEs and households are also the most likely groups to consider low prices as a main factor when choosing which chocolate brand to buy (Mintel, 2012). Therefore, creating a new identification brand using the low budget route in Pound City market will have a great profit space in the confectionery market. The report will base on Snickers Peanut Butter Brand to create a new identification brand. The detail explanation of new brand’s development process can be seen below, which including the new brand name, brand image, brand positioning and package design. 2. Overview of chocolate market Although there is a decreasing trend in the number of eating chocolate as the reasons of healthy eating, aging population and rising sugar prices, the chocolate market has grown slightly by 6% over 2006-2011 to ï ¿ ¡1.58 billion (Mintel, 2011). Mintel (2012) also noted that 89% of consumers continue to eat chocolate confectionery because of its position as an affordable treat. For those users chocolate as indulgent treats allow consumers to lift their mood and satisfy a sweet craving. Chocolate market is relatively fragmented with the presence of a larger number of smaller brands, such as Mars, Cadbury Trebor Bassett, Nestle, Haribo and Ferrero and some own-label offerings manufacturers (Mintel, 2011). This can be seen from Appendix 1 about the manufacturers’ shares in the UK chocolate confectionery market. It  shows that Kraft Foods (Cadbury), Mars, Nestle are the three leading brands in the UK confectionary market, which taking up 33%, 27% and 16% of market share respectively (Mintel, 2011). 3. Choosing brand in the chocolate market The researcher will base on Snickers brand Peanut Butter Squared to create a new identification brand with new brand name, brand image and package to compete with current range of manufacturers’ own brand. Snickers Peanut Butter Squared is one of the famous brands of Mars Company. Mars is a US-based globally operating food and drink conglomerate company. Its brands in the confectionery segment include Lockets, Skittles, Starburst and Tunes (Mintel, 2011). Mars Chocolate is one of the world’s leading chocolate manufacturers. Its iconic brands include M&M’S ®, SNICKERS ®, DOVE ®, GALAXY ®, MARS ®, MILKY WAY ® and TWIX ® (Mars Official website, 2012). 4 Brand analysis for Snickers Brand 4.1 Brand name of Snickers Brand According to Chernatony and McDonald (2003) noted that brand names are perceived by consumers as important information clues, which helps to reduce the need to engage in a detailed search for information. The name of Snickers was launched under the name Marathon chocolate in the 1990s as Mars Inc aimed at consolidating branding exercise by bringing all its corporations products under unified Mars branding and make its brand be recognized both locally and globally (Ezine @rticles, 2012). Now Snickers is one of the largest confectionary ‘single bar’ in the world and people will think of energy bar when they see the brand name of Snickers (Mars official website, 2012). 4.2 Brand development of Snickers The brand development for Snickers Brand Peanut Butter Squared both has from its average nutrition but also from its package. The calories of new Snickers Peanut Butter Squared is litter smaller than original Snickers from 1.78 oz and 250 calories, versus 2.07 oz and 280 calories for the original bar. Each of the squares are about 1.25 inches across, and 3/4 inch high (LaBau, 2010). In addition, the color of the packaging changes from brown to yellow. Inside of the package, there are two pieces of chocolate bar instead of one larger bar compared with original Snickers bar. This is a kind of brand extension based on Peanut Butter chocolate category. 4.3 Brand image of Snickers Chernatony, McDonald and Wallace (2011) stated that brand images enable consumers to form a mental vision of what and who brands stand for. Because consumers will select a brand by observing whether the images that brand convey match the needs, values and lifestyles of consumers. In the case of Snickers, Snickers focus on broadening its appeal from a largely ‘male’ base to include women and older consumers. The company pays much attention and invests heavily in maintaining and strengthening their brand image. One of the most effective and targeted marketing tools for the Snickers brand at its disposal is through sponsoring key sporting events to squarely position it as an energy booster, one of its slogan is ‘ the big eat when you are hungry’. With the effort by the Mars Company, now Snickers Bar creates its brand image as providing the fuel and energy for the body and mind (The Irish Times business, 2000). In addition, the Snickers brand represents one of the young generations’ wishes that they want to be recognized and accepted by friends around them. Therefore, they need replenish their energies to enjoy with their friends and not go behind them. 4.4 Brand personality of Snickers A brand should represent more than just utilitarian benefits but also give added values that satisfy social and psychological needs for consumers. Because intrinsic physical product with an aura, or personality will give consumers more greater confidence in choosing a brand (Riezebos, 2003). Snickers brand created its brand personality through launching celebrity endorsement campaign with words like, â€Å"Peanutopolis, Hungerectomy, Nougtocity, Substantialicious and Satisfectellent† on its outdoor billboard advertising campaign to attract the younger generation and to gain trust with popularity (The Irish Times business, 2000). 4.5 Brand value of Snickers SNICKERS Chocolate bar create its brand value by providing the fuel and  energy for the body and mind. With busy lifestyle recently and many families on the go, Snickers bar as a great-tasting snack that captures the essence of a portable snack brings consumers with great convenience and satisfies getting the most of each moment. ‘When you hungry, grab Snickers bar’ is great to reflect the brand value of Snickers. Nowadays, the brand value of Snickers brand can be seen from its overwhelming popularity, recognition as a top-quality product and the respect and admiration of consumers world-wide as a world leader in the snack food category (The Irish Times business, 2000). 4.6 Package strategy for Snickers Meyers and Lubliner (1998) illustrated that the package form can communicate images that influence consumer perception, appeal to the consumer’s emotions, and motivate desire for the product before the consumer ever reads the label or sees the actual product. In their opinion, the package is the product. In the case of Snickers Peanut Butter Squared Brand, the packaging is little flatter, shorter and wider than the standard Snickers package. The package outside for Snickers Brand Peanut Butter Squared with a golden yellow background and â€Å"Peanut Butter† clearly spelled out in big letters. Inside the package are two squares chocolate bar. All of those are 1.25 inches square and about 1.75 inches high. There’s a nice ripple on the top (CandyBlog, 2010). The detail explanation about its product description has been introduced in the brand development stage. Slogan–Snickers chocolate bar uses more than one slogan. The slogan for Snickers chocolate bar is â€Å"Hungry? Grab a Snickers!† â€Å"Don’t let hunger happen to you.† â€Å"Hungry? Why wait?† 5 Brand image transfer Chernatony and McDonald (2003) noted that â€Å"a successful brand is an identifiable product, service, person or place, augmented in such a way that the buyer or user perceives relevant, unique added values which match their needs most closely. And its success results from being able to sustain these added values in the face of competition†. In order to create a successful new identification brand, the marketers will transfer the image brand from Snickers by maintaining some good elements of Snickers brand and add some elements that Snickers brand needed to improve to compete with its  competitors. 5.1 Energy booster and Offer value Figure 5.1: Chocolate confectionary brand personality-macros image, January 2012 According to the figure above, Snickers have a wholesome reputation. This might attributable to its high peanut content as Mintel (2012) stated that Snickers is a particularly divisive brand, with the high peanut content likely to be a deterrent for a number of people. Therefore, for the new identification brand, maintaining the high peanut content will be a great element to offer added value for the consumers. In addition, positioning the new identification brand as an energy booster is also important as Snickers attracts lots of consumers with this position and this also one of the reasons why Snickers brand succeed. 5.2 Ethical brand Figure 5.3: Chocolate confectionary brand personality-macros image, January 2012 According to the figure above, ethical is to be a great element for the consumers to show the brand personality for a food product. According to Mintel, (2012), consumers pay much attention on ethical sourcing of food. The impact of ethical sourcing will become a great element to influence consumer confidence. In addition, brands which source their ingredients ethically especially for those with a premium orientation product, this would be a great element to identify their brand image (Mintel, 2012). Therefore, creating an ethical brand will also be great element for the marketer to create a new identification brand. 6 Creative choice/ Brand identification 6.1 New brand name The new brand name is CHOCO-ENERGY, which is easy for consumers to member the name and easily associated with the products. Meyers and Lubliner (1998) stated that a product’s brand name is responsible for creating memorability. It helps to build brand recognition and loyalty, as well as providing product information. For CHOCO-ENERGY, this could help to inform consumers’  that this is a chocolate brand. In addition, it also notes consumers that this brand focuses on energy booster. 