Principles of developing adults Essay

Malcolm Knowles renowned for his work on adult learning (andragogy) identified the following principles of developing adults: * Adults need to be provided with a rationale as to why the learning is taking place * Adults need to be encouraged to be self-directive and responsible for their learning * Adults can fully contribute and participate in the learning process (collective wealth of experience enables them to do this) * Adults wish to learn if they can see a practical point to it * If adults believe the learning can enhance performance they will embrace the learning * Adults respond better to intrinsic motivators (increased knowledge and self-esteem) Preparing and designing learning and development events/interventions are vital in order to ensuring: * The development intervention has a clear purpose * Aims and objectives are clearly covered * The needs and learning styles of the learners are taken into account * Aims and objectives are integrated to organisational needs * The development intervention is motivating and engaging for individuals * There is active commitment from the participants to learning * That the resources and materials are complimentary to overall aims and objectives and ensure that the intervention is engaging and accessible * Sensitivity to all participants’ cultural, religious and other needs * An assessment of what has been developed is put in place * The interventions/outcomes are fully evaluated Clearly planned and designed events will help towards the advancement of: * Individual, team and organisational aims and objectives * Skills, knowledge and behaviours * Higher participant satisfaction with the intervention, which could encourage further engagement in the learning process * The likelihood that further development will be proposed However, no matter how effective the organisation of the event is and how much the promotional material tries to engage the learners, consideration needs to be taken into account of the organisational and individual barriers to learning when planning the process. Barriers (both organisational and individual) can include: * Lack of necessary resources and materials * Learning and development interventions previously not delivering on promises * Lack of positive communication and involvement to engage and motivate individuals of the benefits * Fear of learning and development * Fear of competence * Previous (negative) experiences of learning and development * Lack of foresight with regards to the benefits of learning and development * ‘We have tried this before and it did not work syndrome’ * ‘The learning does not fit in with my particular learning stylesnydrome’ * ‘Leave me alone, I am doing well syndrome’ The above should be taken seriously by organisations as these can have a negative impact on the organisation enhancing its skills, knowledge and behaviours and hence its overall performance. Continuous communication with staff, where they are actively involved in the design and preparation of the process can go some way to alleviating these difficulties. An effective performance management process that focuses on developing employee capabilities will provide a further mechanism for their input, whilst potentially increasing their confidence and abilities to involve themselves in the process. The active involvement of individuals may overcome many of the barriers, including negative previous experiences (probably in school) where learners may not have been treated like responsible adults (see information on adult learning below). There are a number of models and theories that can help identify how the needs of learners can be put into practice. * Instrumental learning theory – improving efficiency and effectiveness on the job once basic standards have been achieved * Cognitive learning theory – utilising information to acquire knowledge and put into context * Affective learning theory – development of attitudes and/or feelings to a particular area * Reinforcement theory – focus on behaviouralism in that the belief is that individuals can be conditioned and will change their behaviour based on a response to events or stimuli (e.g. a pay rise, threat of a warning * Social learning theory – enhancement of learning through social interaction and the sharing of knowledge, ideas and solutions * Experiential learning theory – more self-directed where individuals learn from their experience and importantly reflect on how they can develop and apply their learning further The type of learning is dependent on the context and the motivation and determination of the individual. Although an appreciation of learning theories is important to determine how people learn, an appreciation of different learning styles can enable organisations to undertake a more focused approach to developing L&D interventions. Kolb’s learning cycle – focuses on how individuals can utilise concrete experiences to help inform new developmental choices. To be truly effective, a learner should develop a mix of observation, reflection, direct involvement and analytical insight. Honey and Mumford Learning styles questionnaire – identified four distinct (although arguably mutually inclusive learning styles) that individuals may relate to in terms of preferences of learning. It is important for HR/L&D professionals to both identify how they adapt development to meet learners’ needs and enable individuals to explore learning methods they may not be totally comfortable with, yet will aid their total development. Bernice McCarthy’s 4MAT – identifies four styles of learning based on four questions/areas: (1) reasons for wanting to learn; (2) what learners like to know; (3) knowing how things work; (4) learners finding solutions for themselves. These will identify learners’ motivation for learning and how to design learning and development interventions to accommodate these. Bloom’s Domains for Learning – divides learning into three domains (categories): (1) Cognitive – knowledge/facts; (2) psychomotor – practical skills; (3) affective – attitudes/beliefs Sylvia Down’s MUD (memory, understanding and doing) – (1) memory – knowledge/facts; (2) understanding – concepts/abstract ideas; (3) doing – practical skills Legislative requirements In terms of preparing and designing, a number of key legislative requirements need to be taken into account, not only to adhere to the law, but more importantly to ensure a safe, comfortable environment is in place where people can flourish. Additionally, detailed record keeping could provide vital information for future decision making and performance enhancement. Key legislative requirements include: * Health and safety – ensuring a safe environment that is accessible for all * Equality legislation – ensuring accessibility and the reduction of discrimination * Data Protection – ensuring data is processed fairly, used only for a specific purpose and stored safely * Telecommunications and communication – particularly pertinent if delivery involves e-learning, blended and distance learning * Regulation – regulatory bodies may require detailed records to be kept for auditing purposes

