Persuade a Family Member That the World Today

In my opinion, the world today is better than it was fifty years ago primarily due to technology, civil reform and medical breakthroughs. The technology of today is far more advanced. In 1960, computers were not household items, nor were cell phones, the internet, digital cameras/camcorders, DVD players, plasma television sets and GPS systems. It is clear that because of the increase in affordable household appliances, home life is easier now than it was fifty years ago. With the added efficiency, more time can be focused on continuing to progress towards a better future. Innovations in technology have made life easier for many people. Almost every school and college in the nation has the use of computers. With computers, students can access large databases of information at the touch of a button. Prior to computers, you would have had to use a card catalogue, which listed every book in a large, hard to use cabinet. Now, thanks to technology and the internet, access to information is easy. Technology has also helped the world to communicate faster and more effectively. Cell phones, email, and television have allowed news and information to travel at light speeds. No longer waiting around for the mail to come to your house, you can instead obtain information from your television, computer, or even cell phone. The development of technology has not only made life easier for everyone, but the cost of technology continues to decrease. Earlier home computers cost anywhere from five thousand to ten thousand dollars. Now they cost as little as three hundred dollars. In addition, almost every household has basic appliances such as a microwave, television, refrigerator and many others. Although some of these appliances existed fifty years ago, they are far more affordable and efficient today. There is clearly a large increase in technological advancements. Problems around the world still exist; however, technology is allowing developing nations to live more comfortable and successful lives, a much harder thing to do in the past due to the lack of technology. As well as technology, there also have been civil reforms in the last fifty years. For example, it is now easier for an African American or a woman to obtain a position of equal pay as a Caucasian man. Although laws were passed earlier than this to give minorities and women equal rights, it took some time before they received equal pay to a Caucasian man. It may be debatable that the pay is still not equal; however, it cannot be denied that it is better now than it was fifty years ago. At that time, it was almost impossible for a woman to be paid the equivalent of a Caucasian man, however, today women and minorities receive fairer treatment. If the current trend continues, men, women and minorities will eventually be treated as complete equals, something they were far off from fifty years ago. Besides technology and civil reform, medical breakthroughs have evolved by unbelievable bounds. An example would be that of the Endo-PAT, which was approved by the FDA in 2003. This device clicks onto the end of your finger and can tell by sensing lack of elasticity of your blood vessel lining whether cardiovascular disease has started. A score indicating endothelial dysfunction on the device is a stronger warning than the typical risk factors, because it indicates that cardiovascular disease has already begun, but at an early stage when you can more easily control your risks. With all the advances previously stated above, properly educating yourself on the history of this country is an action, which must be taken for clear understanding of how far we have come over the years. Without this background, the privileges of today can be potentially overlooked. It is important to understand that society today still has its problems; however, it has come a long way from fifty years ago. It is likely that in an additional fifty years, it will continue to improve. Some people doubt this and think that the future will be desolate. However, if someone said the future was discouraging in 1960, and you knew now what you know about society fifty years into the future, you would be able to tell them that life will only improve due to technological advances, civil reform and medical breakthroughs. Correspondingly, if someone says that the future looks desolate in 2010, you could say that historically speaking, people thought the same fifty years ago but look at all the progresses we have made. Developing a society takes great amounts of patience, but knowing that the world progresses in time helps people to adjust to the changing aspects of life. Some actions that can be taken are to understand the importance of technology, civil reform to society and medical breakthroughs and to seek to improve these conditions for future generations. In closing, above are some of the reasons why the world is better now than it was fifty years ago and why it is important to understand this. Compared to fifty years ago, regular household appliances are fairly less expensive. Not as many households had the kind of conveniences they have now. In addition, society has started to change their outlook on minority races (women included) and seek to bring equality to people regardless of race or gender. The medical breakthroughs in the last fifty years are just beginning. Imagine how medical breakthroughs will transform as technology advances. These are important steps, which make life in society better, and in another fifty years, we can only hope that we can say that life is better than it is now. This is why it is important to understand how society has progressed. Understanding the past also helps us to understand the future, and so knowing that life is better now than it was allows us to look towards the future with hope.

Communication in Relationships

Amanda Cordova SOC3400- The Family in Transition 29 November 2010 Communication in Relationships Communication plays a big role in how successful a relationship can be. There are plenty of factors that affect the way individuals communicate. The most difficult part about communication in relationships is how the other person corresponds with you. It is all about how you may speak verbally and nonverbally to others. Many people believe gender and their roles can make an impact. Females are the sentimental ones who want to express how they feel and focus on intimacy.Males tend to use these as excuses of why they should be in charge or have power. Their idea of being tough and strong is to not show their emotions. There are specific ways of expressing one’s self, but they must learn the basics of communication first. Verbal communication is crucial to communicating in general. One thing a speaker must be aware of is their tone. The tone of someone’s voice can be misinterpr eted. Besides tone, word choice can play a role in how positive you may communicate; language is flexible and can be used in different ways.If someone tells another person, â€Å"you do nothing, you’re lazy,† the other person may feel upset or useless. In reality, the other person may be busy with work and school and simply forgot or did not have time to do the dishes. Culture can also play a role on verbal communication. A famous saying in one country can be nonsense in another such as â€Å"what you said went straight over my head. † Culture helps create specific dialects for different groups to make communicating more efficient. If used correctly, verbal communication can make or break a relationship.Unquestionably, nonverbal communication has just as big of an impact as verbal. Nonverbal can affect auditory, visual and physical channels. In most instances, people can hear the other person talking, read their facial expressions and may be touching or receivin g a touch simultaneously. Nonverbal communication has fewer rules and has more meanings. Verbal communication is structured with grammar, spelling, and pronunciation such as periods and exclamation marks or â€Å"there,† â€Å"their† and â€Å"they’re. † On the other hand, nonverbal communication shows they can also convey ambiguous meanings.In example, a glance at someone could be defined as flirting, contentment, or a sign of warning. Someone’s facial expressions, eye contact, posture, gestures, vocal tone, and clothing are usually things we focus on when communicating in person. Most importantly, nonverbal communication is being used through technology. Through the recent years, people have been relying on e-mail, phones and text messaging to communicate. Some things can be misinterpreted and cause conflict between relationships. Together, verbal and nonverbal communications express meaning and go hand-in-hand with each other.Generally speaking, males and females have different ways of speaking to others comfortably. What most people realize is that some of the stereotypes about communication between men and women can be true, but also false. Men tend to communicate more â€Å"informative, honest, relevant, and use more clear language† (McCornack, 2010). They usually focus on activities, information, logic and negotiation. Men often see a woman’s perspective on emotions as unreasonable. With women, conversations are negotiations for intimacy and avoiding loneliness in which they â€Å"try to seek and give confirmations and support, and to reach consensus† (Tannen, 25).They tend to perceive a man’s view as unsympathetic. Both males and females have different ways of communicating intrapersonally and interpersonally. When a man has done something wrong, they blame outside circumstances before they blame themselves. They talk for more periods of time; this supports the reasoning of having power and controlling it. In mixed groups, men make 96% of the interruptions and the result is that women have greater difficulty presenting their ideas fully (McCornack 2010). Women can feel men are arrogant.Men can feel that women are not assertive; that women contribute less. Women focus more steadily on the speaker, whether male or female. The result is that men can perceive women are uncritical thinkers, or even as flirting. Since men make less consistent eye contact, they can be perceived as not listening. Since men have less connections between the 2 sides of the brain, it is sometimes easier for men to process information if they are not directly also trying to process meaning behind eye contact. So sometimes when a man is looking over a woman's shoulder he is really listening intently.Men will smile and nod to show they agree with the speaker. Women will smile and nod no matter what, including if she disagrees with someone. They will smile and nod when they are sad, when they are co nfused, and even when they are angry. The result is that men will think women are â€Å"on board† when in fact they might not be. Then men, then, are very surprised when the conflict does arise. Women are acculturated to be pleasant and smile–so it is very hard for men to â€Å"read† the smile. Women are more apt to say â€Å"please† and â€Å"thank you. The result is that men sometimes don't take women seriously. Both men and women have words they use more frequently than the other sex, and some words that few of the other sex use. For example, men use more war and sports-related analogies; women use more imagery and relationship-based analogies. According to Dindia and Allen, both sexes have socially created stereotypes that keep them from communicating effectively (1992:59). In their minds, they have a predesigned concept of what is the right way to talk to someone of the opposite sex and someone of the same sex.Some key words to remember when convers ing with another person are recognition, acknowledgment, and endorsement. Recognition is to declare that the other person exists. Someone may not voice their thoughts because they feel dismissed and overlooked. This can result in ineffective communication; the odds will always benefit one person over the other. Acknowledgement is a direct response, letting the other person know that you heard them. Endorsement is empathizing with the other person; let them know that you understand their view. Never become defensive or competitive with whom you are talking to.These factors can pollute the atmosphere and create a negative communication climate. The best way to improve communication in a relationship is recognizing one’s own style of expressing themselves. When expressing your feelings to someone else, always focus on talking about the other person’s behavior, your observations, sharing ideas and choosing the right time and place. If there is something bothering you, for example, not putting things where they belong, tell the other person that you are upset with their actions, instead of calling them lazy or inconsiderate.There are also four rules to follow for effective and efficient communication. First, you must say your feelings directly. Never assume that the person you are talking to knows how you think. Second, express and voice your feelings to your audience. If something is truly bothering you, take a stand and let someone know you are not happy and vice versa. This could work in some of the smallest situations like trying to decide on what to have for dinner. Thirdly, do not push your boundaries and know your limitations. If there is a problem in a parent and hild relationship, the child should never disrespect their parents. Lastly, do not use any foul language or curse words. If someone feels attacked or disrespected, they are more likely to dismiss the conversation or retaliate against you. There are three different theories that can be applied to communication in relationships. The first one is social exchange theory. Exchange theorists propose that corresponding with others can be controlled by a share of rewards and costs. A reward can be any form of positive exchange that benefits the relationship.Some examples are compromises, compliments and agreements. A cost is a negative exchange for instance critical remarks, complaints and personal attacks. Whenever there are more rewards for both people, they have made a profit in their relationship. When there are more costs than rewards, the result is a loss on both parties. The second theory that applies to relationship communication is gender role theory. Gender is socially and culturally constructed concepts that are attached to a male or a female. Gender roles are expectations that a male or female must fulfill or perform. Knox ;amp; Schacht, 78-82). Both are supposed to dress a certain way, they must participate in specific activities, and have completely opposi te interests. In many situations, males and females are divided from young ages, teaching children that there is no other way, but to live by the gender stereotypes that society gives them. Gender role theorists believe there is a social construction on how males and females differ. From early ages, males and females learn specific gender roles and behaviors that are considered appropriate for their gender.Males and females are expected to communicate differently because of their interests, causing a conflict in keeping the two from bonding. The last, and most applicable, is symbolic interaction theory. This theory uses a close-up focus on social interactions in specific situations. People tend to use the looking-glass self to solve situations. According to Knox and Schacht, this looking-glass self concept â€Å"involves looking at each other and seeing the reflected image of someone who is loved and cared for and someone with whom a productive resolution is sought† (2010:122 ).We tend to think about how our parents will feel if we do not go home for the weekend or how making plans with friends over a loved one will affect the outcome. When we communicate in our relationships, most people are consciously wondering how a conversation will be, making an impact on how the discussion will turn out. In the final analysis, communication can be affected by nonverbal and verbal communication and in some cases, gender differences. Verbal communication can share meanings, shape thoughts, manage relationships, and create conversation.Nonverbal communication is how we express our emotions, convey meaning, manage interactions, and help us communicate through our surroundings. Researchers still have not found enough evidence to support whether or not gender plays a role on communication, but social concepts show otherwise. Both males and females have predesigned thoughts of how the other must act, appear and talk. When we communicate, we need to recognize our own weak nesses and those of others. The way our relationships communicate can determine how our life will turn out.References Dindia, K. , ;amp; Allen, M. (1992). Sex differences in self-disclosure: A meta-analysis. Psychological Bulletin, 112, 106-124. Knox, D. , ;amp; Schacht, C. (2010). Choices in relationships: an introduction to marriage and family (10th ed. ). Belmont, CA: Wadsworth. McCornack, S. (2010). Reflect ;amp; relate: an introduction to interpersonal communication (2nd ed. ). Boston, MA: Bedford/St. Martin's. Tannen, D. (1990). You just don’t understand: Women and men in conversation. London: Virago.