6.2 New brand image Chernatony and McDonald (2003) stated that brand images enable consumers to form a mental vision of what and who brands stand for. Because consumers will select a brand by observing whether the images that brand convey match the needs, values and lifestyles of consumers. The brand image for CHOCO-ENERGY brand is to inform consumers that this brand is more than just another chocolate, â€Å"it as a reflection of a way of life, where people live with energy, joyful and healthy†. For the new identification brand, CHOCO-ENERGY would like to transfer a healthy and energy image for the consumers and let consumers to be treatwise for chocolate based on GDAs (Guideline Daily amounts). This new brand aims to inform consumers to be enjoyed as part of a healthy, active lifestyle. Because some of them might consider chocolate leads to obesity issues while eating limited chocolate can also provide benefits for one’s healthy because the elements contain in peanut butter and peanuts would benefits for consumers’ nutrition. Peanut butter and peanuts provide protein, vitamins B3 and E, magnesium, folate, dietary fiber, arginine, and high levels of the antioxidant p-coumaric acid. All of those elements would help consumers to protect against a high risk of cardiovascular disease (HubPages, 2012). 6.3 Brand positioning According to Aaker (2002), brand position is the part of the brand identity and value proposition that is to be actively communicated to the target audience and that demonstrates an advantage over competing brands (Aaker, 2002, pp176). The new identification brand will target on young teenagers and positioning on creating an everyday low price and importance of chocolate brand to British consumers. According to Mintel (2012), 15-24-year-olds stand out as the most important demographic in the chocolate and confectionery market, with the highest share of total users (91%) and also 44% of heavy users (Mintel, 2012). In addition, 68% of 16-24-year-olds full-time students consider that everyday low price as one of their main choice factors for a  chocolate brand (Mintel, 2012). Furthermore, there is a growing numbers in the population of the high usage 25-34-year-old age group as well as Abs and C2s look set to drive sales growth in the coming years (Mintel, 2012). Therefore, the new identification brand will target on users from 16-to-34 year olds and creating an everyday low price brand in the confectionery market to attract consumers’ attention. 6.4 Brand personality Aaker (2002) noted that a brand personality represents a functional benefits or attribute that may be relatively ineffective if it lacks a visual image established in the customer’s mind. Brand personality for the new identification brand is that CHOCO-ENERGY not just another chocolate bar that provide sweet craving or energy for the consumers but also a brand that value for money. Because according to Mintel (2012), chocolate suffers from a poor perception of value with only 28% of chocolate users think chocolate bars provide value for money. In addition, 65% of users consider that brands benefit from high trust as a main choice factor when they choose a chocolate brand. Therefore, improving perception of value and creating high trust for the new identification brand is emergent and significant. In addition, according to the brand image transfer part, energy booster and offer added-value are great element for the marketer to create the new brand. Therefore, this brand aims to create an everyday low price and importance chocolate brand for consumers not only value for money on price but also on product content. The product will maintain the value of Snickers brand that providing high nut content as the high peanut content likely to be a deterrent for a number of people (Mintel, 2012). 6.5 Package strategy for the new identification brand Trott (2012) stated that package is a powerful selling tool for a company to achieve a competitive advantage because for consumers the package is the product. Before consumers select a product, they will see the package at first. Through the shape of the package, the recognition of the brand, the color and the words, the graphic style and format they will have a fundamental image for the product (Meyers and Lubliner, 1998). In addition, the name, logo or symbol of the package are all unique, appropriate, and legally ownable for the company to communicate a positive and memorable image about the product (Meyers and Lubliner, 1998). These would help to provide product information and attributes to the customers. Therefore, it is critical for the company to pay much attention on the package design. Next the detail explanation about brand’s logo, color for the package, product identification (net weight copy, benefit statement, flavor or variety identification, size, nutritional information, ingredients, distributed place, attribute description) for the new identification brand can be seen below. 6.5.1 The brand logo The brand’s logo refers to a uniquely shaped signature, which can be based on the brand name in some kind of unique typographic format or a uniquely styled configuration of the corporate initials (Meyers and Lubliner, 1998). The consistent use of the logo is one of the reasons to make a powerful brand and also is the fundamental building blocks of brand identity (Carter, 1999). For the new identification brand, the marketer will use the brand name as the brand’s logo. The researcher will use a script logo because this type of logo provides an image of casualness, fun, movement and entertainment (Meyers and Lubliner, 1998). This is more related to the image of new identification brand that CHOCO-ENERGY is more than just another chocolate: â€Å"it as a reflection of a way of life, where people live with energy, joyful and healthy†. The slogan of the new identification brand is â€Å"CHOCO-ENERGY Eat health to be a part of active lifestyle†. 6.5.2 Package inside and outside The color for the packaging of the new identification brand outside will combine both brown and yellow. Because brown is deep color and often used for gourmet food and confections to communicate good taste, warmth, and appetite appeal. In addition, this color also helps to identify the color of the product inside the package (Meyers and Lubliner, 1998). For yellow color, it looks bright and tends to communicate relaxation and joy. Inside  the package four cup shaped chocolate. The surface of each chocolate has a heart-style image. 6.5.3 Product Identification Each CHOCO-ENERGY chocolate bar will contain 210 calories with a total fat content 14 gm. In addition, for its protein, sugar and sodium content will be 4gm, 19g and 130 mg respectively. The new identification brand will also contain nougat, caramel, peanuts. All of these elements will be covered in chocolate coating. Net weight copy for CHOCO-ENERGY is 42g. The benefit statement of this brand is to be treatwise based on guideline daily amount to be enjoyed as part of a healthy, active lifestyle. This brand pays much attention to balance the flavor of the product to avoid the product more sweet than salty. In addition, the product avoids making the peanut butter layer too waxy and to make the chocolate strangely flavourless. There will four pieces of chocolate cups in the package. The package will be flowrap bags. This would help to increase the product store duration because it’s easy for chocolate to melt at a high temperature. In addition, it helps to improve the product se curity. The detail nutritional information and ingredients can be seen from A3 poster. 7. Conclusion In this report, the rise of chocolate price and the increasing growing number of own-label of chocolate brand as great reasons to explain why creating a low budget route brand is effective in the chocolate and confectionery market. In addition, the detail explanation about the Snickers brand such as the brand image that Snickers Bar provide the fuel and energy for the body and mind with slogan that ‘the big eat when you are hungry’. Snickers brand positioning â€Å"from a largely ‘male’ base to include women and older consumers. Snickers brand personality through launching celebrity endorsement campaign with words like, â€Å"Peanutopolis, Hungerectomy, Nougtocity, Substantialicious and Satisfectellent† to give a fundamental knowledge about how to create a brand. Furthermore, the brand image transfer as a great part for the report to show what elements will remain or added from the Snickers brand to create the new identification brand. At last, the new identification brand, CHOCO-ENERGY brand was created with slogan that ‘CHOCO-ENERGY Eat health to be a part of active lifestyle’ to represent an image that CHOCO-ENERGY is not just another chocolate, â€Å"it as a reflection of a way of life, where people live with energy, joyful and healthy†. CHOCO-ENERGY positions on creating an everyday low price and importance of chocolate brand to British consumers. At the same time, elements for the package design also explained to show the new identification brand. 8. References AAKER, D.A. (2002) Building strong brands. London: Simon & Schuster UK Ltd. CARTER, D.E. (1999) Branding: the power of market identity. New York: Hearst Books International. CHERNATONY, L.D and MCDONALD, M (2003) Creating Powerful Brands in Consumer, Service and Industrial Markets, Third Edition. Oxford: Elsevier Ltd. CHERNATONY, L., MCDONALD, M, WALLACE, E (2011) Creating powerful Brands, BH, 4th Edition. Oxford: Elsevier Ltd. CLIFTON, R and Simmons, J (2003) Brands and Branding. London: The Economist Newspaper Ltd. HASSAN, T. U (2009) Snickers Chocolate Bar-A short History. Ezine @rticles. [Online]. Available from: http://ezinearticles.com/?Snickers-Chocolate-Bar—A-Short-History&id=4102333. [Accessed 17/05/2012] LABAU, E. (2010) Snickers Peanut Butter Squared Review. About.com. Candy. [Online] Available from: http://candy.about.com/od/candyreviews/fr/snickers_pbsquared.htm. [Accessed 17/05/2012]. LAFORET, S (2011) Managing Brands. McGraw Hill. MARS Official website page (2012) Brands Chocolate. [Online]. Available from: http://www.mars.com/global/brands/chocolate.aspx. [Accessed 17/05/2012]. MEYERS, H.M. and LUBLINER, M.J. (1998) The marketer’s Guide to Successful Package Design. United States of America: NTC/Contemporary Publishing Group, Inc. MINTEL (2012) Chocolate Confectionary-UK-April-2012. London: Mintel International. MINTEL (2011) Sugar and Confectionary-UK-November 2011. London: Mintel International. RIEZEBOS, R (2003) Brand Management. Prentice Hall. The IRISH TIMES BUSINESS (2000) Global marketing-Building and Maintaining the M&M’S Brand. Fifth Edition. UK: Masterfoods. TROTT, P (2012) Innovation Management and New Product Development, Fifth Edition. England: Pearson Education Limited.