Fantasy literature for children Essay

Q (1). Fantasy literature means new ideas and deals with new images, fantasy includes literature, myths, legends, fairy tales, stories of super natural beings with super natural powers, fantasy creates an imaginative world in which the super natural is natural and plays a perfect part essential to the story to complete it, such literature is enjoyed by the children and adults. An example of such literature is L’Engle’s â€Å"A Wrinkle in Time† which can be read by both children and adults. This books heroine is Meg Murry who is an unhappy and clumsy high school student, she with her friend Calvin and her brother Charles undertake an adventurous journey into time and space to rescue her father from the evil force that is attempting to rule over the universe; her greatest drawback is her anger, impatience and lack of self confidence, during the travel and experience she learns to overcome her faults while rescuing her father. The symbols mentioned in this story are (1) The Dark Thing, it is the dark and cold symbol of evil forces that Meg,Calvin and Charles must fight in rescuing her father, the Dark Thing is evil and in the book there is constant battle between good and evil, and good is always successful over evil; (2) The second symbol is the IT, it is the bodiless brain of Camazotz, it controls all the creatures living in that planet, it identifies with the dark thing with its pulsating and revolting rhythm, it is the main body of evil in the planet, it is war of good and evil and love is successful over evil. 3) the book also has good symbols and one is Aunt Beast, she has many tentacles, she is tall and has fur all over, she is from the planet Ixchel and loves to look after travelers as she looks after Meg when during her travel she brushes with the dark thing, Aunt Beast is full of love but she is always in the dark as she has no eyes and has no idea of light or vision she shows her love and emotions by touching with her tentacles. The major theme of the book is Cosmology, other theme is human life and space travel to other planets and constant war of good against evil and ultimately love and goodness are successful. All these symbols show individuality. Meg rescues her brother Charles from IT through the power of love, LEngle makes her characters to travel through space and into other planets and there they communicate with each other without spoken language, the author is trying to show that speech is not the only way to communicate, and the universal theme is the struggle between good and evil, light against darkness, the author also emphasizes inadequacy of words, as sometimes feelings cannot be explained completely with words. All the symbols help Meg to learn the lessons of life as she cannot be aware of everything, she has learned patience, and she has also learned to understand situations as there is explanation for everything even if sometimes we do not understand the world. Q (2) Poetry appeals to the young people in many ways, as it is a way to express the feelings in words, and helps to understand others feelings also, poetry is called literary art, young people read and write poetry as it is away of relaxation, young people like poetry as it can be sung and people love to write songs; there are different kinds and styles of poetry. A study was conducted by Ann Terry in 1974 which shows what type of poetry is liked by children of different ages of elementary school, humorous poems appealed to a large age range of students, they mostly liked poems with musical qualities and disliked poems that they could not understand maturity plays an important part in understanding poetry, four of the poems were narratives, students of all ages did not like this type of poetry, twenty five poems were not popular poems and were not liked, the students liked rhymed poems. The use of poetry in the classroom is very beneficial as reading and learning poems helps the student’s language development, as it evokes emotions it encourages creativity, poetry develops reading habit and helps to increase vocabulary, poetry is a literary art it is a way to relax, it appeals to the young as it can be made into a song and the teenagers love romantic poetry. It is used in the classroom to teach young students to learn, like the alphabet song is used for teaching young students. Q (3) The â€Å"Monkey Island† written by Paula Fox, is a short novel about an eleven years old boy named Clay Garrity, who is left to live on his own as his father looses his job and cannot find another so he simply walks away from his only child and wife, they go to live in a welfare home as his mother is pregnant she disappears one day and Clay is left alone in the streets of New York , soon he finds Buddy and Calvin in a park and they become a family. If Clay leaves the streets he may never find his parents again and if he stays on the streets alone he might not survive as dangers are eminent. According to evaluation criteria it is a short and simple novel, and it is written for all ages as all can enjoy reading it, the book deals with the darkness and dangers of the night the child has to face, as Clay is left alone to survive he reaches a park where homeless people live and this is scornfully called ‘The Monkey Island’. Clay is a sensitive child who is facing harsh realities of life; he has to face hunger, fear and illness, he gets pneumonia and is in the hospital for ten days and then sent to a foster home and is reunited to his mother and baby sister. According to evaluation criteria this novel intrigues the mind of the child and young adults the title also fascinates the child; it is a simple straight, short novel which shows the harsh realities of life faced by the eleven year old. This novel has all the qualities of a good literature for children, in the view of evaluation, as the features of the book help to analyze the pure and clear title of the book that is composed into a quality literature for children and young adults. Q (4) The answer to this question, ‘who should write science books for children’ has an unlimited answer. Basically scientists should write science books for children, writers who write science books for children should be very clear in explaining and they should use accurate facts and figures, complicated writings scare the children as a result the child looses interest and shies away, science should not be complicated, facts must be presented in such a way that the child is encouraged to indulge in furthering reading. Every topic must have pictures to explain. The science books should be based on topics of universal and international appeal, so that it can be read by all the children over the world without clashes of cultures; the authors should write the text that is within the reach of the understanding power of the child; as illustrations immediately attracts the young mind it also sharpens the appetite of the child’s mind to grasp more and read more. The authors suited for writing science books for children should be aware of the needs and intellectual level of the young mind, therefore they should write about things that are interesting to the imagination of the child’s mind, as scientists are best suited to write science books for children they should emphasize and lay stress on meaningful observations, as it helps the student to master his patience through daily observation classes and become a good observer which is the main part of learning science, which also produces a spark of inspirational power to the reader. The science book must inform the reader not only of facts but must explain the beauty of complicated physical life; science books that teach the child to develop scientific language skills are of great help, in helping the child to discover the natural world around us. Authors who write scientific books for children must use easy and graceful language, they must have expertise on descriptive powers of the verbal text, and the design of the book cover is a source of great attraction for the child, writers must depend on illustrations for explanations, the book should be non-fictional and based only on facts that can be understood by the intellectual level of the young readers, accuracy of facts is the main point on which science books can depend so that a child does not have a con fused orientation of science. Authors who write with such accuracy and are careful in presentations and explanations in the books that are for the young mind, are suited to write science books for children, the books must present simple things for children to do alone and in a group as well, then there are things that the child must work on with the help of parents and together they create fun in learning for all ages, the last part of the book must have questions to be answered by the child, so that the child starts thinking about science around us in this world, and the science book should be appealing to the imagination of the child’s mind, the seventh edition of the text is a tool that can help the writers to be updated in research and utilization of technology, these help resources help to make the most of media available with text, as C. D. ROM; and online activities must be encouraged which help greatly in learning. Q (5) Books for children and young adults are banned and censored due to many reason s in some cases it creates awareness to avoid clashes of cultures and beliefs and sentiments of certain society. There are many reasons for banning a book; it depends on the material of contents which are not ‘anti Christian’ or the language used is objectionable and against the religious beliefs, these can be unsuitable for the young mind, books can be banned due to many reasons such as political reason or social grounds, or books are banned when a certain group of people or an influential person considers it to be controversial, immoral or inappropriate, corrupt, vulgar, violent or wicked, generally if the book contains socially unacceptable ideas, such books are banned as these views are made public. These books sometimes contain racial differences such racial slurs, some books contain depressing and alien material which is not good for the development of the young mind; some facts of history show disrespect to adults and elders which is not acceptable to the society, some books confuse fantasy with reality which is very confusing to the young mind, books depicting witchcraft su ch as J. K. Rowling’s book is under challenge as it creates confusion in the mind of the young, as the book mixes reality with fantasy and witchcraft. Parents play a significant part in banning books as they according to their own thinking accept or ban certain books and they also have their own reasons and view points, parents tend to over protect their children and think that reading certain bad books will lead the child to do bad things which may not be the case, some books are banned if the young try to copy certain acts mentioned in the book which are not acceptable in society, such as suicide stories. The text book on ‘through the eyes of a child’ is an introduction to child literature and is an excellent source of literature for children, no person can justify banning a book it simply depends on personal views and reasons. Today the society has changed and many controversial books are now regarded as classics, today people cannot be stopped from thinking, if thinking is allowed, they will speak and if they speak will write and what is written can be printed and published. Society has changed with time and people are becoming liberal minded and have started accepting books that were once banned. Every person has a right to freedom of thought, the young adults and children have the freedom to read and express their opinions and thoughts, people have different thoughts and these thoughts are valuable only to the individual himself but putting ban on such opinions will deprive the human race and society of its freedom rights. Today the society plays a great role in the development of the mental capabilities of the young, as thinking changes the society has also changed and allows the child some freedom, writing books for children and young adults is not an easy task as the writer has to see through the eyes of the child. Writing books for children and young adults is not an easy task as one has to see through the eyes of the child, books are ways to help the young to understand and appreciate their world. Today books are an integral part of young and children and adults alike each in their own capacity. The society has become more open minded, as less content is censored for viewing by the young, it is preferred that children be informed about all issues related to individuals and society itself, this is done so that children be able to have an understanding which would lead them to formulate their own opinion, excess to all information is important so that may be promoted amongst the young.