Oppressive Government Essay

As humans we have shared fundamental needs. Take personal survival as an example. To meet this need we must ensure our safety from the violence of each other and from the violence of people who are not members of our society. The mechanism to serve . . . this . . . goal is a government.’ Because I agree with Thomas Attig, I must affirm the topic that ‘an oppressive government is more desirable than no government.’ Before I continue, I’d like to define a few key terms in the topic. [All definitions are from American Heritage.] Oppressive is defined as unjust or difficult to bear. Government is the exercise of authority in a political unit. Desirable is defined as worth having or seeking, as by being useful or advantageous. Since the topic asks us to evaluate the most desirable situation for humanity, my Value Premise is Individual Welfare. In order to achieve individual welfare, my criteria are 1)The preservation of social order 2)The fulfillment of fundamental needs. The only way in which to ensure individual welfare is to maintain societal stability while at the same time protecting the individual. My first contention is that an oppressive government is more desirable than no government because government, in any form, provides certain advantages that are impossible for the state of nature to provide. (1)First of all, a government provides individuals with external security. In other words, the mere existence of a government allows for society as a whole to have a defense mechanism against foreign powers because a  government must provide such protection in order to preserve itself. The absence of a government, however, would leave individuals defenseless from outside aggressors. Any government, oppressive or not, provides for this basic external security, which is a prerequisite to securing fundamental needs. (2)Secondly, government possesses the ability to maintain order within society. As Austin Fagothey states ‘Anarchists think that society can get along without authority, but this opinion is too optimistic; for what is socially good for us is not known equally for all; benefits and burdens must be distributed to all, and someone must choose among various means the ones to be cooperatively used.’ Thus even if a government is oppressive, it still acts as an enforcement mechanism by regulating interaction between individuals and preventing them from encroaching on each other’s rights, therefore securing a greater degree of freedom for individuals. George Crowder concurs that ‘Government is able to secure an area of free choice by forcibly preventing others from encroaching upon it.’ In contrast, the state of nature lacks this common judge to settle disputes and is therefore perpetually insecure for individuals. Even if some order exists without government, it cannot be maintained for any significant period of time because conflicts will inevitably occur over finite resources. Thus oppressive governments provide for the protection of fundamental needs that individuals lack in the state of nature due to the lack of adjudication. (3)Third, individuals are generally guaranteed a minimal protection of life under an oppressive government. Oppressive governments are not primarily concerned with taking away life because by systematically killing all of their subjects, such governments would be diminishing their own power. A. John Simmons agrees that ‘the attempt to get another in one’s power indicates precisely an intention not to kill but rather only to control or use another in some way . . .. [This attempt] shows a design only on their freedom, not on their lives (since [individuals] are valueless without their lives).’ Although oppressive governments have been known to violate life in certain instances, individuals can avoid such persecution by not speaking out against the government. Thus individuals at least know how to secure  their rights under oppression whereas in the state of nature, no such method to protect rights exists. Oppressive systems therefore generally ensure protection of life because individuals know how to avoid any governmental encroachments. Thus society under an oppressive government is more desirable because it ensures a minimum protection of rights that the negative can in no way ensure. My second contention is that an oppressive government is more desirable than no government because society with an oppressive government is more conducive to reform. If we examine the topic, oppression is going to occur on both sides. Thus it’s important to weigh the risks involved. (1)First of all, an oppressive system possesses more potential for reform. Under an oppressive government, all individuals know who their common enemy is, and they are aware of the origin of the threat to their liberty. Simply because of this awareness, individuals are able to unite more effectively against this one consolidation of power. Vicente Medina explains that in an oppressive government, ‘we would be able to appeal to those [established] rules without resulting to violence, whereas under an anarchical state of affairs the actual threat of violence would undermine the development of an ethical and legal community, and consequently the development of our moral capacities.’ [Moreover, the oppression invoked by a government may be merely short term.] Thus more potential for change exists under an oppressive government because it would be much easier to reform the existing system than it would be to create an entirely new system. (2)(2) Secondly, the state of nature, in contrast, has more potential for oppression. The absence of a government allows for conflicts to exist on many levels. Individuals, groups, and organizations would constantly be involved in variety of struggles, and each group would be vying for its own selfish interests. The state of nature is therefore characterized by a lack of unity. Because individuals are so divided in this state of nature, it becomes virtually impossible to unite and achieve a consensus on establishing a government. Thus the lack of unification hinders the pursuit of establishing a just system. Individuals’ needs and the social structure  are therefore best protected under an oppressive government, which possesses a greater possibility for reform, therefore ensuring a great degree of individual welfare.

Value based purchasing Essay Example | Topics and Well Written Essays - 500 words

Value based purchasing - Essay Example This situation where we need to provoke health care employees to serve clients should change and they should voluntarily provide best care to their clients. Here, we intend to prove that, value added purchasing need to be eliminated as this destroys the commitment and voluntary assisting nature of health care employees. Logically, it is arguable that, the idea of permitting bonus to the health care employees to provide quality health care is non beneficial for the employers of health care industry. As pr (Porter)â€Å"Value based purchasing is, however, a critical external motivator in establishing a business case for why providers of care should embrace, leads, and implements the reengineering of healthcare delivery†. From a logos concept, health care professionals need to be concentrating solely on the idea of providing the best health care treatment to their clients as it is the ethical law of their duty When it comes to ethos, the focus is on the policies and statutory laws of the health care professional and industry. A health care provider, especially the nurses, by the nature of their professional law is liable to perform quality service as they work on ethics and moral standards. As per (Butt) â€Å"Historically, a primary value consideration in nursing ethics has been the determination of the focus of the nurses’ work†. On the other hand, the pathos concentrates on the emotional background, where the health care professional needs to understand the pain and suffering undergone by their clients and serve them with utmost care. The allotment of bonus to the health care professional is in real sense, blocking the development of their commitment to the job. Ultimately there is no need of a plan for quality service by health care professional as the job by its nature itself demands high quality. Today health care industry is a wide spread business, where the employers attempt to earn profit in a short cut manner. According to (Mathews)â€Å"Hospitals are

Shawshank Redemption Essay Example | Topics and Well Written Essays - 500 words

Shawshank Redemption - Essay Example Several scenes from the movie Shawshank Redemption give rise for ethical reflection. In the scene where Andy Dufresne (Tim Robbins) offered financial advice to Captain Hadley (Clancy Brown), Andy almost got himself killed trying to argue his point across. Eventually, Andy was able to secure his position among the guards and, also, his inmates by giving them a "night of freedom", drinking beers on the rooftop. Andy's "self-sacrifice" proves to be questionable based on Kant's Ethics on Good Will. According to Kant, an action can only be perceived as done in "good will" if the rational being has the right reasons behind his actions-the right reason being honor bound by duty to do the right thing when a person is in power to affect a change. Since the motive behind Andy's actions is questionable, the act is therefore, morally incorrect. On the other hand, from the virtue theorists' point of view, the nature of man is too complex to put an exact science upon. For them, the question of ethics relies heavily upon a man's character and since Andy Dufresne is dominantly good, he is bound to act morally and perform good deeds. This theory is further strengthened in the part where Andy helped a new inmate, Tommy Williams (Gil Bellows), gain his high school diploma in the In addition and, in sharp contrast against Kant's theory, ethical egoism allows for the