Jungian Psychological Profiles in Glenngarry

Glengarry Glen Ross: A Jungian Perspective David Mamet wrote the play â€Å"Glengarry Glen Ross† as a look into the world of sales. As with most of his work, capitalism and its effect on the actors is a major theme. Stories as they are written have characters that have different roles based on their personalities and behaviors. This assignment of roles is something that has spanned the history of literary works. Carl Jung, Swiss  psychiatrist and the founder of  analytical psychology explained these roles people assume and their meaning.The term he used to refer to these character descriptions is called archetypes. All of the characters in the play have problems. Most of these are based in personality flaws and a lack of moral character. When looking at the characters of this play we see definite archetypes in their personalities. What is it that makes each character act the way they do, is there a common thread or archetype, and does Mamet speak to a greater problem by us ing Jungian archetypes? Is Mamet’s discourse on the effects of the sales office on people a discourse on the effects of capitalism on the society we live in now?There are 5 main characters in this play who work in the sales office; Shelly â€Å"the Machine† Levene, Ricky Roma, John Williamson, Dave Moss, and George Aaronow. Each of these characters has flaws in their character. Through careful examination of each character we can assign Jungian archetypes; to do this though we must understand archetypes. Archetypes are models or types of people, their personalities and their behaviors. But what is the definition of an archetype?Carl Jung said â€Å"The archetype is a symbolical formula, which always begins to function whenever there are no conscious ideas present, or when such as are present are impossible upon intrinsic or extrinsic grounds. The contents of the collective unconscious are represented in consciousness in the form of pronounced tendencies, or definite w ays of looking at things. (Jung 33)† These pronounced tendencies are the underlying motivation for each character in the play. We can see how each of these makes conscious and unconscious decisions that are reflective of each person’s assigned archetype.Looking at the characters we see the author has assigned them archetypes (consciously or unconsciously). In the opening act of the play we see Levene and Williamson sitting in a Chinese restaurant where Levene is begging for fresh leads. He lauds of past successes, and even tells Williamson to talk to Mitch and Murray (the owners of the office) about his mastery of sales. In this character we are beginning to see desperation. At the end of the month the two sales people with the lowest sales are going to get fired. He knows that if he does not sell he is doomed. He only gets old leads from Williamson.The new fresh leads will not be released to the salesmen until after the promotion. This is a classic vicious cycle. He ca nnot sell to the old leads because they are deadbeats and will not get the new ones; the ones who will buy, until he does. He is propositioned by another co-worker to break into the office to steal the new leads. He does this and tells the other co-worker he will keep quiet about the whole ordeal. In the end he cannot keep his mouth shut and cracks when he inadvertently discloses a brief fact that only the burglar would know to Williamson who picks up on this slip up immediately.Looking at Jungian archetypes with the Levene character we see three archetypes emerge: The Scapegoat, The Persona and The Shadow. Combined these play an intricate part in why Levene does what he does. The shadow archetype is best described as that â€Å"which personifies (sic) everything the subject does not wish to face in himself† (Jung 275) or the dark side of our nature. (Jung 85) In Levene we see a man who does not want to look at the darkness inside; the darkness that would have him trying to b ribe his boss for fresh leads, burglarize the office, or snitch on the co-worker who developed the plan in the first place.When he is found out as the burglar he panics. This is the animalistic part of the shadow; the resorting to primal instincts. He tries to bargain with Williamson. He offers a percentage of all future sales to him. When these do not work he resigns himself to the consequences. Coupled with the shadow we see Levene exemplify the persona. This archetype is described as a â€Å"symbol of the protective cover or mask. † (Jung 287) Levene acts in a manner while on the in the office with a co-workers client that is a full flight from reality. He acts like he is a vice president of American Express and travels the world.This is a ruse he jumps into with no preparation and pulls it off beautifully. This mask he uses whether to deceive his clients, himself, or others, is his persona. It is dishonest from its onset. This core dishonesty is how the shadow archetype i s manifesting in his psyche. Just like the vicious cycle with the leads here we see the cycle of his dishonesty in every aspect of his work life being transmitted into the shadow archetype, his subconscious now makes instinctual decisions from a negative jumping off place. The more he participates in this pattern the deeper the pathology sets in him.To round out this character we can apply the scapegoat archetype. The scapegoat archetype is defined as â€Å"the one who gets blamed for everything, regardless of whether he or she is actually at fault. † (Essortment) Sure he is to blame for the break in but he was not the first choice to do it. Aaronow was asked first but he decided he could not do it so Levene was asked. In the end Levene snitches on Moss for being the instigator. Levene was asked to do the burglary because if he was caught he would take the blame by himself. He was singled out for the archetype that fit him best.Every office needs a scapegoat and being the old est and least productive he subconsciously plays the role to a tee. Here where everything comes together, a desperate man, making base decisions from a negative subconscious, led by a persona steeped in dishonesty, who knows that he puts himself at risk of either getting fired for not selling or getting arrested for the break in, who is manipulated by the others in his workplace, and trying desperately hold on to an self-image long gone. Mamet is hinting that these factors are not something unique in a sales office or in capitalistic western society as a whole.This is why the character is so relatable. John Williamson is the office manager. He is not a salesman. He works for the owners and his job it to â€Å"marshal those leads. † (Mamet) He is a company man and his pay is not based on commission. He takes his orders from the owners. He has no sympathy for any of the salesmen in the office. He takes a constant barrage of crap from each of them every day. He does not have to sell in the field and that alienates him from the rest of the characters. In the opening scene we see Levene trying to get extra leads form him.When Levene offers money he is quick to say yes, but he wants all of the money right then. Levene says he will have the full sum the next day. Williamson reacts coldly, almost emotionless, to Levene’s pleas for leads. He is quick to betray his ethics for material gain. The first archetype for Williamson is the shadow. He is quick, almost instantly ready to betray his conscious to see the leads to Levene. He also has no compassion; that dark place that is the result of phenomenon in Williamson’s life that has jaded him. Understandably, in this office setting it would be hard to be compassionate seeing the way he is treated.But he should maintain his professionalism buy not entertaining the request from Levene. This is where the archetype of the scapegoat enters. Near the end of the play Williamson inadvertently blows one of Roma ’s deals thinking he is helping. He does not know the cardinal rule of a sales office; do not talk unless you know what is going on. As stated earlier, Williamson is blamed for all the problems in the office. Levene blames John for the lack of good leads; Roma blames him for blowing out his deal, so this makes him an easy target.Since he is not a salesman he is not considered one of the boys. He is an outsider. And anyone can relate to an outsider being a scapegoat. John also unknowingly reinforces Levene’s persona archetype buy feeding his superiority complex with simple rookie mistakes. It would seem that there is a contention between Levene and Williamson on who actually is the scapegoat. This would explain why in the end when Levene asked why he is turning him in he says â€Å"Because I don't like you. (Mamet)† His shadow archetype returns for justice. Mamet gives another nod to the problem with capitalism.That a person has to whatever it takes to be success ful in the business world. Whether it is betraying your own personal ethics, your relationships with other people, or obligations to employers, nothing can stand in the way of someone trying to make it in business. The next character is George Aaronow. He is in the same situation as Levene. He needs a sale before the end of the month or else he will be fired. Like Levene he has had a bad run when it comes to sales. Where Levene’s inflated ego is unwarranted, Aaronnow’s ego is deflated. He has practically given up on the world of sales.He listens to Moss’s rant on why the leads are garbage and agrees with everything he is saying. He desperately wants a reason other than himself for his problems. His character is not aggressive like the others. He has a meekness that is a liability in the office. He is metaphorically swimming in a shark tank and they see him as bait. He is originally propositioned to do the break in by Moss. Moss sees him as a perfect partner; a p erson who would not do something akin to a break in. He also has nothing real to say in the play. He constantly repeats whet others say as to agree.His lack of substance is deliberate. If he were more complex and aggressive he would not be in the situation he is in right now. This is the antithesis of the Levene character. He has no persona. No mask to hide behind. No sense of entitlement. He also has no courage as seen by his backing out of the plan to steal the leads. This explains why people see him as the perfect scapegoat. His shadow archetype is one based in resentment, and fear. He does not want to look at why he is failing. It is easy for him to jump on the bandwagon to blame Williamson.Aaronow is the perfect example of what is wrong with capitalism. He works hard for years only to have his spirit broken by an economic model that sees him as disposable. This lack of importance within the workplace or in his life as a whole is not seen as something to be investigated because it is a negative; in fact it is seen as the price of doing business. These are high prices for a man to pay in the premier years of his life. Dave Moss is very angry man. He has a level of anger that stays constant throughout the play. He is a predator in the shark tank.He knows nobody is going to help achieve anything in the office. He finds people who agree with his perception of why things are the way they are in the office. He uses his persona to manipulate people into doing things they normally would not do; things that betray their inner subconscious. He uses the skills that he learned on the streets selling to sell people around him on the idea that he is right about everything. They just have not become as angry about it as he has. He tries to use his skills to convince Aaronow that he should be just as angry as he is.His persona is based on resentment and frustration. This attitude keeps everyone at bay. It also shows him as a leader in the office. He probably will get the steak knives. He has several plans in his mind about his future and they are not with the firm. He knows that if he gets the leads and sells them to a rival office he will profit financially not just from the initial purchase of those leads, but he will have a job at the firm where he can schedule and close those leads. It is a win-win situation or him. He does not care about anyone but himself.His shadow is so deeply rooted in dishonesty he cannot even see it. This is his natural state. His consciousness has no compassion for anyone and it preys on the weak. His resentment filled subconscious feeds his conscious with self-hatred. Here we are again with the vicious cycle of a negative subconscious feeding an ego problem in turn cementing a negative subconscious. This has a poisoning effect on the people around him. His sarcasm is a telltale sign of his frustration. This is shown to be a hindrance to anyone trying to be successful and a precursor to further problems down the road. Ca labrese, 461) Moss is a prime example of what happens to misguided but motivated people within a capitalistic society. They revert to the animalistic shadow archetype at the expense of their own temperament. At what lengths exactly would Moss go to be successful? Manipulation, anger, frustration, deception, and theft are just some of the ways. These are the tools of the modern capitalist. A man must be willing to go to any lengths to reach his goal. Anything that gets in the way is collateral damage. Ricky Roma is the sales leader at the time of the promotion in the office.His arrogance shows in the way he talks to clients. It is reflective of someone successful on the backs of others. His interactions with the rest of the salespeople are distant and peppered with sarcasm. He has an inflated ego that is a direct result of his consistency in the sales room. He also berates Williamson for his inexperience in the field. He is the proverbial big shark in the tank. The rest of the salesm en resent him for his success. His shadow emerges when Lingk comes to the office to cancel his contract, the contract that put him on top of the sales contest.He instantly and instinctively creates an elaborate fraudulent ruse with the help of Levene to make Lingk think he made the right decision. Roma’s fears are now controlling his every move. Consciously he is trying to protect his prize, the Cadillac. Subconsciously he is maintaining his leadership role in the office. If he is seen as anything other than a producer he is weak. His shadow would never allow him to be weak. Therefore it is his persona that takes over. He puts out this larger than life attitude that he hopes will command respect.He hopes this mask will cover his fears. This flamboyant persona making base decisions out of subconscious fears only heighten his need to reinforce the persona. The vicious cycle returns. We see people like Roma all the time in capitalist societies. Whether it is Donald Trump, Mark C uban, or Sean Combs, we see a braggadocio that is consistent with a person with a superiority complex. These types of people are catapulted to the top of their chosen fields. These are the heads of companies, the decision makers, the capitalists as tableau.When looking at the people in the workplace we see a phenomenon that has occurred for millennia now; men acting out in social situations around other men to become dominant. In the caveman times the biggest and the strongest warriors who got the women, they ate better, and people venerated them with myths of the conquests. In modern times we this transition of men from being the warriors of the battlefield needing strength and battle skills to become the things legends are made of, to hyper intelligent men with business prowess and social savvy who wheel and deal, have trophy wives, and frolic in the â€Å"spoils of war†.But today we have more than just survival instincts motivating men; we have complex egos, varying degree s of psychological pathology, and a host of psychosocial problems arising from past phenomenon I their lives. â€Å"The collective unconscious, Jung claimed, contains primordial images and ideas that have emotions and symbolism â€Å"attached†. These images and ideas become manifest in fantasies, dreams, myths, and emotional responses to the world around us. † (Carr). This would explain why these men behave in the same way as the men of histories past.These actions are primordial in nature, as is the archetypes they personify. If all the characters had the same success that Roma had they would all be acting like king of the roost. Unfortunately in the play this is not the case, and would not make for much of a story either. All of these men participate in a behavior called repression. Each is stuffing down something about themselves they do not want to look at that is the breeding ground for their ego problems. â€Å"The repressed fear of the emotions becomes projecte d outward onto others.Emotional ties and bonds embedded in employee/work relationships are experienced as a loss of control and invitation toward chaos. The solution derived within such a system results in the imposition of more structure and control coupled with even more intensities of emotional denial. Dominance, individual obsessive control, and power form the overt behaviors of managers arising from the unconscious and are reflected and rationalized as the norms of organizational culture. † (Figler and Hanlon) Here we see why it is not uncommon to see these characters develop the way they do.This is the â€Å"norm† in business especially within a capitalistic society. There is an underlying common subconscious in men, one that has plagued them for centuries; their incessant need to be dominant within a social setting. This has evolved over time from a survival instinct into an economic paradigm. There have been several responses to this type of economic system, fro m communism to isolationism (forced and unforced). In this play David Mamet is exposing what capitalism really does to men. It puts them at odds with their own ethical beliefs, creates unwarranted ego complexes, and instills deep rooted psychological disorders.Mamet stated in the program notes that â€Å"American capitalism comes down to one thing [†¦ ] The operative axiom is ‘Hurrah for me and fuck you. Anything else is a lie. † (Boon) When we look at how this type of attitude early on affects people we see â€Å"this false self development, (sic) which is initially adaptive and maximizes gratifications, may become maladaptive by over-emphasis. If the early environment presents many adaptation failures, then deceptive strength will be given to the emerging false self, which then becomes the basis for later social relationships to the exclusion of the real self. (Hudson) All of these characters have problems due to over-emphasis of their subconscious shadow archet ype feeding a false persona which in turns deepens the pathology of the shadow archetype. As most people will tell you, these characters are commonplace in the workplace in western capitalistic models of business. Mamet shines a light onto this dark world that American business has evolved into. From seedy characters with dynamic psychological pathologies to a broad statement on capitalism as a whole Mamet only resents to the audience exactly what he sees in business; a vicious cycle of pain, frustration, and alienation. Works Cited Boon, Kevin Alexander. â€Å"Ethics and Capitalism in teh Screenplays of David Mamet. † Literature Film Quarterly 39. 3 (2011): 180. Web. Carr, Adrain. â€Å"Jung, Archetypes and Mirroring in Orginizational Change Management. † Journal of Orginizational Change Management 15. 5 (2002): 478. Web. 21 April 2012. Essortment. http://www. essortment. com/understanding-literary-archetypes-61301. html. n. d. Web. 24 April 2012. Figler, Robert and S usan Hanlon. Management Development and the Unconscious From an Analytical Psychology Framework. † Journal of Management Development (2008): 616. Web. 20 April 2012. Hudson, Wayne. â€Å"Persona and Defence Mechanisms. † Journal of Analytical Psychology (1978): 56. Web. 27 April 2012. Jung, Carl G. â€Å"Man and HIs Symbols. † Jung, Carl G. Man and His Symbols. New York City: Bantam Doubleday Dell, 1964. 85. Print. Mamet, David. â€Å"Glengarry Glen Ross. † The Norton Anthology of American Literature. New York City: W. W. Norton & Company Inc. , 2007. 3044. Print.