Operations management and productivity slp Assignment

Operations management and productivity slp - Assignment Example Their unique strategies and consistent performance has given them a leading edge in its competition. Compared to its competition McDonalds is famous for providing its products very quickly and economically. Allowing people to stay away from the curse of standing and waiting in long lines. Also, McDonalds is famous for its product adaptation in other countries, in India initially people started protesting against McDonalds, as its products contained beef, so what McDonalds did to face this situation was to start introducing products that had mutton and white meat, and introducing a complete new product named "Maharaja Mac" only in India. â€Å"If I had a brick for every time I’ve repeated the phrase Quality, Service, Cleanliness and Value, I think I’d probably be able to bridge the Atlantic Ocean with them.† Ray Kroc, the founder of McDonalds (Mcdonalds.com, 2014). From what Ray says, its clear enough that McDonalds is famous for its services and value addition. Where ever you go, to a McDonalds restaurant, one will notice that the service rate of McDonalds is quite high than the other competitors, also one will notice that McDonalds provide a good environment for people to enjoy their quality time with their loved ones. Furthermore, McDonalds is famous for its high quality of customer services. Serving the customers with great care is one of the high priorities of McDonalds, and one can find such behavior in any McDonalds Outlet. For any business to stay ahead, in the competitive environment that it is facing, is a huge task. McDonalds is performing this task quite efficiently, as they promote product adaptation and provide their products on a relatively lower price. Furthermore McDonalds also provides different varieties for different people, based on age groups, occupation, and the region. Since it is the leader in its competition, it provides and has a lot more than what its competitors have. Basically, McDonalds focuses on high service

Classical and instrumental conditioning in Planaria & Lumbriculus Essay

Classical and instrumental conditioning in Planaria & Lumbriculus - Essay Example , processes for developing classical and instrumental conditioning training techniques in planaria and California Black Worms are examined in order to study the memory mechanism in the organism. The findings often show that the species D. dorotocephala are the optimal matter for the method. The results also tell that planaria California Black Worms are capable of learning by the use of the classical and instrumental conditioning techniques. The results of the studies show that organisms are derived from the anterior and posterior areas or a trained organism is retained the similar amount of memory. It is important for the reason that it supported the hypothesis that memory is non-neuronal. By using classical and instrumental conditioning techniques it is observed that orientation is concerned with the learning process and planaria and California Black Worms express additional learning when facing the cathode. Surgical treatments and cellular examinations are the process which has discovered ideas underlying regeneration in planarians and the process of regeneration in planarians has the method of the generation of new tissue at the site of injury through blastema formation. The remodeling of pre-existing tissues to re-establish morphallaxis and similarity of tissues is also part of the process. Classical conditioning in Planaria and Lumbriculus happens when worms discover to connect a neutral stimulus with a stimulus that has essential meaning based on how directly in time the two stimuli are shown. A very right of classic conditioning is a dogs capability to connect the sound of a bell. On the other hand instrumental conditioning takes place when worms discover to give particular performance in order to gain an essentially rewarding stimulus. Instrumental conditioning has happened when a trained dolphin jumps out of the water in order to catch a fish. In this lab report consisting two experiments we see California Black Worms (Lumbriculus) as an water annelid

History And Political Science Article Example | Topics and Well Written Essays - 250 words

History And Political Science - Article Example When she appeared in both her Senate and House, she emphasized policy continuity with Ben Bernanke, her predecessor who stepped down after leading the central bank for eight years. Just like Bernanke, she believes that the economy is getting stronger enough for the Fed to gradually reduce its purchase of monthly bonds. The cut in bond purchases had reduced from the original monthly pace of $85 billion in December 2013 to currently $ 65 million. The intention is to cut the purchases by $10 million. The Federal Reserve plans to keep short-term rates low or near zero in the coming times for an extended period with economists speculating that the first hike in rate will occur probably in 2015 even though some policymakers feel that it may be appropriate to raise short-term rates sooner. Even though the inflation remains below 2 percent, many of the Fed officials including Yellen say that the economy needs support from the Reserve until the job market, as well as the economic growth, impr oves. The Fed is progressively cutting its monthly bond purchases with the intention of keeping long-term loans low rates so as to boost spending and growth. She confirmed that the Federal Reserve has soft data for over the last six weeks and is alert on the upcoming data that will help ascertain the effect of the severe winter weather.  These comments are encouraging as they offer investors a hint that the Federal Reserve might suspend or slow a pullback in economic stimulus in the event that the US economy weakened.