Ig E deficiency Case Study Example | Topics and Well Written Essays - 1000 words

Ig E deficiency - Case Study Example The immunoglobulin E (IgE) binds the environmental antigens or the parasitic infection agents, and then causes the release of substances from the mast cells, which causes inflammations. It is following the binding of the immunoglobulin E (IgE) to the mast cells that a cascade of the allergic reactions then occurs (Kim, Bouchard & Renzix, 2008). The surface of the mast cells is designed such that it contains special receptors that bind the IgE cells. Therefore, when two adjacent mast-cells that are already bound with the IgE antibodies come closer, they attract allergens and attach the allergens to both of them, thus cross-linking the IgE antibodies together (Scadding & Kariyawasam, 2009). After a critical mass of the IgEs have become cross linked, they release histamine and other related substances, thus beginning the cascading allergic reactions. The pathophysiology that results in the symptoms of sneezing, mucous production and airway constriction begins after a repeated exposure of the IgE to a particular allergen, for example a dust mite (Bourdin, Gras, Vachier & Chanez, 2009). The exposure to such allergens first produces an initial immune system reaction referred to as the early phase reaction, which is followed by another phase referred to as the late phase reaction, which is a more severe reaction (Scadding & Kariyawasam, 2009). Therefore, the pathophysiology of IgE reaction starts with the sensitization phase, where the IgE are exposed to an allergen for the first time. The sensitization phase where the IgE gets exposed to the allergen for the first time may occur through different forms such as inhalation, for example of dust mites, pollen or molds, or through ingestion of a certain type of parasite, food or medication (Kim, Bouchard & Renzix, 2008). The sensitization can also occur through touch, for example coming into contact with a poison ivy or latex, or through injection, for example under medication or through being stung by an

Roland Barthe Essay Example | Topics and Well Written Essays - 250 words

Roland Barthe - Essay Example difference is this: the work is a fragment of substance, occupying a part of the space of books, the Text is a methodological field† (From Work to Text – 156-7). Known for his many thought-provoking contributions to literary criticism, French semiotic Roland Barthes’ discourse on the difference of the ‘text’ and the ‘work’ is something that has been a subject of many deliberations. In deduction, ‘text’ is often placed secondary to ‘work’ in terms of implication. The primary notion is to not construe that all familiar works that have been around for ages can be classified as ‘works’ while all that are modern should be compartmentalized as ‘texts.’ Critics and general readers are also bent upon the difference of the two, consciously or unconsciously. It polarizes between the strict rules and adherence to fundamentals and the openness for interpretation and difference in association to what is good literature and bad literature, thus what the classics offer and what the moderns present. It is supposed therefore that a general predisposition incumbent upon the arbitrator, whether it is a ‘text’ or a ‘work,’ consolidates the classification primarily based on their subjectivity. What Barthes has opened and has continued to pursue us is in essence the core foundations of how literary pieces are perceived, distinctly elaborating on the divergence of our acuities. But the convergence of the fragmented substance of the work and the methodology of the text would incorporate a consensus for an auspicious

The Catcher in the Rye Essay Example | Topics and Well Written Essays - 500 words

The Catcher in the Rye - Essay Example But if we look closer, we'll come to understand his negative outlook and bitterness toward life shows his fears and frustrations in life. At a young age, he had experienced the cruel side of life when his brother died and when he witnessed what he calls phoniness of the world. In one phony situation, Holden described his former headmaster, Mr.Haas as the phoniest bastard he ever met. "On Sundays, for instance, old Haas went around shaking hands with everybody's parents when they drove up to school. He'd be charming as hell and all. Except if some boy had a little old funny-looking parents" (Salinger, 14; ch. 2). Holden's experience of hypocrisy makes him view adults as superficial, insincere and guilty of a lot of things that's why he always quit school or gets expelled. His attitude is caused by his disappointment of the people surrounding him. In his encounter with the nuns, Holden displays his dismay of the irony of life but at the same time show his good heart. The line "I hate it if I'm eating bacon and eggs or something and somebody else is only eating toast and coffee. They let me give ten bucks as a contribution" (Salinger, 110; ch. 15).

Philosphy Essay Example | Topics and Well Written Essays - 1000 words

Philosphy - Essay Example The difference must be made between the case of Osma Bin Laden, and a murder case occasioned by an instant passion. Death Penalty should be abandoned. However, the time for the idea to get realized would be decided by healthy social conditions. Theories of Punishment In its Hammurabi’s sense the retribution stands for letting punishment fit the crime as eye for an eye, or hand for a hand, or life for a life. There is no place in this conception for replacing the consequence of crime with any thing other than the nature of committed crime. For Utilitarians, however, punishment should look for consequences resulting through the incurring of punishment. The Utilitarians put forward Deterrent and Reformative punishment theories. Deterrent means to punish others in order to deter from committing crime. It may be expressed in a dictum of a judge, â€Å"you are not punished for stealing sheep, but in order that sheep may not be stolen (Mackenzie 374).† This theory is oppressiv e in nature and considers human being as a thing. The Reformative theory of punishment emphasizes on changing the structure and thought of human being, compulsory volunteer service and social services are the examples of this theory. Retribution as connection between Punishment and Guilt Retributive theory of punishment aims to make a return of a man’s deed upon his own head. For Mackenzie, the aim of Retribution is to make it apparent that the evil consequences of his acts are not merely evils to others, but evils in which he is himself involved. Retributive theory therefore emphasizes upon facing the similar consequences as that of the committed crime. Being different from the other two theories, and often interpreted in its literal meaning, the important meanings of this theory remain hidden. The aim of retribution is to make connection between punishment and guilt, that is, to develop a sense of guilt regarding the crime. Retribution as expression of Moral outrage There i s an aspect and meaning of retribution that becomes operative in certain situation in order to try to answer the question whether some social phenomenon should be punished because it is violating the moral order of the society? Morality works upon the defined and prevailed conception of human being and the owned world-view, this may include religious position. The retributive theory, understood in its literal sense, may operate to curb the increase of a social phenomenon endangering the social moral order, and thus may operate as a utilitarian principle. For example, the increase of the crime rate in juvenile may trigger an operation against such groups to keep control of social moral order. Popular Instinct Retribution may be seen through the upsurge of popular instinct. In this situation, the need to go deep into the reality, and placing event within discursive world, does not play a role. The popular instincts decide retributively the punishment for the crime. For example, a rape of a female in a village may invoke a popular reaction that results into a strict punishment. In this situation, no other shade of retribution will be looked upon. Purely retributive justification It is difficult to understand the concept pure, as it may mean going back directly to Hammurabi’s literal intention and may mean understanding retribution only in the sense of an eye for an eye and

Ethical Hacking Research Paper Example | Topics and Well Written Essays - 1250 words

Ethical Hacking - Research Paper Example Blackhat crackers gain access to a computer system with malicious attacks. They destroy files or steal the sensitive information and disclose it to other hackers or to the public without the victim ever knowing it. Dumpster Diving is a tool used by black hat hackers/crackers in which they gain access to the trash and recycle bins to get files that the users have deleted from their system. Then they use these files to gain access to their network. â€Å"Dumpster diving is looking for treasure in someone else's trash†. The main targets are the usernames and passwords. Large corporations throw away in real dumpsters as well as computers’ recycle bins sticky notes with invoices, emails, phone numbers, passwords and other sensitive information, and no one expects anyone to peep into this trash. Dumpster divers consider this trash as their real treasure. Dumpster diving has been in use since the advent of computers and works on all sophisticated operating systems. The key is never to throw in trash important information like social security numbers into trash bins. Emptying recycle bins regularly is also very necessary. Network security threats include malware, anti-DNS pinning, banner grabbing, blackjacking, hacking, land attack, blue boxing, domain hijacking, identity theft, fraud, backdoor, DoS attacks, data flood, malicious code, document grinding, and enumeration. NTI was involved in a case where an individual assumed the identity of a past employee that had been discharged by a business.... Dumpster diving has been in use since the advent of computers and works on all sophisticated operating systems. The key is never to throw in trash important information like social security numbers into trash bins. Emptying recycle bins regularly is also very necessary. 3. Networks Network security threats include malware, anti-DNS pinning, banner grabbing, backjacking, hacking, land attack, blue boxing, domain hijacking, identity theft, fraud, backdoor, DoS (Denial of Service) attacks, data flood, malicious code, document grinding, and enumeration. Anderson (2008), who works with NTI (New Technologies, Inc.) writes about an identity theft case: NTI was involved in a case where an individual assumed the identity of a past employee that had been discharged by a business. That identity was used, over the Internet, to terrorize a female Human Resources Manager who had fired the individual. After several weeks of investigation we discovered that the communications were fabricated by a pe er worker within the corporation. In a network, those computers must be physically secured that hold sensitive information and network passwords on them. These may be kept in a separate room that is physically secured away from public. All sensitive servers and networks should be secured from the enemy by means of firewalls, code encryption and decryption (cryptography) and intrusion detection system because if the server has been physically accessed, then it is very easy to reboot it and gain access to its hard drives. Without an access control system, the information will be totally naked to everybody. Access control ranges from locking the door to locking the whole network from unauthorized or unauthenticated access. Firewalls should be