Black And White Women Of The Old

South Essay, Research Paper Minrose Gwin? s book, Black and White Women of the Old South, argues that history has jobs with objectivity. Her book brings to life interesting readings on the position of the adult females of the old South and movable bondage in historical American fiction and autobiography. Gwin? s chief statements discussed how the white adult females of the South in no manner wanted to expose any sort of compassion for a fellow adult female of African descent. Gwin described the sistership between black and white adult females as a violent connexion ( pg 4 ) . Not merely that, Gwin? s book discusses the thought that for most of the eighteenth and 19th century, a black adult female normally got subjected to supplanting of sexual and mental defeat of white adult females. Gwin discusses how these black adult females, because of the sexual and mental maltreatment, felt looked down on more by Whites and hence reduced to even a lower degree than that of white adult females? s position of being a a dult female. . A southern white female slave proprietor merely saw black adult females as another slave, or worse. White adult females needed to make this in order to maintain themselves from experiencing that they were of higher position than every one else except for their hubby. White adult females as, Gwin describes, ever proved that they had complete control and black adult females needed to bow to them. Gwin? s book discusses that the white male slave proprietors brought this onto the black adult females on the plantation. They would ravish black adult females, and so alternatively of the white adult females covering with their hubbies. They would travel after the black adult females merely since the married womans had no power over the hubbies, but they maintained entire control of the slaves, the white adult females would assail the black adult females and do their lives really diffucult. The white adult females would do certain that the black adult females understood that the white adult f emales wholly hated the black adult females for being raped and wanted merely hurting for the them. This is how the black adult females of that clip got the stereotypes of being really sexual existences and hated by there oppressors. You can see grounds of this when Gwin discussed the worlds of such hatred in the book Absalom, Absalom by William Faulkner. The chief character, Clytie, sexual assaults by her male maestro disturbances her because she doesn? t desire to be involved with him, but her female maestro feels that she should be punished for it. So the white female slave proprietor beats her and abuses her every bit much as possible. The transition goes on to demo how colza, gets Clytie labeled as a prostitute. The book discussed how one of the rule grounds as to how the white adult female or kept woman and the black adult females got along, depends on whether or non the slave adult females appeared to endanger the societal position of the adult females. When the white work forces tried to ravish the black adult females it made the white adult females socially look like nil more than a slave. This made the white adult females experience forced to turn out to the black adult females that power still remained in the white adult female? s corner regardless of the maestro? s sexual desires. The kept womans made certain that the slave adult females understood that they valued less than any white adult females, for the chief ground that the white adult female had true power every bit long as the chief wanted her. An illustration of this that I read would be when a white adult female externally expressed that she worried chiefly about her loss of power, non really about matrimony. Saphire, a ficti onal character that Gwin analyzes, says # 8230 ; chiefly concerned with her power # 8230 ; she views her hubbies fondnesss for a slave as an undercutting of her power over him in their relationship which. As the hubby himself describes every bit, what makes her the maestro and him the Miller. ( pg 133 ) The slave that caused this disquieted normally received many whippings and unneeded overworking of the slave. At the clip, this intervention was non unheard of and needed, the white slave proprietors used it as an illustration to demo all slaves that they were non deserving the air they breath except in the Fieldss. And even those who were non involved were treated as sub-human and found that life remained difficult for them. Gwin describes the black communications with their oppressors as a alternate female parent and her kids that demand counsel, looking after, and strong subject. The black adult females knew that no affair what she did she would acquire whippings from the white adult females and their kept womans, they took movable bondage to its boundaries in how the adult females treated the black adult females when they felt threatened. White adult females didn? T merely physical ly abuse the black adult female they besides mentally abused her. The slave adult females were associated with sex and loss of control, sexually implicative, and wild Negroes. ( pg 119 ) These derogative names were what most white adult females came to pigeonhole as being the definition of the mean black adult female. So they to had it difficult when they were being worked by the adult female of the house. Bing that the mere thought that if you were a black adult female your kept woman or lady of the house felt threatened by your presence, so they did at that place best to do certain the black adult females got to pall and to moo of self-pride to make anything. In are category we discussed how adult females, during the 1700? s A ; 1800? s, began to conflict with their functions in society. Our category observed how adult females? s lives began to alter during this clip period. The adult females of this clip period were raised to believe in a patriarcle system because it promised to protect, privilege, and subordinate them. We took note in our category room lectures that finally this system gave adult females a great sum of power being they had what their hubby wanted. This book gives good illustrations of what happened to this system and how it starts to alter from its manner. The slave adult females? s sexual relationship with the white hubbies had made it really hard for the adult females to hold the power they had in their places, and the system was non functioning them as it should, so the adult females made a alteration. This illustration of how the adult females had gone from a life style that they enjoyed to taking some duty over th eir life. The adult females had to get down do certain for herself that she still remained at her proper lady position no affair what her hubby does, and that is why they beat and made the lives of African adult females much harder. But more significantly you can see how the white adult females of the South were get downing to do the alterations needed to acquire what they needed from society, by utilizing their ain system that works the best for them. This shows the alteration from entire power to obtaining things on their ain. Because of these alterations in their life styles adult females found they needed change their individuality in order to maintain some sort of power. Gwin? s book goes on to speak about how the white adult female? s lifestyle alterations. And how they got straight involved in their lives, and get down looking out for themselves, being that the system of the hubby looking out for her began to vanish. The white adult females of the south felt threatened by wha t they felt could be a definite challenge to their power and they needed to get down to alter so that they could still be able to accomplish the ends that they need fulfilled in life. The southern adult females during this clip period were holding to go much independent and get down to acquire occupations and all become more active in the ways of working because the South could non stay the same with the release of the slaves. Womans had began to acquire occupations and work along side of her hubby, and get down to go more involved in the mundane ways of life. I think that Gwin? s book is a good illustration of what has and still is go oning to adult females. Their life style is ever altering. Gwin? s statement that life was neer a sistership between the inkinesss and white in the alleged American fiction and autobiography seems prove true. These adult females were really much different and the ethnocentrism in a white adult female keeps her from of all time acquiring past the dark tegument, and makes the white adult females experience more like the Africans were more of an animate being so an existent individual. The white adult females ever feels that the slave must understand that the adult male may rank higher than her but even if her hubby wants to mess around so mistake goes to the slave non the hubbies. And the slave will neer be to her degree, because the black slave will neer be a lady. And in the book you can see how the white adult females lost there power in the house and that their system of life that they received didn? t prove to work out any longer for them so they had to try to set to a manner life took would take them. I feel that Gwin argues that the chief ground for the confrontations for the battle of power became apparent in that it had gotten to indicate that certain black adult females would non allow their ain female proprietors hit them. This is an illustration of how non merely how the Whites adult females challenged the system, but besides how the slave adult females started to do alterations in how they willed to be treated. Bibliographic commendation Gwin, Minrose. Black And White Women Of The Old South. Knoxville: Tennessee Press, 1985.