Personal and Professional Practice Assignment Example | Topics and Well Written Essays - 1500 words

Personal and Professional Practice - Assignment Example This paper analyses each of the two concepts within the framework of how they relate to the business. To begin with, personal practice is mainly concerned with an individual. In this regard, it refers to what an individual believes to be right. This implies that, personal practice varies from person to person and is contingent on the person’s beliefs, experience, culture, philosophy and religion, inter alia. In other words, personal practice greatly depicts a person’s traits and character. For instance, it may include transparency, honesty, and confidentiality, among others. As a fact, personal traits, characters and practices have great effects on a business in a plethora of ways. Thus, it is important for a company to establish measures aimed at fostering proper personal practices. This may be achieved through for example, the establishment of a code of conduct which is meant to set out rules and guidelines by which people in company are expected to abide in the cours e of their practices and activities within the company. All employees, agents, representatives, officers and other people inclined to the company in various capacities are obliged to align their practices with the requirements of the code of conduct. Thus, personal practice is greatly determines by such a code of conduct. Anyone who violates any of the regulations in whatsoever way is entitled to a disciplinary action. Therefore, as people carry on with their day to day activities within the business, they are expected to portray exemplary personal practice as it affects a business in a profusion of ways. First and foremost, it is expected that people should always comply with rules and regulations in all their endeavours. Robbins and Judge (2010) posit that, obeying the law forms the foundation upon which a business establishes its ethical standards. Thus, it is expected of employees, officers, agents, representatives plus any other person related to the company to portray consecra ted obedience to the rule, laws and regulations of the state or country within which a company operates. Conflicts of interest also affect personal practice to large extents. A conflict of interest usually transpires when individual’s private interests tend to interfere with the interest of the company (Porter, 1998). For instance, it may occur when an employee of given company opts to work for a competitor, customer or even supplier of the company. It is therefore required that people attached to a certain company in any way should avoid both direct of indirect business interactions with any of the company’s competitors, suppliers or customers. As such, personal practice in place should enhance respect for this requirement. Personal practice may also affect a business with regards to insider trading. Usually, employees and other persons attached to a company in various positions, have unlimited access to a company’s confidential information. It is expected of t hem to keep such information confidential and not to reveal it for trading purposes to another person, business, company or entity. It is unethical and illegal therefore, for anyone of them to use the non-public and confidential information for personal financial gain. With regards to corporate opportunities, employees, officers, agents and other personnel in the company are prohibited from

Open Innovation in Managing Innovation in the Service Sectors Essay

Open Innovation in Managing Innovation in the Service Sectors - Essay Example The competitors or the rivals who want to win over the competition and succeed in the market gathers considerable resources creating their own powerhouses and make considerable advancement. However, the scenarios are different now and newcomers face enough competition for entering the market. Thus, they often do not conduct enough research and commits a mistake in adopting new ideas. Open innovation is an opportunity to them in which the companies can commercialize both their innovations as well as their own ideas from other firms and from within their own firms to the market using channels that provide pathways out of their current business. This report focuses on the use of open innovation in the services sector. The significance of open innovation in service sector Open innovation has taken a significant place in the world of business and competition. Today more than hundreds of companies are seen to have executives who are assigned the title Manager of Open Innovation. There is a lso the dozen of software companies and their intermediaries who provide consultation regarding services or product open innovation. Open Innovation is suggested to provide businesses a more profitable way to innovate as it creates new revenue channels for the company, amplify differentiation in the market, reduces cost and accelerates the time for which the business operates in the market. The innovation in capabilities and its management is industry or sector specific and not specific to any firm. An innovation of intangible product and services are hard to measure. Therefore, it should be remembered that innovation related to the product is quite different from innovation in services. Services are intangible and the customers need to feel them. This makes it mandatory for the organization to place the customers to a most crucial position, access tacit knowledge regarding the requirements and the demands of the customers and finally innovate their services in ways that it caters t o their needs. For instance, innovation in the financial service sector has occupied an important place. Financial innovation is not only restricted to design, distribution, and development of financial services and product but also modifying and altering the role of the financial institution. Financial innovation is done address the issues of tax and regulations. Over the past few years, the banks that are an integral part of the financial sector have done some major innovations such as automated teller machine, credit cards, and internet banking. Internet banking has not only changed the consumer’s behavior but also the way they conduct their business. In case of the business and financial service sector technology has become the key driver of innovation. An important and crucial transition has come in this sector through the integration of data, data analysis and technology (Chesbrough, 2011; Open Innovation Community, 2013; Institute of Directors, 2013). The integration o f technology has brought changes in the innovation platform of the financial service sector such as the shift from the use of paper money to plastic money and mobile wallet.

International Cooperation to Save Aral Sea Article

International Cooperation to Save Aral Sea - Article Example This has beena source of health problems among the residents (Circle of Blue | WaterNews ). As a response, the UN Secretary General Ban Ki-moon asks for an international cooperation, particulay involving the regional leaders of Central Asia, however this call has faced several oppositions especially to the proposed hydroelectric power plant in Tajikistan. Calls for regional and international cooperation to support environmental policies have never been easy; whether it is a climate change or other environmental issues. Culprits have never been kind enough to take responsibilities. Even in this case, Uzbekistan has not shown any sign of voluntary effort to save the sea. The United Nations should serve as the parent organization of all the countries and is just fitting to take the initiative. However, what we lack right now is the international environmental law that will cover such issues. Economists have also been in the pursuit of viable solution, particularly solutions that support the individual interest of the states. If we have such type of solution and strong environmental laws, international cooperation will be much more easier.