Discuss how the entry of foreign banks may prove growth-enhancing in a Essay

Discuss how the entry of foreign banks may prove growth-enhancing in a developing country - Essay Example This essay discusses the concept of globalization that gained increasing acceptance among countries across the world. It encourages nations and their authorities to consider themselves as a part of the international community. It urges countries to increase their contacts with the outside world and engage in various economic exchanges in the global market. Accordingly, nations have undertaken various measures to accomplish this goal. The concept of globalization has also pervaded the international financial sector. An increasing number of international banks have expressed the desire of expanding their business activities across the globe. Their preferred target of location has been the economies of the developing countries. Most of the developing nations used to operate as closed economies and were served only by the domestic indigenous banks. The operations of these domestic banks were restrictive in their scale and could cater to the financial requirements of a limited section of the population. Thus, the international banks found these economies as ideal locations for establishing their business activities. Foreign bank entry in a specific country is defined as the procedure by which international banks establish their operations in an economy. This is primarily accomplished by introducing a new branch or by setting up a subsidiary bank in the host nation. Tschoegi has observed that the current trend of globalization has also been observed in the international banking sector. ... According to the World Bank Report (200), over 50 per cent of the banking sector assets of these nations are owned by international banks. The foreign banking institutions have also expanded their business activities in the developing countries of Asia, Africa, the Middle East region and the Soviet Union. However, the rate of expansion of the banks’ operations has been comparatively slower in the second group of nations. Economists have been tempted to question why the foreign banks have found the developing economies to be suitable locations for expanding their business. Analysts have also evaluated the effects of the foreign bank entries on the developing nations. This paper has attempted to examine the microeconomic impact of the entry of international banks as reflected upon the developing nations. (Clarke, 2001, p.1-5) The Transition Efforts of Developing Countries Ever since the industrial revolution in Europe in the 1780s, countries across the world have experienced dif ferent degrees of industrialization and hence economic development. The rate of economic development of a nation depended on how effectively it adapted its existing economy to the new machine methods of industrial production. Countries which rapidly integrated these new technologies into their prevailing production processes witnessed a high rate of economic growth. Contrarily, nations which were slow to adapt to the innovative production technology experienced a much lower rate of economic progress. In this way, the rate of economic development has varied between the different countries of the world. Economists have classified the countries into three main categories based on their present level of economic development: the developed countries (DCs), the developing countries