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How Successfully Does the Companies Act 2006 Promote Shareholder Essay

How Successfully Does the Companies Act 2006 Promote Shareholder Engagement Wth Their Company - Essay Example In UK, where commercial activities are highly developed, the specific problem is clearer. The introduction of the Companies Act 2006 aimed to cover the gaps of previous legal rules in regard to the regulation of companies across UK. It seems that this target has been achieved. It should be examined whether the provisions of Companies Act 2006 manage to secure the protection of shareholders rights, as a factor influencing their engagement with the organization. The ability of the Companies Act 2006 to promote shareholder engagement with their organization is reviewed in this paper. It is proved that the specific legislative text has highly contributed in the increase of shareholder engagement with their organization, even if, in certain cases, the simultaneous development of other initiatives, such as the intervention of the Financial Services Authority (FSA) has been considered as necessary. The elements of shareholder engagement with their organization are critically explained aimin g to show the value of the specific concept for the standardization of business performance in UK, as also in other countries worldwide. 2. Shareholder engagement with their company and the Companies Act 2006 2.1 Aspects of shareholder engagement with their company as related to the Companies Act 2006 Shareholders have a critical role in the success of businesses in all industries. This fact has been highlighted in the case law developed in the particular field. For example, in Item Software (UK) Ltd v Fassihi it was held that the director who has acted without taking into consideration the interests of the company violated the organization’s rules and he should be punished accordingly. In West Coast Capital (Lios) Limited (2008), a case heard before the Scottish Courts, it was held that a director has the responsibility ‘to promote the success of the company for the benefit of its members as a whole’ (Warren J. in West Coast Capital Limited 2008). The term †˜company’ in the above case is used in order to reflect the members of the company and not the company as a legal entity. According to the above cases, directors have to align their decisions with the interests of the company’s members, meaning primarily the shareholders (Birds et al. 2010, p.197). These cases reflect the value of shareholders in modern organization; therefore, the shareholder engagement with the organization should be a critical part of corporate governance, so that business success is secured. In the legal rules focusing on the regulation of companies, the protection of the interests of shareholders is also recognized as a key priority. In Companies Act 2006 the value of shareholder engagement with their organization can be derived from various provisions, as for example, the s32, which defines the obligation for providing constitutional documents to the company’s members, the s91, where the requirements for share capital are set, the section s 146-151 that refer to the information rights of a company’s members, the sections 171-177 that set the obligations of directors in regard to their position and so on (Companies Act 2006). The forms of shareholder engagement with their company are not common in all organizations. However, in general, the efforts of the shareholders to support all plans of their firm are

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Compare and contrast Confucianism, Daoism, and Shinto Essay

Compare and contrast Confucianism, Daoism, and Shinto - Essay Example etween them, namely a specific understanding of human nature and the characteristics of its relationship with the divine law either through the human mind (Confucianism) or by means of mystical knowledge (Daoism and Shinto). Confucians believed that the true essence of people is humanity or â€Å"jen† (Fisher 209). Self-cultivation was understood as the development of a â€Å"humane† beginning and the suppression of wild and evil factors. By the time of the emergence of Daoism, Confucianism was the official doctrine and the basis of the state structure. The ideal of Confucianism was presented by a notion of a â€Å"noble man,† the carrier of Confucian consciousness responsible for the harmony between Heaven and human nature. His virtues were seen in self-control, justice, reverence for elders, and social responsibility. His goal was public service since in Confucian ethics person is subject to the society (210). Confucian culture is elitist, since the main area of its distribution was presented by noble people (mainly officials engaged in the administration of the state). As a result, this led to a desire to govern all possible spheres of human life. These changes were achieved by l imiting the undesirable factors, mainly through the assimilation of norms of behavior and control (first external and then internal). The main virtue of a noble man was considered a permanent control over his/her own mental sphere and preservation of self-control. In this regards, introspection was designed to detect human failings. In turn, Daoism, also condemning human passions, understands the true human nature in its close connection with the cosmic principle that embodies universal laws of nature. The supreme goal of Daoism is the detection and the actualization of the â€Å"true principles† in man and complete submission to them. Man needs should seek to merge with the divine Dao, â€Å"a mystical reality that cannot be grasped by the mind† (195). There was initially no question of

Sustainable Event Management Essay Example | Topics and Well Written Essays - 2250 words

Sustainable Event Management - Essay Example One of such companies is Seventeen Events, a sustainable event management agency that produces events for a number of consumers and is an expert in managing table plans as well. Being proud of its sustainable approach, the company goes far beyond recycling and organic beverages and it is in its heart what make a business successful (Sustainable Event Management, 2015). Following the creativity and transparency values, the company perceives innovation and creative thinking as critical to its performance, while its transparency approach allows the company to share its best practices to customers and be open with suppliers. In the past decades sustainability has become one of the main goals of most businesses; however, it can be difficult to measure the degree to which they are sustainable. Slaper and Hall (2015), consider that using a triple bottom line or TBL framework it is possible to go beyond the usual measures of earning and ROI, shareholder value to include dimensions of society and environment. However, if focus on the investment outcomes with respect to profit, people and the planet dimensions, TBL can be used as an important tool to assist sustainability goals (Sridhar & Jones, 2012). At the same time, the TBL is considerably old approach, while social and environmental institutions are changing and improving. In these terms, the following paper will illustrate critical approaches toward TBL and will analyze the theory and the sustainability policy of Seventeen Company. The idea behind the TBL approach is that business’ success is defined and measured through traditional financial bottom line, while its social, ethical and environmental performance is not taken into consideration much (Norman & MacDonald, 2004). However, following the environmental activities, the companies are able to inform its

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Art History - Movie Review Example The movie flashes back to 1941; nine years earlier. During this time, Pollock was often drunk and made a living by displaying his paintings in the infrequent group art shows. He was struggling to make a mark in the 1940s New York. As cited Boddy-Evans, this struggle made Pollock to suffer from depression, volatile temper, alcoholism, and self-doubt. The film provides glimpses of the New York art world. The viewers note that the war between creativity and vulnerability to impotent rage, self-doubt, and drunkenness. and alcohol destroys Pollock. He later meets artist Lee Krasner (Harden) and Jackson takes interest in her. Lee Krasner is also a painter and later became his wife and the most tireless champion. Krasner rescues Jackson from his struggles helping him to win the patronage of a rich Peggy Guggenheim. He gives him painting contract worth $2,400. However, his fame results in a wedge between himself and Lee. The casting is excellent as to appear inevitable from the stare of the silent challenge, to the virile baldness, and the manner in which Pollock handles a cigarette like a throwaway extension of his will. The studio scenes are rooted in the moment when Jackson drips pain on the floor accidentally and finds out that his revolutionary controlled splatter technique is everything most people hope for. In its execution, Pollock’s style was singular and joyfully athletic. This makes the viewers believe that they are witnessing the creation of the actual works. The most eye catching sequences demonstrate the manner in which Jackson works on his populous drip paintings, invoking dense disordered patterns with a combination of skill and gravity, along with luck. Harris is comfortable portraying the self-destructive streak of Pollock and its impacts on Krasner. However, his wife, Lee shows the will of iron under her unshakable compassion and

Oedipus the King and Oedipus at Colonus Essay Example | Topics and Well Written Essays - 1000 words

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Uses of Computer in Schools Essay Example for Free

Uses of Computer in Schools Essay Computers are-machines that accept incoming data process them and produce outputs-depending on the users applications. Present time, we are so much associated with these devices that without them we would not be able to live the way we do. They play a crucial role in everybodys life. They bring a major socio-economic revolution not only in India but also in the whole world itself. From pocket calculators to personal computers (PC), food processors and microchips entering through VCRS at home, their uses are manifolds. The computers are employed to assist men in business organizations, in space and other researches and in many other walks of life. The personal computer (PC) is marching into the office where it is improving productivity by replacing paper works, customer services and job satisfactions for some. Why Computers are used widely? The computers process informations that come in all shapes and sizes from any fields so accurately that, some people may call these Informatics— The Science of Informal ion Processing, i.e. the methods of recording, manipulating and retrieving informations. It may be from a mathematical equation to a companys work-force necessary to produce a payroll or from meteorological department to forecast tomorrows weather or from space research to project a new space craft. Whatever may be the case, why computers are used widely? The following characteristics that make the computers very popular for its multifarious uses may give the befitting reply. (i) Speed First, the computers are regarded as high speed calculators. They can process voluminous data within a fraction of second which no human being could do earlier. If we want tomorrows forecast today, meteorologists can use the computers for necessary calculations and analyses. The units of speed of a computer are the microsecond, the nano (10)-9 second and even the picot second. (ii) Storage As human brain can store the knowledge in memory and can able to recall it, the Central Processing Unit (CPU) of a computer can do the same job without any failure. But the internal memory of CPU is only large enough to retain a certain amount of information. So, to store each and every information inside the computer, an Auxiliary or Secondary Storage Device is being attached outside the memory of the CPU. (iii) Accuracy The computers are much popular due to their high speed along with consistently very high accuracy. Sometimes, the machinery may give errors, but due to increase in efficiently error-detecting techniques, these seldom lead to false results. Most of the errors in computers are due to human himself. (iv) Automation Once a programme is in the computers memory, it will start processing the input informations; thus leading to automation. (v) Versatility The computers are versatile in nature. They can perform any task given to them provided they are well programmed, (vi) Diligence Being a machine, a computer is very diligent in its duties. It never suffers from human fatigue and tiredness or lack of concentration. It can perform thousands after thousands calculations with exactly same accuracy and speed as the first one without any rest.