Dual-career families Essay Example | Topics and Well Written Essays - 250 words

Dual-career families - Essay Example , couples in a dual-career relationship have jobs that require a high degree of commitment and effectively the developmental nature of the professions these couples engage in is high. In effect, such couples pursue careers while still performing their main roles in parenting. These relationships have certain characteristics such as economic rewards for the couples and ultimately to the family. In addition, the family derives an added social prestige when both parents are working. Furthermore, a personal investment on the part of both partners is evident when they commit their time and energy to their careers. However, the commitment of time and energy can influence the relationship of the couples within the family setup. Hamner & Turner (2000) noted that, many working couples with children experienced conflicts in their work and family relationships effectively influencing their performance and creating stress at both work and in the family. Such conflicts influenced greatly on the children’s behavior. In this regard, one big issue in dual-career families concerns absentee parents. As such, house helps, who at most instances lack the basic knowledge in parentage, have the biggest responsibility on children. On the other hand, commitment to work drains the energy out of the parents once they reach home and eventually fail to spend quality time with their children. Effectively, children will pick behavior, at times undesirable, from other people since the parents are not monitoring their children progress closely as should be the case. Faced with such challenges, there are various ways that dual-career families can overcome them. According to Hester & Dickerson (1984), different programs devised by extension personnel are essential in training couples on ways of improving their relationship. Such programs establish unique responsibilities in each relationship advising each couple on the best way to parent their children while both juggle with their careers,

Vaccinations and autism Essay Example | Topics and Well Written Essays - 1250 words

Vaccinations and autism - Essay Example According to them, the exposure to mercury preservative called in thimerosal increase the autism of contracting the autism spectrum disorder. Moreover, this paper examines the studies on this topic to suggest a different realities and truth. Vaccination plays a critical role in the society in reducing the cost, diseases, and loss of human life. The government and society incur direct medical cost and vaccination plays a role in reducing the direct cost immeasurably (Solt, 2010). In essence, vaccination reduces the cost of treating medical complications caused by preventable diseases. The societal cost such as special education for children with special needs, supplies in the hospitals, and loss of productivity is huge. Studies and research have shown that publication to link vaccination and autism is a pipe dream and replete to failure. There is a widespread of misinformation on the effects of vaccination to human health. Propaganda has been spread that vaccination is a family planning method introduced to developing nation. Moreover, other people give personal accounts of contracting autism and other condition after vaccination. Misinformation can lead to contraction of preventable diseases hence the need of societal involvement in the debate (Stanovich, 2007). The global increase in the spread of autism diagnosis is caused by the increased awareness and diagnostic criteria. This has increased the perception that exposure to vaccines leads to autism. Research conducted by price and colleagues (2010) explored the correlation between prenatal and infant ethylmercury exposure from immuglobulin preparation. The study established that vaccination does not cause autism spectrum disorders as suggested by politicians and other lobby groups. The research asserts that there is no solid evidence that support the fact that vaccination and exposure to thimerosal causes autism. In essence, the