Ethnic Identity Essay Example for Free

Ethnic Identity Essay Introduction Many studies on the academic achievements of Mangyans prove to be so beneficial to many enthusiasts concerned with indigenous people’s development. A critical look on the levels of school attitudes and self–esteem of Buhid Mangyan pupils in Mirayan, Buong Lupa and Pakpaklawin Elementary Schools serves as a springboard in drawing deeper implication how these potential variables actually impact on their academic performance as priority learners in the school. Based on the actual observation of the researcher, the increasing number of Buhid Mangyan enrollees in the schools for the last five years positively indicates their improved appreciation of formal education and trainings as a capital means to enrich their social, economic and cultural conditions. Given all the opportunities to develop their innate potentials, the Buhid Mangyan pupils are able to cope with the learning environment they are in; however, a set of many obvious problems as regards to how they will effectively learn and perform are seen. Because most of the pupils in Mirayan, Buong Lupa and Pakpaklawin Elementary Schools reside in far-flung communities, most of them usually report to class late, others cannot simply present themselves in the entire whole day of classes, sometimes they prefer to be absent in the afternoon to help out their parents do some house chores for girls. The male Buhid Mangyans on the other hand, go out to the field to plant, take care and feed their animals and perform other labor intensive household activities like cutting wood for cooking, fetching water to drink and others. These economic factors are potential hindrances why the Buhid Mangyan pupils remain left behind compared with their counterparts among Hanunuo and Alangan groups. The same factors seemingly bear direct impact on the level of attitude of the Buhid Mangyan pupils which they most usually manifest in their behavior towards learning, study habits, preparation of projects readiness to learn and participation in classroom activities. Although they are interested to learn, their ability to respond to the teachers’ instruction appears to be at a dismal level due to hunger, uneasy behavior and timidity. The result indicates that the Buhid Mangyan pupils cannot perform on time their assignments and prepare projects because most of their time is spent for earning a living as their form of support to their parents. The lingering effects of these patterns of behavior results in the low-level esteem they feel at the midst of frustration and discomfort, which in the process, results in the lack of quality time for sensible socialization with various groups of people, thus, a feeling of isolation from the mainstream community leads to dwindling individual morale, and failure to sustainably exhibit respect, pride, indigenization and love of cultural beliefs and traditions they ought to keep up deeply rooted in themselves. In the same manner, the most obvious effect of the state to which they are in is the relatively low extent of academic achievement of the Buhid Mangyan pupils. The foregoing statement implies that the experiences of Buhid Mangyan pupils are certainly unique to themselves being in an environment that induces their patterns of actions and behavior. According to Llyod (2007), whatever ethnic affiliation a certain person belongs to, he has a certain set of value system and behavioral patterns being practiced and adopted. The value system of the family and constituent members plays a big factor in the importance given to education, the value of child labor, gender discrimination that prevent girls from attending school to work and discrimination in pay based on sex or type of work of children. For Connolly (2009), the idea of ethnicity relates to the actual condition of Buhid Mangyan pupils from Mirayan, Buong Lupa and Pakpaklawin Elementary Schools in Gloria District. Ethnicity plays a major role in many people’s lives which sometimes have a positive influence. It helps people identify and understand their needs, while the negative influence includes can be prejudice and discrimination. The valid connection between academic achievements and level of attitude and esteem of Buhid learners can still be best assessed with the application of creativity, genuine understanding by the 1 / 17 teachers of the holistic identity of the learners. As diversely unique individuals with special traits and experiences, there may also be some good things about them the teachers can value so much as every individual has his own giftedness endowed to him. Problems underlying the mismatch between positive attitude and high esteem and the high level academic achievement of these learners can also be stopped from lingering when teachers continue to perform their sworn in function in the name of long-term development aspired for by the national government. By discovering and exploring the hidden talents of Buhid Mangyan learners, chances are that their concept of education can improve. In support to this, the Philippines, as a geographically and ethno- linguistically diverse country, has long undertaken initiatives in identifying and educating gifted individuals. The preponderance of psychometric assessments in identifying gifted individuals, however, research investigating indigenous conceptions of giftedness has been scanty (Orosa amp; Fernandez, 2008). Given all these scenarios, the researcher derived inspiration from the current situation in which Buhid Mangyans are in, because this study provided hard data on the level of attitude and esteem of the respondents and how these significantly relate to their academic achievements. This undertaking would also shed light to the fact that a needed improvement in treating the Buhid Mangyan is just a necessity to make them feel they are as important as other cultural groups inhabiting the province in general and the Municipality of Gloria in particular. Theoretical Framework This study is strengthened by concepts from educational and psychological theories that relate to learners’ attitude, esteem and academic achievements. Classical Conditioning Theory Berliner (2007) espoused that Ivan Pavlov’s Classical Conditioning Theory describes how stimuli that occur together may come to evoke similar responses. It also describes how rewards shape and maintain behavior. This supports the idea that the Buhid Mangyan pupils can be inspired or motivated to interact with the mainstream community without thinking of their ethnicity. This can be done by school managers and teachers as well when Buhid Mangyan pupils get the equal amount of recognition from these people, which will insulate them to exhibit positive traits and behavior towards learning and achieving academically. Capitalizing on their good attitude and esteem as individuals, Buhid Mangyan pupils can be given a chance to discover their strengths and contribution to individual development through showing responsibility, independence and love of work. Attribution and Psychosocial Theories Lilienfeld et al. (2010) state that the Attribution Theory proposed by Fritz Heider, describes the role of motivation in a persons success or failure in school situations. Success on a test, for instance, could be attributed to luck or hard work; the theory predicts the behavior of students depending on their responses. The theory of the Swiss psychologist Jean Piaget that intellectual ability is qualitatively different at different ages and that children need interaction with the environment to gain intellectual competency has influenced all of education and psychology. This new concept of intelligence affected the design of learning environments for young children and the development of mathematics and science programs. The various concepts discussed in the theories mentioned above relate to the present study because dealing with the behavior of the Buhid Mangyan pupils may require a strict consideration of their attributes based on their cultural integration with the same or other groups of Mangyan who find comfort and convenience without inhibitions due to their commonalities and mutual understanding. However, teachers from the selected elementary school at Gloria District with Buhid Mangyan pupils can help themselves predict what patterns of behavior or attitude may be manifested by the pupils depending on how their unique attributes are regarded with a humanistic touch. The amount of extraordinary concern and care shown by school officials and teachers towards Buhid Mangyans can spur an increased level of esteem among them. This will eventually 2 / 17 result in the development of trust among pupils and a sense of fulfillment despite their cultural orientation. Theory of Behaviorism As cited by Kohlberg (2010), the Theory of Behaviorism developed by B. F. Skinner in 1958 is anchored on three assumptions of learning. First, learning is manifested by a change in behavior. Second, the environment shapes behavior. And third, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning. For behaviorism, learning is the acquisition of new behavior through conditioning. The first conditioning is classical conditioning which describes that the behavior becomes a reflex response to stimulus while the other is the operant conditioning where there is reinforcement of the behavior by a reward or a punishment. The precepts of the theory have binding principles in the current study’s inclusion of attitude and esteem of Buhid Mangyans in relation to their academic achievements. This implies that there is an expected positive change in the behavior of Buhid Mangyan pupils once they feel they are motivated and highly esteemed leading to quality learning, which can be manifested by their high academic achievements. Because of the stimulating environment created collegially by the school community including their parents and themselves, they are also able to the positive effects of their environment to productive learning. In essence, the principles of contiguity (how close in time two events must be for a bond to be formed) and reinforcement (any means of increasing the likelihood that an event will be repeated) are central to explaining the learning, the Buhid Mangyan pupils can likewise appreciate that interconnected ideas they learn can lead to the fulfillment of their individual learning goals to get higher grades in the subject areas discussed. All the discussed theories are helpful sources of theoretical precepts which may help the researcher justify the probable relationships between the paired independent and dependent variables under study. Conceptual Framework Independent VariablesDependent Variable School Attitude Attachment Involvement Commitment Beliefs in School Rules Ethnic Identity Cultural Identity Involvement in Traditional Activities Involvement in traditional Spirituality Self-Esteem Output Proposed Program/Activities to Improve Ethnic Identity, Self-Esteem and School Attitude of Grade V Buhid Mangyan Pupils in Gloria District 3 / 17 Figure1. Conceptual Framework of the Study Figure 1 shows the conceptual framework of the study. The independent variables are ethnic identity expressed in terms of cultural identification, involvement in traditional Buhid activities, traditional spirituality; and self-esteem; the dependent variable is the school attitude of students in terms of attachment, involvement, commitment, and beliefs in school rules. The lines with the arrow from the two independent variables going to the dependent variable show the hypothesized relationship between the these variables. The two-tailed arrow connecting the independent variables, ethnic identity and self-esteem shows the perceived relationship between these variables. Whereas, the two broken lines from the independent and dependent variables pointing downward lead to the proposed plan that may strengthen or sustain the ethnic identity, self-esteem, and school attitude of Buhid Mangyans. Statement of the Problem This study focused on ethnic identity, self-esteem and school attitudes of Buhid Mangyan pupils in the selected elementary schools at Gloria District. Specifically, it sought to answer the following questions: What aspects of ethnic identity are practiced by the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? What is the level of self-esteem of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? What is the level of school attitude of the Buhid Mangyan pupils in the selected elementary schools at Gloria District Gloria, Oriental Mindoro? Is there a significant relationship between ethnic identity and school attitude of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? Is there a significant relationship between self-esteem and school attitude of Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? Is there a significant relationship between ethnic identity and self-esteem of the Buhid Mangyan Pupils in the selected elementary schools at Gloria District? What programs/activities can be undertaken by the schools to sustain/strengthen ethnic identity and self-esteem to improve the school attitudes of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro? Hypotheses The study proposes the following hypotheses: There is a significant relationship between ethnic identity and school attitudes of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro. There is a significant relationship between self-esteem and school attitudes of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro. There is a significant relationship between ethnic identity and self-esteem of the Buhid Mangyan pupils in the selected elementary schools at Gloria District, Oriental Mindoro. Significance of the Study This study may be of great contribution to different groups of people who are openly engaged in the educative development of pupils in the Department of Education (DepEd) and its stakeholders. Buhid Mangyan pupils may be able to appreciate this study as a source of credible information on how their school attitude, self-esteem and school attachment help them feel as proud members of a Mangyan ethnic group. The information to be gathered may also enable them to relate these factors to their academic achievement. Thus, this study may serve as an eye-opener to them insofar as their cultural authenticity, self-esteem as individual member of a Mangyan community would be given just consideration through an academic and professional study. Being the principal beneficiaries of this study, they may likewise be given the means to analyze how their personal attributes determine their academic standing, from which they could identify their most liked and 4 / 17 least liked subject area/s as herein enumerated. Buhid Mangyan parents may come across with assessment results pertaining to the effects of their children’s attitude and self-esteem on their academic performance. As the children’s immediate environment at home, they may assess the intensity of the need for their children to be provided with parental support, particularly moral and spiritual guidance to make them obedient, compliant and value-laden members of society. The parents may be able to increase the amount and quality of time necessary for the pupils to learn to an optimum level. Teachers of the Buhid Mangyan pupils may be given sound reference to reinforce the psycho-social and analytical competence in instruction to make their classrooms for the pupils conducive, welcoming and adhere to the principle of cultural diversity and ethnicity. The findings of this study may encourage them to undertake necessary measures to further increase the potential of Buhid Mangyan pupils to show positive attitude relative to learning behavior, study habits, preparation of projects, readiness to learn and participation in classroom activities. The idea of quality instruction, anchored on indigenization