Theories of Reading Essay Example for Free

Theories of Reading Essay So far, there are three main theories which explain the nature of learning to read. First, the traditional theory, or bottom up processing, which focused on the printed form of a text. (2) the cognitive view, or top-down processing enhanced the role of background knowledge in addition to what appeared on the printed page. Third, the metacognitive view, which is based on the control and manipulation that a reader can have on the act of comprehending a text, and thus, emphasizes the involvement of the reader’s thinking about what he is doing while reading. 1. The traditional bottom-up view The traditional bottom-up approach to reading was influenced by behaviorist psychology of the 1950s, which claimed learning was based upon â€Å"habit formation, brought about by the repeated association of a stimulus with a response† and language learning was characterized as a â€Å"response system that humans acquire through automatic conditioning processes,† where â€Å"some patterns of language are reinforced (rewarded) and others are not,† and â€Å"only those patterns reinforced by the community of language users will persist† (Omaggio 1993, 45-46). Behaviorism became the basis of the audio-lingual method, which sought to form second language â€Å"habits† through drilling, repetition, and error correction. Today, the main method associated with the bottom-up approach to reading is known asphonics, which requires the learner to match letters with sounds in a defined sequence. According to this view, reading is a linear process by which readers decode a text word by word, linking the words into phrases and then sentences (Gray and Rogers, cited in Kucer 1987). According to Samuels and Kamil (1988: 25), the emphasis on behaviorism treated reading as a word-recognition response to the stimuli of the printed words, where â€Å"little attempt was made to explain what went on within the recesses of the mind that allowed the human to make sense of the printed page†. In other words, textual comprehension involves adding the meanings of words to get the meanings of clauses (Anderson 1994). These lower level skills are connected to the visual  stimulus, or print, and are consequently concerned with recognizing and recalling. Like the audio-lingual teaching method, phonics emphasizes on repetition and on drills using the sounds that make up words. Information is received and processed beginning with the smallest sound units, and proceeded to letter blends, words, phrases, and sentences. Thus, novice readers acquire a set of hierarchically ordered sub-skills that sequentially build toward comprehension ability. Having mastered these skills, readers are viewed as experts who comprehend what they read. The bottom-up model describes information flow as a series of stages that transforms the input and passes it to the next stage without any feedback or possibility of later stages of the process influencing earlier stages (Stanovich, 1980). In other words, language is viewed as a code and the reader’s main task is to identify graphemes and convert them into phonemes. Consequently, readers are regarded as passive recipients of information in the text. Meaning resides in the text and the reader has to reproduce it. The ESL and EFL textbooks influenced by this perspective include exercises that focus on literal comprehension and give little or no importance to the reader’s knowledge or experience with the subject matter, and the only interaction is with the basic building blocks of sounds and words. Most activities are based on recognition and recall of lexical and grammatical forms with an emphasis on the perceptual and decoding dimension. This model of reading has almost always been under attack as being insufficient and defective for the main reason that it relies on the formal features of the language, mainly words and structure. Although it is possible to accept this rejection for the fact that there is over-reliance on structure in this view, it must be confessed that knowledge of linguistic features is also necessary for comprehension to take place. To counteract over-reliance on form in the traditional view of reading, the cognitive view was introduced 2. The Cognitive View (top-down processing) In the 1960s a paradigm shift occurred in the cognitive sciences. Behaviorism became somewhat discredited as the new cognitive theory represented the mind’s innate capacity for learning, which gave new explanatory power to how humans acquired their first language; this also had a tremendous impact on the field of ESL/EFL as psycholinguists explained â€Å"how such internal representations of the foreign language develop within the learner’s mind† (Omaggio, 1993: 57). Ausubel (cited in Omaggio, 1993: 58), made an important distinction between meaningful learning and rote learning. An example of rote learning is simply memorizing lists of isolated words or rules in a new language, where the information becomes temporary and subject to loss. Meaningful learning, on the other hand, occurs when new information is presented in a relevant context and is related to what the learner already knows, so that it can be easily integrated into one’s existing cognitive structure. A learning that is not meaningful will not become permanent. This emphasis on meaning eventually informed the top-down approach to L2 learning, and in the 1960s and 1970s there was an explosion of teaching methods and activities that strongly considered the experience and knowledge of the learner. These new cognitive and top-down processing approaches revolutionized the conception of the way students learn to read (Smith, 1994). In this view, reading is not just extracting meaning from a text but a process of connecting information in the text with the knowledge the reader brings to the act of reading. In this sense, reading is a dialogue between the reader and the text which involves an active cognitive process in which the reader’s background knowledge plays a key role in the creation of meaning (Tierney and Pearson, 1994). Reading is not a passive mechanical activity but purposeful and rational, dependent on the prior knowledge and expectations of the reader. It is not merely a matter of decoding print to sound but also a matter of making sense of written language (Smith, 1994: 2). In short, reading is a psycholinguistic guessing game, a process in which readers sample the text, make hypotheses, confirm or reject them, make new hypotheses, and so forth. Schema Theory Another theory closely related to top-down processing called schema theory also had a major impact on reading instruction. It describes in detail how the background knowledge of the learner interacts with the reading task and illustrates how a student’s knowledge and previous experience with the world is crucial to deciphering a text. The ability to use this schemata, or background knowledge, plays a fundamental role in one’s trial to comprehend a text. Schema theory is based on the notion that past experiences lead to the creation of mental frameworks that help a reader make sense of new experiences. Smith (1994: 14) callsschemes the â€Å"extensive representations of more general patterns or regularities that occur in our experience†. For instance one’s generic scheme of an airplane will allow him to make sense of airplane he has not previously flied with. This means that past experiences will be related to new experiences, which may include the knowledge of â€Å"objects, situations, and events as well as knowledge of procedures for retrieving, organizing and interpreting information† (Kucer, 1987: 31). Anderson (1994: 469) presents research showing that recall of information in a text is affected by the reader’s schemata and explains that â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Comprehension is the process of â€Å"activating or constructing a schema that provides a coherent explanation of objects and events mentioned in a discourse† (Anderson, 1994: 473). For Anderson and Pearson (1988: 38), comprehension is the interaction between old and new information. They emphasize: â€Å"To say that one has comprehended a text is to say that she has found a mental ‘home’ for the information in the text, or else that she has modified an existing mental home in order to accommodate that new information†. Therefore, a learner’s schemata will restructure itself to accommodate new information as that information is added to the system (Omaggio, 1993) Content and formal schemata Schema theorists differentiate formal schemata (knowledge about the structure of a text) from content schemata (knowledge about the subject matter of a text), and a reader’s prior knowledge of both schemata enables him to predict events and meaning as well as to infer meaning from a wider context. Formal schemata refers to the way that texts differ from one another; for example, a reading text could be a fictional work, a letter to the editor, or a scientific essay, and each genre will have a different structural organization. Knowledge of these genre structures can aid reading comprehension, as it gives readers a basis for predicting what a text will be like (Smith 1994). For example, if a reader knows that the typical format of a research article consists of sections subtitled Introduction, Theoretical Basis, Methods, Results, Discussion, and Conclusion, that knowledge will facilitate their interaction with the article and boost  comprehension. On the other hand, if he is not familiar with this formal schema, teaching it to him could lead to improved reading ability with lasting and beneficial effects. Content schemata refers to the message of the text. One’s familiarity with the content will make more productive and efficient. As Anderson (1994: 469) explains, â€Å"a reader comprehends a message when he is able to bring to mind a schema that gives account of the objects and events described in the message†. Activating and building schemata  Since the reader plays a fundamental role in the construction of meaning, his age, gender, experience, and culture are important considerations for teachers who want to select readings that will motivate their students. Anderson (1994) notes that when readers cannot locate a schema that fits a text, they may find it incomprehensible. In some cases readers may not have a schema that is significant to the text, or they may need help to activate the pertinent schema to be able to comprehend the text. In such cases it may not be possible for the reader to understand the text, and the teacher must be ready to engage in â€Å"building new background knowledge as well as activating existing background knowledge† (Carrell, 1988: 248). In parallel with this, Bransford (1994) points out that difficulties in comprehension may be caused by the lack of background knowledge presumed by the text, and he sees the responsibility of instructors as being twofold: to activate preexisting schemata and to help students to integrate isolated â€Å"parcels† of knowledge into a schema or to build a new one. If the texts to be read contain a cultural context that is different from the student’s, the issues of formal and content schemata become even more important. McDonough (1995), explains that, to a higher extent, this is the reason why ESL and EFL students find it difficult to read in a second language with texts that contain cultural assumptions of the target culture. They may lack the culture-specific background knowledge necessary to process the text in a top-down manner. His reports on several studies demonstrate how people outside a given culture may misunderstand events with unfamiliar cultural connotations. (Students from different cultural backgrounds taking standardized tests which assume common schemata for will also face the same problem. ) Applying schema theory to L2 reading Based on the aforementioned ideas, it is obvious that in order to teach reading effectively, the teacher’s role to activate and build schemata is paramount. To achieve it, he should in advance select texts that are relevant to the students’ needs, preferences, individual differences, and cultures in order to provide meaningful texts so the students understand the message, which entails activating existing schemata and helping build new schemata. Then, after selecting the text, he needs to do the following three stages of activities to activate and build the students’ schemata. (1) Pre-reading activities, in which the teacher have students think, write, and discuss everything they know about the topic, employing techniques such as prediction, semantic mapping, and reconciled reading. The objective is to make sure that students have the relevant schema for understanding the text. (2)During-reading activities, in which the teacher guide and monitor the interaction between the reader and the text. One important skill teachers can impart at this stage is