Functionalism, Conflict, and Internationalism Essay Example for Free

Functionalism, Conflict, and Internationalism Essay The three theories I plan to discuss are Functionalism, Conflict, and Internationalism with education. The need for these theories is what actually makes the system in education work, with the teachers, parents, school boards and committees the institution of education continues to function. The first theory is Functionalism and is about the study by Lawrence Kohlberg. It has been forty-three years since Lawrence Kohlberg published his doctoral dissertation characterizing six stages of moral development and fourteen years since his death. During this period, much has been written that has discredited stage theory and the overarching use of justice as a first principle of moral development. Yet Kohlbergs evolving moral theory continues to be used as a theoretical basis for moral development research and to influence teacher education. While some educators have dismissed Kohlbergs approach as wooden and fossilized, it continues to be central to what teachers know about, and how they think about, moral development. 2] Indeed, one author suggests that every psychology textbook published in the last quarter-century touches upon Kohlbergs work. [3] This consistent message, coupled with continued public talk about character development and moral education in schools, makes it likely that Kohlbergs stage theory continues to influence classroom practice, consciously and unconsciously, across the United States, Henry, (2001). By exposing the structural-functionalist roots of Kohlbergs theory, this essay raises concerns about the application of Kohlbergs ideas in the classroom. Fundamentally, Kohlberg focuses on individual development, a universal conception of justice, and universalizability do not translate well to the institutional-level application that he hoped his Just Community Schools would provide. What Kohlberg failed to realize was that a collection of individuals using a Functionalism, Conflict, and Interactionism in Education universal conception of justice in consistent ways across situations (morally mature individuals by Kohlbergs standards) did not necessarily create a moral community. In a moral community, the degree to which individuals have grown along a continuum of moral development should not be of greater importance than the ability of community members to work together to detect and solve moral problems. Henry, (2001) Foundational to the Just Community model was Kohlbergs belief that schools were important locations for the socialization of children into broader society. School was a childs first formal introduction into society at large. By going to school the child learns to fill the expected public roles of a member of his society (LKA, 21). Part of the power of schooling was the teaching of lessons necessary for successful life outside of school. In particular, Kohlberg stressed that students needed to gain an increased awareness of themselves in categorical terms. [7] In other words, he and his colleagues claimed that students needed to learn the categorical expectations to which they would be held publicly accountable and that school had an important function to play in teaching these lessons: [T]he child has to learn to be one among a crowd of peers in a classroom that is run by a relative impersonal authority figure who gives orders a power to wield praise and blame. What the child learns about how to handle the crowds, the praise, and the power will, from this point of view, give shape to her public morality: her conception of how one ought to act to get along and even prosper in the public domain (LKA, 21). Functionalism, Conflict, and Interactionism in Education These statements make it clear that Kohlberg saw schools as important locations for gradually imbuing children with the expectations they would meet as adults, Henry, (2001). While Kohlberg was focused on the individual the theory of functionalism doesn’t work. It works as a whole at a much larger level, the macro level, the institution of the schools. These system need function to run and for student to learn. With this in place there would dis-function children would not be able to learn and through the learning they learn how to enter into society and act accordingly in their roles into adulthood. The theory of Conflict in regards to education they are there, but one that comes to mind is the quality of the education that is given to students today. All the students are not looked at the same, if they come from a poor family or a minority family they are not thought of as equal in intelligence as the white middle to higher class of student. According to Conflict Theory, society is: A struggle for dominance among competing social groups (classes, genders, races, religions, etc. ). When conflict theorists look at society, they see the social domination of subordinate groups through the power, authority, and coercion of dominant groups. In the conflict view, the most powerful members of dominant groups create the rules for success and opportunity in society, often denying subordinate groups such success and opportunities; this ensures that the powerful continue to monopolize power, privilege, and authority. You should note that most conflict theorists oppose this sort of coercion and favor a more equal social order. Some support a complete socioeconomic revolution to socialism (Marx), while others are more reformist, or perhaps do not see all social inequalities stemming from the capitalist system Functionalism, Conflict, and Interactionism in Educational (they believe we could solve racial, gender, and class inequality without turning to socialism). However, many conflict theorists focus on capitalism as the source of social inequalities. The primary cause of social problems, according to the conflict perspective, is the exploitation and oppression of subordinate groups by dominants. Conflict theorists generally view oppression and inequality as wrong, whereas Structural-Functionalists may see it as necessary for the smooth running and integration of society. Structural-Functionalism and Conflict Theory therefore have different value orientations but can lead to similar insights about inequality (e. g. , they both believe that stereotypes and discrimination benefit dominant groups, but conflict theorists say this should end and most structural-functionalists believe it makes perfect sense that subordinates should be discriminated against, since it serves positive social ends). Conflict theory sees social change as rapid, continuous, and inevitable as groups seek to replace each other in the social hierarchy, McLeod, (2004). In contrast to Structural-Functionalists, who argue that the most talented individuals occupy the highest positions, conflict theorists argue that dominant groups monopolize positions of power, maintaining power from generation to generation and keeping subordinate groups out. Also in contrast to Structural-Functionalists, who argue that the most important positions in society are the best rewarded, conflict theorists argue that dominant groups get inordinate power to define which positions are socially rewarded. Highly-paid positions are not necessarily most important for society, they argue, but keep power in the hands of the privileged and powerful, McLeod, (2004). If conflict theory really see social change coming than that may mean the educators of this country may be starting to focus on the student and their intelligence instead of their financial status or race. Functionalism, Conflict, and Interactionism in Education The last theory Interactionism theory views society as the product of individuals interaction with each other. Through the process of socialization, people learn values, attitudes, and actions that they deem to be correct. People are exposed to a set of reinforcements to maintain or change those views and actions. Learning theory helps explain why people view others in particular ways, such as who is good and who is bad. Our views may have little to do with objective reality. Learning theory may also explain the process in which people come to engage in behaviors that others find problematic, such as embezzling or prostitution. As Sutherland (1940) notes, people learn the motivations, beliefs, and actions to engage in behaviors that some may find problematic. Labeling theory explores how people socially construct reality. People in positions of power and authority have the ability to label an activity as problematic or acceptable; people in lower social positions are less likely to persuade others to stick with their definition of the situation. This is why elites are able to define a situation that benefits them as good, while others may regard it as troublesome. It also helps explain why people in lower classes are more likely to be perceived as the cause of problems, and why elites escape that definition. The reality of any social situation depends on how people define it. For example, when college students drink alcohol, is it partying, is it normal, is it binge drinking, is it alcohol abuse, are they a social drinker, a problem drinker, do they use it or abuse it? We may wish to determine how we will label the alcohol consumption based on when they drink, with whom they drink, how much they drink, what they drink, and what they do when they are drinking. Is the drinking a personal problem, a campus problem, or a social problem? These distinctions areFunctionalism, Conflict, and Interactionism in Education determined arbitrarily through the process of labeling. Functionalism, Conflict, and Interactionism Functionalism, Conflict, and Interactionism underlying conditions probably existed for a long time before it was identified as an issue. The disagreement over whether something is a problem, how much of a problem it is, what and who caused it, and how it should be addressed is all a product of social construction created through the process of interaction, Vissing, (2011). I believe that between parents, teachers, students and the communities if they would allow each of themselves to be treated as people, students and human beings the educational process would be easier and more pleasurable experience and a happier and healthier environment. I know that is an impossibility but if were something even a few people would work at it may change the educational field a little bit at a time. To bring these three theories together to have a functional system, bring students in as one instead of the higher class and more social and control the groups of kids and the way they stand against each other there might be a chance to bring our education back on line and educate the students the way they should be educated and ready for the world after high school.