may be developed in the teachers because this study may enable them to gain deeper understanding of how the level of esteem of the Buhid Mangyan pupils contributes to socialization, exhibition of respect, pride, practice of indigenization and love of cultural beliefs and traditions. The results on the assessed academic achievement of pupils measured by the grade they obtain in different subjects may help them determine how well their instruction and the Buhid pupils’ attitude and esteem serve as determinants of performance. The school principals of the selected public elementary schools with indigenous people-pupils may be able to use the recommendations of the researcher to improve the state of instruction among Buhid Mangyan pupils at all levels. This is because the information of the respondents’ attitude and esteem may be used as his/her basis in preparing a more indigenized and inclusive academic programs designed to enrich their overall potentials as learners. The usefulness of class observation may also be justified by the results of this study because as school administrators they could provide their teachers with inputs on how to deal effectively with the learning needs of Buhid learners. Mangyan historians and writers may make use of the entire study as supplemental data to be included in write-ups on Buhid pupils’ behavior, esteem and their appreciation of formal educational trainings to enhance their socio-economic status. The findings, conclusions and recommendations of this study may be considered as documents for their deeper treatment of the cultural background on Buhid Mangyans who now experience development through education, which can be compared with other ethnic groups of Mangyans. Officials of the Office for the Southern Cultural Communities (OSCC) and other private non- government organizations like the Mangyan Mission, National Indigenous People’s Coalition (NIPC) may regard this study very useful. They may be supplied with factual information on the financial, material and other relevant educational needs of the tribal group, which they could consider as instrumental in the fulfillment of national government’s thrust to improve the plight of indigenous peoples in the province of Oriental Mindoro. Future researchers may also put prime value on this study as their back up local study should they perform a professional study dealing on Mangyan attitudes, esteem and academic performance. The whole study may support their claim that educational development among Mangyans continues to be observable, thus deeper analysis and interpretation of related variables and indicators can be delved. Scope and Delimitation of the Study. The pupils’ ethnic identity, self-esteem and school attitude as an expression of cultural identity and their school attachment as independent and dependent variables in this study were assessed by the researcher. These were inter-paired to determine each significantly related to one another. After the analysis and interpretation of the variables and their indicators, the researcher came up with a plan to improve the school attitude and self-esteem of the Buhid Mangyan pupils for their cultural 5 / 17 development. This study is limited to the Buhid Mangyan pupils from Mirayan, Buong Lupa and Pakpaklawin. Elementary Schools. The Buhid Mangyan pupils will be chosen base on the fact that the selected elementary schools has the biggest population of Buhid Mangyan pupils. Definition of Terms The researcher defined all the terms used in this study to enable its readers to gain deeper understanding of what this study is all about. Attachment refers to the developed intimacy of Buhid pupils with the school officials, teachers and all members of the school organization which enable them to grow as individuals. Belief in school rules are the assessed perceptions of the Buhid Mangyan on the applicability of school policies, how these are implemented and how pupils comply with. Buhid Mangyans refer to one of the eight recognized ethnic groups of Mangyans, mostly residing in the upland communities of Gloria in Oriental Mindoro. Commitment determines the school attachment of Buhid Mangyan pupils in which they show their willingness to perform their academic tasks. Cultural identification refers to the common cultural practices recognized by Hanunuo Mangyans that make them distinct from the other ethnic groups in Mindoro. Ethnic identity pertains to how individuals interpret and understand their ethnicity and, specifically, the degree to which they identify with their ethnic group (Phinney, 1996). Involvement means the active participation of the Buhid Mangyan pupils in classroom, academic and non- academic activities of the school for their holistic development. School Attitude and Self-Esteem Plan refer to the output of the researcher which guides the implementation of relevant cultural development programs anchored on school attitude, self-esteem and school attachment. School attachment of Grade V Buhid Mangyan Pupils describes the respondents as to their commitment, attachment, involvement and belief in school rules. School attitude refers to the statement of cultural identity of the Buhid Mangyan pupils in Gloria District. Self-esteem of the Buhid Mangyan pupils pertains to the level of morale and pride felt by the Buhid Mangyan pupils as member of the said ethnic group. Traditional activities refer to social activities reflecting aspects of culture in which Buhid Mangyans involved themselves in. Traditional spirituality refers to the practice of religious activities of the Buhid Mangyans. CHAPTER II REVIEW OF RELATED LITERATURE. This chapter presents all the related literature and studies which support the discussion of the researcher on ethnic identity, level of self-esteem and school attitude of Buhid Mangyan pupis in Mirayan, Buong Lupa and Pakpaklawin Elementary Schools in Gloria District. Ethnic Identity Identity development is critical for individuals because it is during this process that they discover who they are and who they hope to become. A fundamental social environment that influences the development of a self-identity is ethnic group membership (Markstrom-Adams, 1992). Ethnic identity pertains to how individuals interpret and understand their ethnicity and, specifically, the degree to which they identify with their ethnic group (Phinney, 1996). The impact of ethnic identity is especially relevant in heterogeneous societies, such as the United States, where minority groups and a dominant social group coexist (Rosenthal, 1987). From the above cited literature, it was found out that ethnic identity has relationships with psychological well-being, and it has effects on the contextual factors in adolescents’ lives that may influence or interact with their ethnic identity development. Contextual factors such as family, school, and community are linked with ethnic identity because it is within these contexts that adolescents’ lives are embedded (Bronfenbrenner, 1989; Garcia Coll et al. , 1996). According to Erikson’s (1968) identity formation perspective, it is through exploration of options (sometimes experienced through 6 / 17 crises) and firm commitments to ideologies and an occupation that individuals come to achieve a secure identity. Marcia (1980) furthered Erikson’s ideas by developing four identity statuses with which to operationalize   Erikson’s theoretical notions. Individuals are classified into the statuses based on the presence or absence of a decision-making period (i. e. , exploration) and the extent of their commitment in the domains of occupation, ideologies, and interpersonal values (Marcia, 1994). Phinney further extended these ideas by examining Marcia’s statuses in relation to ethnic identity development. According to Phinney (1990), ethnic identity development is a process that takes place. The above-mentioned reviews on the concepts of ethnic identity find fitness in this study because they stress the idea that ethnic identity development is linked with factors such as family, school, and community because it is within these contexts that adolescents’ lives are embedded. Self-Esteem Self-Esteem is literally defined by how much value people place on themselves. It is the evaluative component of self-knowledge. High self-esteem refers to a highly favorable global evaluation of the self. Low self-esteem, by definition, refers to unfavorable definition of the self. Self –esteem does not carry any definitional requirement of accuracy whatsoever. Thus, high self-esteem may refer to an accurate, justified, balanced appreciation of ones’ worth and one’s successes and competencies, but it can also refers to an inflated, arrogant, grandiose, unwarranted sense of conceited superiority over others. By the same token, low self-esteem can be either an accurate, well-founded understanding of one’s shortcoming as a person or a distorted, even pathological sense of insecurity and inferiority. School Attitude One aspect of school attitude that has been identified is school spirit. A component of school spirit which has particular relevance to adolescence is the belief that one’s school is an adequate reflection of who they are (Coker amp; Borders, 1996). Another way to understand the adolescence strong need to identify with school is through Finn’s (1989) identification participation model. Finn argues that that being able to identify with school is critical for adolescents’ school attitude and well-being. Jenkins’s (1997) work with the school bond demonstrates measures of involvement in extracurricular activities including sports, clubs, and special school events is a strong predictor of school attitude. In keeping with Finn’s (1989) Identification-Participation model, school bonds represents involvement and engagement that also includes non-academic, school related activities. Involvement in Traditional Activities and SpiritualityPow-wows are community social gatherings that include traditional activities such as dance and song. It is also a celebration of tribal custom and cultural connectedness. Pow-wows begin by way of a grand entry with all dancers participating in honor of the event. A master of ceremony is the voice of the pow-wow to the singers, dancers, drums rotation, and informs the public in general. Different styles of dancing with traditional regalia are accompanied by drums and native songs. Traditional and contemporary foods are provided or sold along with the event. (Wright et al. 2001). The sweat lodge ceremony is traditional purification ceremony that incorporates traditional singing, prayer, counseling, and sharing similar to a talking circle. It takes place in an enclosed space (lodge) with heated rocks, heat, and steam (Mails, 1978). Tribes may vary to integrate their own customs, philosophies and traditional use of medicines during facilitation of the ceremony (Wright et al. 2011). Drumming groups are accompanied by native singing of traditional songs and intertwined with dancers at pow-wows of other cultural based tribal event. Roundhouse is a large ceremonial house where America Indian people gather together for ceremonial dances, singing and prayer (Bibby, 1993). The Buhid Mangyans The Philippines has its vowed responsibility to provide accessible and quality education to all children. Here, all types of learners, regardless of their cultural groups and orientations are 7 / 17 included, even the Buhid Mangyans. Perpertua (2009) stated that schools do not use Moro languages as mediums of instruction to any significant extent nor do most of the civil service and governmental positions require fluency in one of these languages, though they do demand fluency in Filipino. This creates a very real obstacle to the full participation of the Moro Muslims in the countrys public and political life, and they remain vastly under-represented in categories of educational attainment and in civil service employment and political representation. Not only ordinary Filipinos should be provided by the state with opportunities to develop, but also and most important, those who belong to the marginalized sectors of society which include the indigenous peoples (IPs) whose condition seems so irreparable. Postma (1967), retrieved from http://www. mangyan.org/content/buhid on December 22, 2013, states that the Buhids are known as pot makers. Other Mangyan tribes, like the Alangan and Hanunuo, used to buy their cooking pots from the Buhids. The word Buhid literally means mountain dwellers. As stated by Litis (1989), retrieved from Mangyan website on December 22,2013, Buhid women wear woven black and white brassiers called linagmon and a black and white skirt called abol. Unmarried women wear body ornaments such as a braided nito belt (lufas), blue thread earrings, beaded headband (sangbaw), beaded bracelet (uksong), and beaded long necklace (siwayang or ugot). The men wear g-strings. To enhance body beauty, the men wear ornaments like a long beaded necklace, tight choker (ugot) and beaded bracelet (uksong). Both sexes use an accessory bag called bay-ong for personal things like comb and knife. Together with the Hanunuo, the Buhids in some areas possess a pre-Spanish syllabic writing system. The Buhid Mangyans live in the municipalities of Roxas, Bansud, Bongabong and some parts of Gloria and Mansalay in Oriental Mindoro, and in the municipalities of San Jose and Rizal in Occidental Mindoro. Mahusay (2008) said that financing educational and scholarship programs for Mangyan pupils as part of corporate social responsibility (CSR) agenda improves their quality of life. The firm’s CSR program not only involves education but also includes other social development projects such as nutrition, health and sanitation, livelihood, infrastructure and other community- oriented programs. Pestano (2008) said that community relations activities which normally involve many poor Mangyans included in educational grants that help them pursue their dream, enhance behavior and value their culture and heritage. Felipe (2007) defined the ethnography and culture of the Alangan Mangyans in order to determine the extent of peace process and their level of indigenous sustainable development. The indigenous culture of the Mangyan Alangan was focused on the social, economic, political, and religious practices. The social practices were confined within the family in the â€Å"esoken† of the â€Å"balaylakoy†. The Mangyan also developed peace- making attitude in order to appease the spirit hovering over them. Failure to do so would mean disaster. They highly agreed on building structured democracy, interdependence, respect for the integrity of culture, respect for human rights and sharing of responsibilities as manifestation of peace process. Mallari (2007) asserted that Mangyans and other poor but deserving students in Oriental Mindoro receive educational support and take a step toward a brighter future, thanks to the efforts of a mining company that has made it a policy to extend assistance to the impoverished communities where it operates. Not far from the experiences of the Philippines, other countries worldwide recognize the socio-economic significance of formal education and trainings to achieve total human development. Indigenous Knowledge (IK). Cotter (2011) asserted that indigenous knowledge (IK) is the local knowledge people unique to a culture or society passed from generation to generation through a wide range of other activities that sustain societies in many parts of the world, particularly in formal education. Harper (2011) stated that indigenous peoples have a broad knowledge of how to live sustainably. However, formal education systems disrupt the practical everyday life aspects of indigenous knowledge and ways of learning, replacing them with abstract knowledge and academic ways of 8 / 17 learning. Today, there is a grave risk that much indigenous.