note-taking, which allows students to compile new vocabulary and important information and details, and to summarize information and record their reactions and opinions. (3)Post-reading activities which facilitate the chance to evaluate students’ adequacy of interpretation, while bearing in mind that accuracy is relative and that â€Å"readership† must be respected as long as the writer’s intentions are addressed (Tierney and Pearson, 1994). Post-reading activities focus on a wide range of questions that allow for different interpretations. While schema activation and building can occur in all three stages, the pre-reading stage deserves special attention since it is here, during the students’ initial contact with the text, where their schemata will be activated. Pre-reading activities Pre-reading activities is aimed to activate existing schemata, build new schemata, and provide information to the teacher about what the students know. In their report on the positive effect various pre-reading activities had on reading comprehension, Chen and Graves (1995, 664), define them as â€Å"devices for bridging the gap between the text’s content and the reader’s schemata†. Various activities and materials can help the teacher introduce key vocabulary and reinforce concept association to activate both formal and content schemata. Formal schemata will be activated by employing devices such as advance organizers and overviews to draw attention to the structure of a text. The content schemata will be activated by using various pre-reading activities to help learners brainstorm and predict how the information fits in with their previous knowledge. One of the most important pre-reading activities proposed by schematic theorists isprediction. According to Goodman (1988: 16), prediction is important because â€Å"the brain is always anticipating and predicting as it seeks order and significance in sensory inputs†. Smith (1994, 19–20) defines prediction as â€Å"the prior elimination of unlikely alternatives†. According to him, predictions are questions the readers ask the world and comprehension is receiving the answers. He emphasizes that it is prediction that makes skilled readers effective when reading texts that contain familiar subject matter. â€Å"Prediction brings potential meaning to texts, reducing ambiguity and eliminating in advance irrelevant alternatives. Thus, we are able to generate comprehensible experience from inert pages of print† (Smith 1994, 18). Another pre-reading activity is previewing, where students look at titles, headings, andpictures, and read the first few paragraphs and the last paragraph; these activities can then help students understand what the text is about by activating their formal and content schemata and making them familiar with the topic before they begin reading in earnest. Semantic mapping is another pre-reading activity that Carrell, Pharis, and Liberto (1989: 651) describe as a useful way to pre-teach vocabulary and to â€Å"provide the teacher with an assessment of the students’ prior knowledge or schema availability on the topic†. This activity asks students to brainstorm about the reading topic as the information is displayed on a graphic â€Å"map. † As students make associations, the map becomes a thorough summary of the concepts and vocabulary that they will encounter in the reading. It can also help build schemata and vocabulary that students do not yet possess. Again, it is important to know something about the students so the selected texts contain the type of material that is likely to be familiar and interesting to them. Reutzel (1985) proposes another type of pre-reading activity called reconciled readinglesson, which reverses the sequence presented by many textbooks where the text is followed by questions. Instead, the teacher develops pre-reading questions from the questions that appear at the end of the reading. Smith (1994) criticizes comprehension exercises presented at the end of a reading because they are like memory tests. He argues that using prior knowledge efficiently contributes to fluent readers, and he believes that there is a reciprocal relationship between visual and non-visual (prior knowledge) information; the more the readers have of the latter, the less they need of the former. Although not all the post-reading questions can be easily turned into pre-reading ones, this strategy can be invaluable to activate schemata. 3. The metacognitive view According to Block (1992), there is now no more debate on â€Å"whether reading is a bottom-up, language-based process or a top-down, knowledge-based process. † It is also no more problematic to accept the influence of background knowledge on readers. Research has gone even further to define the control executed by readers on their trial to understand a text. This control is what Block has referred to as meta-cognition. In the context of reading, meta-cognition involves thinking about what one is doing while reading. Strategic readers do not only sample the text, make hypotheses, confirm or reject them, and make new hypotheses while reading. They also involve many activities along the process of reading, whose stages can be divided into three, i. e.before reading, while reading, and after reading. The activities the readers involve before reading are to identify the purpose of the reading, identify the form or type of the text. In the second stage (while reading), they think about the general character and features of the form or type of the text—such as trying to locate a topic sentence and follow supporting details toward a conclusion, project the author’s purpose for writing the text, choose, scan, or read in detail, make continuous predictions about what will occur next based on information obtained earlier, prior knowledge, and conclusions obtained within the previous stages. Finally, in the last stage, they attempt to form a summary, conclude, or make inference of what was read. Guidelines for Effective Teaching of Reading After discussing the ideas and concepts presented in the three reading theories, we are now on the position of arranging tips and guidelines for implementing a theory of reading which will help to develop our learner’s abilities. These tips are arranged in three sections which are parallel with the three consecutive reading stages: before reading, during reading, and after reading. Pre-Reading Tips Before the actual act of reading a text begins, some points should be regarded in order to make the process of reading more comprehensible. First, teachers need to make sure that the texts to read contain words and grammatical structures familiar to the learners. If the texts contain unfamiliar vocabulary, teachers can introduce key vocabulary in pre-reading activities that focus on language awareness, such as finding synonyms, antonyms, derivatives, or associated words. Second, teachers should make sure that the topics of texts chosen are in accordance with the age range, interests, sex, and background culture of the students for whom they are intended. If they are not, it is necessary to provide the necessary background information to the reader to facilitate comprehension. This activity could be carried out by letting the class members brainstorm ideas about the meaning of a title or an illustration and discuss what they know. The followings are some activities teacher can use during the pre-reading stage. These activities will not take a very long time to carry out. However, they are very effective in overcoming the common urge to start reading a text closely right away from the beginning. 1. Teacher-directed pre-reading, in which some key vocabulary, ideas in the text, and the type of the text are explained. In this approach the teacher directly explains the information the students will need, including key concepts, important vocabulary, and appropriate conceptual framework. The text types are also necessary to introduce because texts may take on different forms and hold certain pieces of information in different places. The students’ familiarity with the types of the text they are reading will develop their understanding of the layout of the material. Such familiarity will, in turn, enable them to focus more deeply on the parts that are more densely compacted with information. Even paying attention to the year of publication of a text, if applicable, may aid the reader in presuppositions about the text as can glancing at the name of the author. 1. Interactive activities, in which the teacher leads a discussion in which he/she draws out the information students already have and interjects additional information deemed necessary  to an understanding of the text to be read. Moreover, the teacher can make explicit links between prior knowledge and important information in the text. 1. Reflective activities, in which students are guided to make themselves aware of the purpose and goal for reading a certain piece of written material. At the beginning stages this can be done by the teacher, but as the reader becomes more mature this strategy can be left to the readers. For instance, the students may be guided to ask themselves,â€Å"Why am I reading this text? What do I want to do or know after finished reading this? Being aware of their purpose and goal to read, later—in during reading activities—they can determine what skill(s) to employ: skimming, scanning, reading for details, or critical reading During-reading tips The activities carried out in during-reading stage consist of taking notes, reacting, predicting, selecting significant information, questioning the writer’s position, evaluating, and placing a text within one’s own experience. These processes may be the most complex to develop in a classroom setting, the reason being that in English reading classes most attention is often paid to dictionaries, the text, and the teacher. The followings are tips that encourage active reading. Practicing them will help the students be active readers. 1. Making predictions: The students should be taught to be on the watch to predict what is going to happen next in the text to be able to integrate and combine what has come with what is to come. 2. Making selections: Readers who are more proficient read selectively, continually making decisions about their reading. 3. Integrating prior knowledge: The schemata that have been activated in the pre-reading section should be called upon to facilitate comprehension. 4. Skipping insignificant parts: A good reader will concentrate on significant pieces of information while skipping insignificant pieces. 5. Re-reading: Students should be encouraged to become sensitive to the effect of reading on their comprehension. 6. Making use of context or guessing: Students should not be encouraged to define and understand every single unknown word in a text. Instead they should learn to make use of context to guess the meaning of unknown words. 7. Breaking words into their component parts: To keep the process of comprehension ongoing, efficient readers analyze unfamiliar words by break them into their affixes or bases. These parts can help them guess the meaning of a word. 8. Reading in chunks: To ensure reading speed, students should get used to reading groups of words together. This act will also enhance comprehension by focusing on groups of meaning-conveying symbols simultaneously. 9. Pausing: Good readers will pause at certain places while reading a text to absorb and internalize the material being read and sort out information. 10. Paraphrasing: While reading texts, it may be necessary to paraphrase and interpret texts sub-vocally in order to verify what was comprehended. 11. Monitoring: Good readers monitor their understanding to evaluate whether the text, or the reading of it, is meeting their goals. After-reading tips 12. Post-reading activities basically depend on the purpose of reading and the type of information extracted from the text. Barnett (1988) states that post-reading exercises first check students’ comprehension and then lead students to a deeper analysis of the text. In the real world the purpose of reading is not to memorize an author’s point of view or to summarize text content, but rather to see into another mind, or to engage new information with what one already knows. Group discussion will help students focus on information they did not comprehend, or did comprehend correctly. Accordingly, attention will be focused on processes that lead to comprehension or miscomprehension. 13. Generally speaking, post-reading can take the form of these various activities: (1) discussing the text: written/oral, (2) summarizing: written/oral, (3) making questions: written/oral, (3) answering questions: written/oral, (4) filling in forms and charts (5) writing reading logs (6) completing a text, (7) listening to or reading other related materials, and (7) role-playing. RESEARCHED BY: FARNAIDA L. ABUBACAR, MAT-ENGLISHJULY 01, 2011.