Translation Shifts In Students Translated Texts English Language Essay

Translation Shifts In Students Translated Texts English Language Essay People living in this world are divided by their cultures. Language as the part of culture holds an important role in peoples lives because it enables people to express their ideas either by talking or writing to others. In the earlier times, people did not seem to have problems related to the communication since they only needed to communicate with people in the same community who had good knowledge of the language they used. However, along with the growth of the age marked by the advance of communication devices and the needs of people to communicate to others outside their communities, the problem of communication starts to occur since people have to communicate with others having different languages in terms of its grammatical structures, its vocabularies, and even its spellings. It causes difficulties for people who are not accustomed to those differences. In order to solve the problems between two different languages, people use translation. Basically, translation is a tool to deliver meaning from source language (SL) to target language (TL). To make sure the meaning is perfectly delivered, a translator must re-construct the text by translating the words from SL to TL and arrange them based on the structures of sentence in TL so the structures are suitable with TL and there will be no loss of meaning. Knowing the importance to master translation skills, universities in Indonesia open a subject studying translation, and one of them is Translation Skill subject in English Department State University of Jakarta focusing on studying translation between English and Indonesian languages. In this Translation Skill subject, besides studying the theories related to translation such as the process, the methods, and the strategies of translation, students also conduct the activity of translating, that is to translate texts from English to Indonesian language and vice versa. In order to become a professional translator, students do not only have to master proper knowledge concerning translation theories but also they have to able to translate different kinds of text from foreign languages, in this case, English to Indonesian language in a proper form which means that the text can be read easily and its meaning remains intact. However in the implementation, students may face problems especially related to the different structures between English and Indonesian because indeed, as Moentaha (2006:12) states, every language has its specific grammatical and lexical systems. Actually, there many strategies, procedures, and techniques provided by translation experts to solve difficulties in translating as well as to prevent any distortions of meaning and errors which may be conducted by a translator especially students of English Department as novice translators, and one of them is translation shift. Catford (1965:73) defines translation shift as the departures from formal correspondence in the process of going from the SL to the TL. The shift can occur when a translator is translating a text from SL to TL by concerning some adaptations namely structural adaptation which causes the shift of form and semantic adaptation which causes the shift of meaning (Nida and Taber, 1969:105). Shifts are categorized into two major types, namely level shifts, the different level of equivalence between SL and TL items and category shifts, the departure of formal correspondence which are divided into four categories namely structure shifts, unit shifts, class shifts, and intra-system shifts (Catford, 1965:76). Studying those shifts in translation raises the curiosity of the writer to find out the types of shifts which occur in English Department students translated texts as well as the patterns of shift the students use to solve different structures between English and Indonesian language. Research Questions The questions to be answered in this study are: What type of shifts occurs in students translated texts? What shifts do dominantly occur in students translated texts? What pattern of shifts used by students to bridge the different grammatical structures between English and Indonesian? What pattern of shifts does dominantly occur in every type of shifts? Purpose of the Study The study aims at discovering the types of translation and classifying patterns of shifts occurring when students translate a text from English to Indonesian. From those kinds of translation shift and its patterns, the study also aims at figuring out the kinds of translation shift which dominantly occur in the translated text and the patterns of shift which are dominantly used by students to bridge the different grammatical structure between English and Indonesian. Limitation of the Study The study will focus on analyzing translation shifts occurring in thirty-five translated texts randomly taken from midterm test on Translation 2 subject conducted by students of English Literature Study Program English Department State University of Jakarta. The writer will use the theory of translation shifts provided by John Cunnison Catford in his book A Linguistic Theory of Translation dividing shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. Significance of the Study Besides can enrich the field of translation in English Department State University of Jakarta, this study is expected to enhance the ability of English Department students as novice translators to translate texts from English to Indonesian as equivalent as possible by concerning the shifts they can use to solve different structures between English and Indonesian. CHAPTER 2 LITERATURE REVIEW This chapter consists of definition of translation, process of translation, method of translation, definition of translation shifts, types of translation shifts, and the use of midterm test on Translation 2 subject as the source of data. 2.1. Definition of Translation Translation rises as an activity to translate message from source language containing meaning and words, and to reproduce them in a target language which can be understood by its readers. Although the elements of translation source text, meaning or information, and target text are agreed by translation experts proven by the presence of those elements in their definitions of translation, they have different ways to express the definition of translation. Catford (1978:20) defines translation as the replacement of textual material in one language (SL) by equivalent textual material in another language (TL). From the phrase equivalent textual material above, it can be figured out that the main thing which should be replaced is the information. In other words, a translator has to be capable of replacing the information in source text with equivalent information in target text. Another definition of translation is also presented by Nida (1969:12) stating that translation consists of reproducing in the receptor language the closest natural equivalence of the source language message, first in terms of meaning and secondly in terms of style. On that definition, Nida explains clearly that the main activity a translator has to do is to convey the message from source language to target language as natural as possible by regarding its meaning and style. Besides meaning and style, there is another thing which should be considered by translators if they want to create a good translation the intention of the source texts author. The concept is derived from Newmark (1988:5) who states that translation is rendering the meaning of a text into another language in the way that the author intended the text. Therefore, before translating a text, a translator has to read the whole text to understand the intention of STs author in making the text. In other words, a translator is like a bridge connecting the intention of STs author to the readers of target text. A balance between forms of language and structures of meaning which creates a complete package of a proper translation is delivered by Larson (1984:3) who states: Translation is transferring the meaning of the source language into the receptor language. This is done by going from the form of the first language to the form of a second language by way of semantic structure. It is meaning which is being transferred and must be held constant. On that definition, the first activity translators have to do is to transfer the meaning constantly from SL to TL continued by delivering it in the appropriate form of TL to prevent any loss or distortion of meaning. 