Family Engagement in Early Childhood Education

Family Engagement in Early Childhood Education Linda Harrison Imagine for a minute your most valuable possession. Think about a stranger coming up to you and saying, â€Å"I’ll take care of your valuable possession for you every day. I’ll take good care of it, but I might change it a little because I’d like to have my own relationship with it. You can pick it up from me at the end of each day, but you’ll need to bring it back to me again every morning. (Keyser 139) Janis Keyser is a published author that cares about parent-teacher partnerships and her works have been adopted by the National Association for the Education of Young children (NAEYC). Her writings are about the success of the whole family in their homes and child care when the family is actively involved in their child’s education. Her quote is meaningful when you replace the words â€Å"valuable possession† with â€Å"child.† Would her words make you want to get to know that person first? Would you think it was important to spend time in conversation with the person caring for your child? Of course you would. Parents want to know the person responsible for their child in their absence. Communication becomes paramount in this situation. Parents and teachers need to develop a good relationship with open lines of communication. Teachers want you as a partner in your child’s education. When you don’t talk about school or to the teacher your child hear s a message. That message says school isn’t important. The child may reason he or she isn’t important either. Families know about their children and teachers know about education. This knowledge needs to be shared to promote your child’s success. Any connection between family and school is good. Family involvement is a term used to describe the family’s participation in their child’s school. Participation includes spending time at the school or a function, being active, and doing it with a smile. The school’s self-interests and ideas are supported through involvement. If the teacher would ask for someone to bring in sea shells for beach week, the parent is only in control of whether or not they will be able to complete the task. Family engagement is better as it is the family as co-contributor rather than merely a client. The family’s ideas and self-interests interconnect with the school’s interests when they are actively engaged. Eric’s family went camping and his mother and teacher were talking about how much Eric enjoyed it. Eric’s m other offered to bring in tents and other camping items if the teacher chose to do a study on camping. The idea and interest came from the family. Eric’s mother came and participated in telling stories to the children about camping. Children learn that school matters by seeing their family actively engaged. When everyone’s interests in the child’s education are supported and encouraged the teacher is better equipped to individualize the child’s learning, the family is comfortable to approach the teacher, and the child gains confidence. The family and child are also able to build trust within this new relationship. Engaged families allows for flexibility through the sharing of ideas and information to achieve beneficial outcomes. Children learn that school matters by seeing their family actively engaged. It is crucial that families and teachers develop trust and reciprocal relationships to enhance the partnership. That relationship is as important as the t eacher-child relationship. Teachers must have relationships with children that include trust and attachment. Education theorist, Erik Erikson said the first human emotional milestone is the infant’s trust and attachment to a caregiver. His theory states â€Å"this stage sets the life-long expectation that the world is a good place to live† (qtd. in Santrock 25). This allows them to take chances and risks in learning. Without trust they experience doubt and won’t take initiative and may feel anxious. The children need to make connections in order to develop independence. When they have a strong trusting relationship with adults it promotes cognitive, literacy, social and emotional developments. You are your child’s first teacher and first experience in trust. When your child observes you and their teacher having a conversation it sends messages to your child. This message is that their family is valued and appreciated. Another message may be that your child is important to both parties. That happens when your child realizes the conversations are about more than problems your child may be having. Children enjoy feeling pride in their families and that has an influence on their self-esteem. When the family and the child are feeling confident it improves morale, energy and positive thinking among all involved. That will promote an enhanced learning environment for the child whether it is in a classroom or home environment. The Family Involvement Network of Educators (FINE), a Harvard Family Research Project reported that children spend, â€Å"20 percent of their waking time annually in formal classroom education, leaving 80 percent of their time to explore and enhance their learning interests in non-school settings. (Lopez) Since the family is the child’s first teacher, the home is the child’s first learning environment. The family’s success is not about the clothes they wear, where they live or where they work. It is how they care for and nurture each other. Family interactions at home are learning opportunities. When conversations take place children learn new vocabulary and literacy development is supported through reading together. Children’s social and emotional development is promoted watching family members in social settings. They see how people deal with happy, sad, and angry moments. They watch problem solving when something isn’t going as planned. Their li teracy development gains through familiar labeling in the home and regularly visited places. In a grocery store they see familiar brands on items. Children enjoy games about naming the color of the item, finding the letters in the name of the item, and counting how many items Mother needs to buy. At home while putting the groceries away the child learns responsibility while helping. Your child enjoys having conversations with you. Asking what happens if the ice cream isn’t put in the correct place supports your child’s critical thinking while they may be having fun talking about melted ice cream. There are many learning opportunities in the home environment that you do every day without being aware you are teaching. I always talk to my daughter. When we go on a walk or to the store or on the bus, we are continually talking. We talk about what we see, we ask questions, and we tell stories. When her teacher saw us one day having a conversation in the garden at school, she told me that I was helping my daughter learn a wonderful vocabulary, which would help her learn to read. I felt so proud that I was helping my child learn. I thought only teachers did that. (Keyser 7) These interactions are paramount to the child’s development. â€Å"Almost any activity – reading or play – does more to develop their minds, imagination, physical coordination, confidence and character than sitting in front of the tube.† (Griggs 1) At home activities help promote school readiness. Children are learning more at earlier ages than in previous years. It may be due to both parents working and there are multiple early childhood programs in every city. Children entering kindergarten are expected to know their letters, how to use a pencil, count with an awareness of its meaning, and how to take turns. They need to know colors, write their name, and recognize some words. Children from homes where families actively engaged in literacy activities like daily reading together were above average in being ready for kindergarten. (Bower 1) There are families that expect early childhood programs to be responsible for the child learning these skills without the family doing anything at home to support the skill development. Today’s working parents feel overwhelmed with the time restraints. It’s not about the time it’s about â€Å"singing songs, reading books, and telling stories are important parent– child activities that support learning when children are young† (Lopez). These activities can be done anywhere and anytime the family is together. The National Institute for Early Education Research reported it is important to note that progress can be seen where a partnership between school and home will reinforce the learning and further the child’s development. The National Institute for Early Education Research also reported that discussing changes in a child’s readiness skills can open a dialogue about the child’s strengths and concerns of the teacher or family. (Snow 1) The National Association for the Education of Young Children (NAEYC) published this article by Snow on the research findings and is a dedicated group that supports teachers and anyone interested through communication of information in early childhood development and education. It is a great source of information and knowledge and can be found at www.naeyc.com. Communication is the usual one-way means of delivering information. Conversation, on the other hand, is a two-way exchange of information and much more apt to lead to a successful relationship between the family and the teacher. Is your child’s caregiver the previously mentioned stranger or your partner in your child’s education development? Teachers are well aware that many families have time restraints and must hurry off to deal with their daily responsibilities. Families feel â€Å"no news is good news† as the saying goes about teachers informing them about the child’s day. The families feel that the teacher would certainly approach them if something important needed to be communicated. (Drugli 7) Sammie’s family didn’t think it was important to tell the teacher during drop off about the death of Sammie’s fish. That would have been important knowledge for the teacher when Sammie suddenly broke down in tears because â€Å"My mommy f lushed â€Å"Goldie† in the toilet at home.† That was a lost opportunity of a conversation between partners. It also would have prepared the teacher for the emotions and following conversation with Sammie. To adults this would seem inconsequential but a very important impact on Sammie’s emotional development. What message did she get from the family not taking time to discuss the incident? Sammie had to depend on her teacher for warmth and comfort. Children need to feel safety and security in every environment. It is important for teachers to understand the family structure of each child. Each family is different and cultures need to be respected. The dynamics of each family make it important how the teacher addresses family members. There may not be a father or mother. There are new practices in creating families. There are extended and blended families. There are multiple homes that a child may be living in. Urie Bronfenbrenner, childhood theorist, says children’s development is affected by all the different systems they are part of and how those systems interact with each other. (Keyser 1) Children observe the adults interactions and learn from them. During drop off when the adults greet each other the child learns who is welcome at the school. The child sees mutual respect shown and that is comforting to a child. It is important for them to observe conversations and see the body language connected with it. This is a way they learn social interactions. Children are learning all the time everywhere they are. Children are very perceptive and need help learning about social interactions. Parent-teacher relationships and partnerships are important but need to be developed with the children in mind. If one child’s parents aren’t able to come into the classroom to participate in activities the child may feel left out or unimportant. We should always approach ideas and activities considering the child’s perspective and feelings. Parents’ feelings are important too. Recently a parent confided in me that she is overwhelmed with work, home, and raising two children as a single parent. Her children are well cared for, clean, and always smiling. The children are a little behind in some of the areas of development. Teachers are educated about the domains or areas of development and are able to help support the child’s successful development. Teachers are caregivers that include education and developmental support. While talking with this parent I learned she felt inadequate and not good enough to engage in conversation with teachers or other parents. I assured her that all parents have doubts but they have children in common and they may find even more support and friendships along the way. Parents are as important to teachers as they are to their children. I invite you to share an example of what you think family engagement in anywhere, anytime learning looks like. Let’s start a list of no or low cost activities families can do together. One idea may lead to another! Reflection Works Cited Bower, Carolyn. Early Childhood Education Increases Participation and Attention, Teachers Say Study of Kindergartners Shows That Parental Involvement is Vital To Readiness for SchoolSt. Louis Post-Dispatch[St. Louis, MO] 04 Nov. 1999: B,1:2. Print. Drugli, May Britt Undheim, AnneMari. Partnership between Parents and Caregivers of Young Children in Full-time Daycare.Child Care in Practice18.1 (2012): 51-65. Web. 7 Dec. 2011. Grigg, France. â€Å"Teachers Ask Parents to Be Partners in Learning.† Cincinnati Post 9 September 1996, 8A. Web. 28 July 2014. Keyser, Janis. From Parents to Partners: Building a Family-Centered Early Childhood Program. St. Paul: Redleaf Press, 2006. Print. Lopez, M. Elena, Caspe, Margaret. â€Å"Family Engagement in Anywhere, Anytime Learning.†Family Involvement Network of Educators (FINE) Newsletter, 6(3). 2014. Web. 3 August 2014. Santrock, John. Children. New York: McGraw-Hill, 2010. 5-49. Print. Snow, Kyle Ph.D. Research News You Can Use: Family Engagement and Early Childhood Education.NAEYC. Web. 22 July, 2014