Solutions To Reduce Job Insecurity In Companies Management Essay

Solutions To Reduce Job Insecurity In Companies Management Essay Without endorsement, employees would feel that their company does not care about its staff and would therefore lack security. Thus, in this regard, this research attempts to evaluate the relevant staff motivation strategies to achieve organisational targets in employee satisfaction for their respective jobs. The organisational background presented several points that only accentuates and stresses the need for a study in determining solutions of job security for staff. As part of the possible conclusion of the study, this research only details the solutions to reduce job insecurity in companies, and retaining staff in order to meet target goals and quality improvements. The outcome of this report is limited only to the data collated from research papers and extracts on employee retention, human resource management (HRM), motivation and from primary data collected from the result of the questionnaire survey and interviews that were completed by other researchers. A descriptive research will be more valuable as it deals with everything that can be counted and studied but also uses a quantitative approach which will be practical for quantifying employee relationships between factors affecting job security. Table of contents Introductionà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..3 Problem statementà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦4 Aims and Objectivesà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦5 Research Methodologyà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦6 Benefits of the researchà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦8 Time planà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦.9 Budget analysisà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..10 Referencesà ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦Ãƒ ¢Ã¢â€š ¬Ã‚ ¦..11 Introduction Job insecurity is a situation in which employees lack the assurance that their jobs will remain safe. It is an employees conviction that his or her job is irresolute and may come to an end sooner than predicted. From what has been conceived and inferred, it is clear that this sentiment is upsetting to employees, given the prospect of losing the positive material, social, and psychological benefits associated with employment (De Witte, 1999). Research into the matter has provided reliable evidence across firms, industries, and countries that job insecurity is associated with negative employee attitudes, behaviors but also health. Are you structurally unemployed, fractionally unemployed, or out of a job?(Colossi, 1989). Decrease in workforce, lay-offs, downsizing, rightsizing, and restructure- all of these are terms currently being used to describe the hard work of organisations to decrease overheads and to obtain or regain a competitive advantage. How the elementary change of job security to job insecurity affects employees, is a concern for policy makers and researchers. This study observes factors involved in job insecurity and how they affect employees in terms of personal feelings and future employability. The Main effects of job insecurity are: Its been heard many times that life and work should be kept in harmony and balance but when work takes over life, it is easy to resent it and lose a sense of perception: Suddenly everything about life itself is clouded with pessimism. Job insecurity is linked to health problems and this has been examined in many studies. Stress, anxiety, psychological problems and depression, mental problem and emotional collapse can all be considered as the products of this scenario and mind frame. Job insecurity is causing poor health, anxieties and stress though it is worth noting that it is not the sole contributing factor to these. They are also caused by many other circumstances, including threat of job loss, changes in job description, added responsibilities because of dismissal of co worker, forced relocation and loss of potential for promotion. Problem statement In the past, individual employees believed that they had job security in return for their fidelity, though now, they have no guaranteed career paths or long term employment. Employability has become the new philosophy in the business nowadays, replacing patronizing sentiments and job insecurity.(waterman et al, 1994) Survivors and victims of downsizing experience fear, uncertainty, insecurity, distrust, and hatred as well as emotions typical of misery ; rage, disagreement and lack of confidence. These feelings affect employees not only in their work environment but also in their private lives. These particular emotions are the neither healthy nor productive in their workplace (noer, 1993; keichel III, 1994). In the wake of downsizing, retained employees are expected to restructure and re-organise work processes, be decision makers, be collaborative and team players but also become more customer focused (henoff, 1994; Huey, 1993). Unsurprisingly, international organisations report tha t stress is ubiquitous and combined with low confidence, as employees deal with increasing workloads, their reactions to organisational situations cause continuity to be threatened. Staff, employees or workers are fuels of every organisation. Without them, the organisation cannot function. They complete every essential tasks for the proliferation of the organisation. Employees are expected to ensure that various tasks are being given focus and that the business operations function with ease. Thus, employees should be valued and taken care of. Employees with incomparable skills are hard to find and sometimes it takes a lot of resource just to find one. Employees should also be valued for their principles and loyalty to their employer. Without motivation, employees would be less enthusiastic to give their best and would rather be an idler. Motivation or empowerment of staff is crucial for their retention (Computing Research Association, 1999). Without empowerment, staff would feel tha t their employer does not value them. Aims Objectives The main objective of the research is to ascertain the different characteristics of job insecurity and the relationship between the various factors affecting performance of staff. This methodical research is very much centered on identification of these so called factors. The other important feature of the research with regards to performance are also analysed in this research. The following are the other main objectives of the research; What are the main factors affecting the job insecurity towards employees? Do external and internal factors affect job security towards employees? Do the systems processes influence the job insecurity to the employees? Are the staff pleased with the environment of the workplace? Are there any problems with staff retention? Are there any factors which affect the morale in order to improve their motivation? Are there other factors which are leading to this trend in the other organisations? Research Methodology Research Design Brief description This part of the proposal talks about the methods that have been used for the research.  Ã‚  It describes the steps that should be taken in order to complete the study.  Ã‚  There are steps that include the procedure of the collation for the data that is needed in the delivery and completion of the research.  It also presents the approach in which these data will be used and integrated in the study but at the same time, details how the research proceeds to come up with the aims and objectives in order to reach to the final conclusion. In retrospect to the objectives of the study, the latter intends to determine the different aspects of job insecurity for employees. In order to identify the opinions of such employees, the studys methodology was focused on gathering both primary and secondary data through related research literature and the survey as well as interview materials. The immediate research methodology in mind is the descriptive research design.  The research is taken from different data sources that is vital in analysing the level of satisfaction issues associated with job insecurity performance standards for the subject employees. In order to produce relevant findings and provide reliable recommendations, this study uses two sources of research: primary and secondary.  Ã‚  Primary research data is obtained through fresh research study: questionnaire surveys and in-depth interviews. On the other hand, the secondary research data is found from previous studies on the same topic.  In order to come to the main issue of how to gather the necessary data for the research questions and objectives, important layers should be first be stripped. With the said process, the researcher is able to make an outline on what measures are most suitable to be applied in the study. Qualitative or Quantitative Approach The research described is based basically on both qualitative and  quantitative  research methods. This allows a flexible and iterative approach. During data collection, the choice and design of methods are constantly changed, based on ongoing analysis. This allows investigation of important new points and questions as they happen but also permits the researchers to remove unproductive sections of research from the original plan. Basically, quantitative method is compatible with this study because it allows the research problem to be conducted in a very specific and set terms (Frankfort-Nachmias and Nachmias, 1992). Besides, quantitative research clearly and specifically represents both the independent and the dependent variables under investigation (Matveev, 2002). Finally, it achieves high levels of consistency of gathered data due to i.e. controlled observations, mass surveys or other form of research manipulations (Balsley, 1990). The research should be based on surveys and statistical treatments, and therefore the quantitative approach fits well with this. On the other hand qualitative researchers study things in their natural ways, attempting to make sense of, or deduce phenomena in terms of the meanings people bring to them. Accordingly, qualitative researchers arrange a wide range of interrelated methods, hoping always to obtain a better fix on the topic matter at hand.   From this procedure, meaning is produced. However, because views differ with the individual, varied meanings are entirely plausible. With this particular study, the researcher used  both documentary secondary data  in the form of articles from books, journals, magazines and newspapers that are normally about corporate culture and quality service along with survey-based secondary data. Sampling / population The general population consists of staff from several different independent companies. Subjects are also interviewed independently from their HR managers. Respondents are probed for the current status of job insecurity factors among peers and the performance of their organisation. Basically,  Guilford, J.P. and B. Fruchter (1973), initiated that it is advisable to use the Slovins formula in choosing sample sizes, which has been implemented in this instance. The formula is as follows: Where:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  n = a sample size  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   N= population size e= desired margin of error (percent allowance for non-precision because of the use of the sample instead of the population).   Benefits of the research According to a recent report from the Society for Human Resource Management, employees consider benefits and job security as the two of the key aspects that provide overall job satisfaction. Job insecurity has an impact not only for employees but also the performance of the employer and its organisation. Subsequently, it can be said that the research will be both beneficial for companies and employees. We will then be able to distinguish the factors affecting job insecurity and the ensuing solutions and preventative methods to avoid this condition. Furthermore, employees families and other surrounding are affected too as this is due to health problems and imbalance lifestyles. Consequently, the aforementioned families will be part of the beneficiaries as well. Time plan Budget analysis Time of project Human resources- research assistance -field and technical support. Research expenses: printing of tools, Field expenses Meetings/consultations for research Printing of the report Capital- computers/setting up office/software for data analysis Overheads electricity, rent, and so on Expenditure Estimated Cost (Rs) Printing of research proposal 61 Transport expenses 350 Expenses of magazines, books for research. 1500 Binding cost 60 Questionnaire (Quantity = 100) 202 Total cost of 5950