Competitive Environment For Proton Company

Competitive Environment For Proton Company The first Malaysia national car is PROTON. The main competitor in Malaysia in term of automobile companies and affordable car is PERODUA. The competitive environment as we can see approximately in Malaysia is affordable car where all native of a Malaysia can buy it and the car maintenances also cheap. You see, the porter five are been applied for more obviously because the competitive environment not only about the competitor. It can be about the economic decline, natural misfortune and etc. Porter five 1. Competitive Rivalry 2. Threat of New Entrant 3. Threat of Substitutes   4. Buyer Power 5. Supplier Power Competitive Rivalry   In Malaysia, after PERODUA that is main competitor for proton , there is not too much competitor around affordable car. The low cost car as mentioned above is not have a lot of competitor in generally. The affordable car in Malaysia has a more potential to sell compared to luxury car that only specific people are used it. A family will have more than 1 car. Definitely, the first car they will choose the cheaper car and affordable car. New Entrant has a high threat    Recession the economic will be a big threat for PROTON. We know that, all big company will facing over budget or does not achieve the sale for that year. The government will lose a lot of money cause of policy and shareholders. By the way, economic downward tendency actually comes suddenly without notice. High threat from Substitutes Malaysia has tow national car. First : PROTON , second : PERODUA. The substitutes will high in term of car model and some of them looks similar. Buyer Power Buyer will choose the cheap car for the first car and buyer also actually are fragmented. Therefore , it will not has much influence.   Supplier Power Nowadays compared to the many years ago ,this is not giving a big threat for PROTON. http://www.oppapers.com/essays/Competitive-Environment-For-Proton-Company/365979?topic International Market for Proton The objectives of the Malaysian National Car:   à ¢Ã¢â€š ¬Ã‚ ¢ Rationalize the local automotive industry à ¢Ã¢â€š ¬Ã‚ ¢ Spearhead the development of a local component industry and to enhance greater use of local components.   à ¢Ã¢â€š ¬Ã‚ ¢ Encourage the upgrading of technology, engineering knowledge and technical skills of the countrys workforce.   à ¢Ã¢â€š ¬Ã‚ ¢ Assist and develop Bumiputera (the indigenous people of Malaysia) participation in the automotive industry.  [1] http://www.oppapers.com/essays/Proton-International-Market/148903 Swot Analysis For Proton Holding As a Government connected Company, Proton is protected in term of financial capabilities. Furthermore, as the first  national automotive manufacturer they have more than 20 years of experience and backed by the more than 1000 suppliers and highly concentrated distributed the service and distribution way out. As financial year ender 31  March 2006 denoted, the net value of asset is more than RM 5 billion while the liabilities is only about RM 2 billion. Proton had begun on a project with the Lotus. Group to improve a hybrid vehicle proficient of running on both gasoline and electricity and others special projects that are concentrating on technology development. This program direct to raise high the technology to a level that is on par with their global rivals by creating an alternative vehicle for the future which provides customers with less fuel consumption, decrease emanation and uncompromising performance. The increase numbers of substantial order by the different overseas markets were far in surplus of the number shipped, the difference was due to restrictions in the supply chain. There is no uncertain that demand for Proton cars in the overseas markets exists. As such, looking forward into financial year 2007, the company predicts a meaningful improvement in the number of Proton cars sold overseas. http://www.oppapers.com/essays/Swot-Analysis-For-Proton-Holding/429480 The weaknesses of Proton Holdings Berhad PROTON was incorporated on 7 May 1983 with three primary national policy objectives: To spearhead the development of component manufacturing industries, to acquire and upgrade technology and industrial skills within the automobile manufacturing industry and to strengthen the international competitiveness of Malaysias industrial capability. The failure by Proton to find a foreign partner is a warning signal that it is no longer a competitive and economically viable entity with current market situation and questionable management decisions that causes Proton to lose money when other finds profits. Therefore, Proton Holdings Berhad needs to consider a foreign partnership to further improve on its quality and service to the buyers. Khazanah Malaysia, the Malaysian governments investment arm, holding about 42.74% of Proton, followed by the Employees Provident Fund with 15.4 per cent and Petronas with 7.9 per cent. Price/Earnings: Not Meaningful Price/Sales: 0.3x (2/5 points) Price/Book: 0.4x (2/5 points) Price/Cash Flow: Not Meaningful TEV/Sales: 0.1x (3/5 points) A merger has its advantages economies of scale, market domination, etc. but an enlarged national car company could create many duplications i.e. product, dealers network, vendors etc. Proton is finding it tough to trim its network of suppliers and distributors. National car company Proton Holdings Berhad once dominated with a majority share in the market. It has since not only lost that majority, its sales in unit terms have even dropped below that of unlisted Perusahaan Otomobil Kedua Berhad (Perodua). UMW Holdings Berhad is the biggest in the sector, with a market value of RM5.9 billion, compared with Protons RM1 billion. Although, UMW has an important oil and gas division, it derives most of its profits from its Toyota division, the most profitable in the industry. In contrast, Proton reported a loss of RM75 million in the October December quarter last year. It is exceeded in market value by Oriental Holdings Berhad (RM2.3 billion) and DRB-HICOM Berhad (RM1.4 billion), both of which are diversified motor-based groups. In my conclusion, Proton should continue to seek strategic alliances and further expand its market globally due to the termination of talks with Volkswagen AG in the year of 2007. In my point of view, Proton needs to basically integrate more into the global supply chain and the global market. Basically, we have not attained the kind of export penetration projected when the company was established. Global motor vehicle industry was undergoing a consolidation and Proton should be part of this trend. We need to be part of the bigger family in a way that works for us. Till date, we did not have any clarification regarding The Public Accounts Committee (PAC) submit its report on Proton Holdings Berhads sale of Italian motorbike manufacturer, MV Augusta to GEVI s.p.a at one euro to Parliament because Proton had acquired a 57.75 percent stake in MV Augusta in December 2004 for 70 million euro (RM367.6 million). http://wiki.answers.com/Q/What_is_the_weaknesses_of_proton_holdings_berhad Swot Analysis Of Proton Holding Berhad Originally conceived by Malaysias Prime Minister of the day, Dato Seri Mahathir Mohamad, PROTON Bhd was incorporated on 7th May 1983 with the aim of building a national car. Two years later, On 9th July 1985 the Proton Saga was officially launched. It was Malaysias first domestically produced car and is still sold in Malaysia and other countries today. The original factory plant, covering 99,400 sq m, is situated at Shah Alam near Kuala Lumpur in central Malaysia. The site also houses an engine and transmission factory, a castings plant, RD centre and a semi-high speed test track. The factory is currently producing 240,000 units per annum. Opened in 2005, a state of the art assembly plant was constructed at Tanjung Malim, 60 miles north of Kuala Lumpur. This area has been named Proton City and consists of 500 hectare site containing the factory, plant, housing, a university and other commercial buildings to accommodate component suppliers. This plant produces the three newest model ranges, the GEN-2, Savvy and Satria Neo. Protons total workplace in Malaysia totals just over 6,000 personnel working in all areas of vehicle design, RD, production and manufacturing. With a solid base built up since 1983, Malaysias car manufacturing industry is progressing rapidly.   Proton tool a major step forward in upgrading its engineering capabilities when it acquired a share in Lotus are closely involved in Protons new model development, with a team of engineers permenantly based at the design and development centre in Malaysia. The Company has come a long way since 1983, PROTON was publicly listed on the Kuala Lumpur stock Exchange in 1992, and today, Proton cars are exported to mor than 50 countries worldwide. Key export markets include Australia, Singappore, the far East and the UK, where during 2009 it celebrates 20 years in the market place.   Since 1989, Proton Cars (UK) Ltd have been offering the British public reliable value for money vehicles. http://www.oppapers.com/essays/Swot-Analysis-Of-Proton-Holding-Berhad/378043?topic Swot Analysis On Proton The Benefits of Training for SCI Patients The benefits of cardiovascular exercise and training can be easily noted by comparing trained SCI athletes with untrained SCI patients. It must be noted (and will be further discussed later) that training benefits are somewhat contingent upon the level of spinal cord injury. A study by Bhambhani, Holland, Eriksson, and Steadward (1994 p. 260) investigated physiological responses during wheelchair racing comparing quadriplegics to paraplegics. They found the peak values of V02, heart rate, and VE which were obtained during incremental velocity wheelchair exercises to be significantly higher in paraplegics than quadriplegics. No significant differences were found between these groups for 02 pulse (which is the oxygen utilization per heart beat). These findings are consistent with other researchers who investigated the same responses for these two groups (Eriksson, Lofstom, and Ekblom,1988 p. 145). This is a citation. If you are using books, or internet, you must put in your essay:- (authors name, year, and page no)   If you are using business magazine, you must put in your essay:- (author, business magazines name, year, and page no) The previously mentioned study by Eriksson et al (1988) also investigated the aerobic power during a maximal exercise by comparing trained versus untrained quad and paraplegics. They found peak V02 differences to be as high as a 38% increase for trained athietes versus nontrained. They noted that a well trained quadriplegic individual is physiologically comparable to an untrained paraplegic with a low level injury, therefore, physical training can largely reduce the differences between quadriplegics and paraplegics. Also by comparing the trained paraplegic athletes to non trained able bodied persons, the able bodied persons achieved only a slightly higher V02 peak, again pointing out the benefits of training. http://www.oppapers.com/essays/Swot-Analysis-On-Proton/455442?topic Proton Berhads Swot Analysis If Expends Its Operation To India A SWOT Analysis of Proton Holding Berhad will be carried out to to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in this project. The report will be separated into 2 parts. Firstly this report will discuss about the profile of Proton Holdings Berhad and nature of its business in order to analyse the internal factors. In the second part, SEPT Analysis will be carried out to analyse the related external factors in India in sectors of Social, Economy, Politic and Technology. At the end, the result of SWOT analysis will be presented accompanied by recommendations to expend its operation internationally into India. Proton Holdings Berhad à ¢Ã¢â€š ¬Ã‚ ¢ Proton is a Malaysian national automobile manufacturer. à ¢Ã¢â€š ¬Ã‚ ¢ Proton Holdings Berhad is the holding company which is listed on the Bursa Malaysia. à ¢Ã¢â€š ¬Ã‚ ¢ 14,706 Proton cars were exported in 2006 to other countries/ à ¢Ã¢â€š ¬Ã‚ ¢ Proton exports cars to the United Kingdom, South Africa, and Australia and the company is aggressively marketing its cars in several other countries including the Middle East. à ¢Ã¢â€š ¬Ã‚ ¢ Proton cars has also been exporting a small volume of cars to other countries like: 1. Singapore 2. Brunei 3. Indonesia 4. Nepal 5. Sri Lanka 6. Pakistan 7. Bangladesh 8. Taiwan 9. Cyprus   10. Mauritius à ¢Ã¢â€š ¬Ã‚ ¢ Proton has never succeeded to export their car to the US, because the cars required many changes to meet American safety standards in order to secure coverage from auto insurers and satisfy legislative requirements. à ¢Ã¢â€š ¬Ã‚ ¢ In some countries,    Proton cars suffer somewhat from a poor public image because of their designs. Strengths   à ¢Ã¢â€š ¬Ã‚ ¢ Proton has over 20 years of experience in Automotive industry à ¢Ã¢â€š ¬Ã‚ ¢ Many cars are exported by Proton to many countries every years, proves that proton has the experience of exporting cars. http://www.oppapers.com/essays/Proton-Berhad-s-Swot-Analysis-If-Expends/218124?topic