2.2. Process of Translation Before explaining the process of translation deeper, one thing to be considered is the meaning of process. Oxford Advance Learners Dictionary (2000:1050) provides three definitions of process and the first one is appropriate with translation defining process as a series of things that are done in order to achieve a particular result. Another definition of process is also provided by Kamus Besar Bahasa Indonesia (2002:899) defining process as rangkaian tindakan, pembuatan, atau pengolahan yang menghasilkan produk. Two definitions of process above can be concluded that to achieve certain goals, there are a series of actions should be conducted. The same matter also occurs in translation when a translator has to undergo a series of processes to translate texts from SL to TL as stated by translation experts below. Larson (1988:3) provides three steps to produce a translation. First thing translators need to do is to learn the lexicons, grammatical structures, communication circumstances, and cultural contexts from source language continued by analyzing the SL texts to find out its meaning. Finally, the meaning is re-expressed using the lexicons and grammatical structures of target language and its cultural contexts as drawn on the figure below: Figure 1 SOURCE LANGUAGE TARGET LANGUAGE Text to be translated Discover the meaning Meaning Re-express the meaning Translation In line with Larson, Nida and Taber (1982:33) also draws a figure to explain that translation has to undergo three processes namely analysis, transfer, and restructuring called Three Stages of Process as shown below: A (Source) (Analysis) X Y (Restructuring) B (Receptor) (Transfer) Figure 2 On the first stage namely analysis stage, the message in language A is analyzed in terms of its grammatical relationships as well as its meaning and combination of words in the form of X. Secondly, on the transfer stage, those analyzed materials are transferred in the mind of the translator from language A to language B in the form of Y. Finally, on the restructuring stage, the transferred materials are restructured in order to make the final message fully acceptable in the receptor language. Moreover, Newmark (1988:19) divides the process of translation into four levels namely the textual level, the referential level, the cohesive level, and the naturalness level. On the textual level, translators have to find the equivalence of SL grammar in TL, translate its lexical units, and put them in the appropriate form of TL sentences. However, there are some words having more than one meaning including idioms and figurative expressions in the source text and these are the task of translators in the referential level, to define the real meaning behind those expressions and put those meaning in the appropriate expressions in the target text. To link the textual and referential level, translators should advance to the next level namely cohesive level. In this level, translators use connective words which can unite the text such as conjunctions, enumerations, reiterations, definite articles, general words, referential synonyms, and punctuation marks (Newmark, 1988:23). In other wor ds, to secure the meaning of the text, translators have to secure its form first because if the sentences in the text are not linked together, the readers will not get the meaning of the text. Finally, on the last level, focusing on constructing translated texts, translators have to make sure that their translated texts make sense and read naturally for a certain kind of situation because the translated texts seem natural in one context, may not seem natural in other contexts. Nothing translators can do other than to read their whole translated texts, underline some unnatural expressions, and replace them with the more natural ones. 2.3. Method of Translation In their attempt to distinguish between methods, strategies, and techniques, Molina and Albir (2002:507) define methods of translation as the way of a particular translation process that is carried out in terms of translators objective, i.e., a global option that affects the whole texts and their definition is strengthened by Newmark (1988:81) stating that translation methods relate to whole texts, while translation procedures are used sentences and the smaller units of language. It can be concluded that the result of translated texts is determined by the methods of translation used by translators because the aim and the intention of translators will affect the overall result of their translated texts. Newmark (1988:45) draws the methods of translation in the form of a V diagram dividing them into SL emphasis such as word-for-word translation, literal translation, faithful translation, as well as semantic translation, and TL emphasis such as adaptation, free translation, idiomatic tr anslation, as well as communicative translation. 2.3.1 Word-for-Word Translation This method is used on the pre-translation phase where the TL words are directly put below the SL words as so called interlinear translation. Cultural words are translated literally out of the context. Translators only need to find the equivalent words from SL to TL but the position of those SL words remains intact in TL to understand the mechanism of TL and as Catford states (1965:25) to illustrate in a crude way differences structure between SL and TL for further studies. 2.3.2 Literal Translation This method of translation is between word-for-word and free translation where the words are still translated out of context as in word-for-word translation but then they are placed based on the grammatical structure of TL. 2.3.3 Faithful Translation In faithful translation, translators try to reproduce the contextual meaning of SL to TL and place them based on the grammatical structure of TL. Cultural words are translated but its grammatical and lexical abnormality still occurs. Faithful here means the translation attempt to be completely faithful to the intentions and text-realisation of the SL writer. 2.3.4 Semantic Translation This method of translation produces a more natural translation than the previous method since in semantic translation, the aesthetic element is taken into consideration and cultural words in SL are translated into its cultural equivalent in TL. Semantic translation is more flexible than faithful translation which Newmark (1988:46) says as an uncompromising and dogmatic method. 2.3.5 Adaptation Adaptation as the freest form of translation is commonly used in translating poetries and script of plays where cultural conversions occur from SL to TL without changing the themes, characters, or plot of SL. Therefore, if translators want to adapt a script of play, for example, they have to maintain the characters and plot of the script while adapting only its dialogues from SL to TL. 2.3.6 Free Translation In this method, the content of source text takes more priority than its form so paraphrase is commonly used to assure the message from source text can be clearly delivered to the readers of target text. 2.3.7 Idiomatic Translation When translators reach this method, their translations will not sound like translated texts anymore since in this method, the message is reproduced in TL with more natural and familiar expressions sometimes using colloquialisms and idioms which do not exist in SL. 2.3.8 Communicative Translation This method prioritizes the elements of communication such as purpose of translation and readership (Machali, 2000:55), so translators have to translate the contextual meaning of SL both its language and its content to be acceptable and understandable for readers of TL who expect no difficulties in reading translated texts. 2.4 Definition of Translation Shifts As stated on the scope of study, the writer will use the theory of translation shifts provided mainly by Catford added with some other explanations from Newmark as well as Vinay and Darbelnet. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. Items which can be shifted are grammar as Newmark (1988:55) states shift is translation procedure involving a change in grammar from SL to TL, and word-class as Vinay and Darbelnet (1958:64) state transposition is the replacement of one word-class by another without changing the meaning of the message. Newmark (1988:85) states at least four reasons behind the occurrence of shifts. The first one is when SL and TL have different language systems so the shifts occur automatically and translators have no options but to undergo those shifts as in the translation of English plural words A pair of glasses to Indonesian singular words Sepasang kacamata and the position of adjectives as in A beautiful woman translated into Wanita cantik (Hartono, 2009:28). Another reason is when the grammatical structures of SL do not exist in TL, for example the initial position of verb in Indonesian sentences which is not familiar in English sentences except in imperative sentences. Therefore, it uses common structures of sentence as in the translation of Telah disahkan penggunaannya to Its usage has been approved (Hartono, 2009:29). Further, shifts also occur where literal translation is grammatically possible but may not accord with natural usage in the TL so it is the matter of naturalness between SL a nd TL, for example the change of word-class from noun to verb as in the translation of The pursuits of an intellectual life to Mengejar kehidupan intelektual. The last, shifts occur to replace virtual lexical gap by a grammatical structure, for example the change from phrase to clause as in the translation of The man with blue jacket is Mr. Green to Lelaki yang memakai jaket biru adalah Tuan Green (Hartono, 2009:30). 2.5 Types of Translation Shifts There are five types of shifts provided by Catford (1965:73) divided into two major types namely level shifts, and category shifts consisting of structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.1 Level Shifts Level shift occurs when an item at one linguistic level in SL has its translation equivalent at different level in TL (Catford, 1965:73). The only possible level shift in translation is the shift from grammar to lexis and vice versa as in the translation between English This text is intended for. to French Le present Manuel sadresse a. From the example above, level shift occurs when English this as a term in grammatical system of deictic is translated to French le present as a modifier consisting an article + a lexical adjective. Another example is from English He is eating a noodle soup translated to Indonesian Dia sedang makan mie rebus where a grammatical structure of English present continuous tense (is + V-ing) is translated to Indonesian lexicon sedang. 2.5.2 Category Shifts Oxford Advanced Learners Dictionary (2000:196) defines category as a group of people or things with particular features in common. Catford (1965:76) states category shift refers to some shifts which share a particular feature departures from formal correspondence in translation. Category shifts is divided into four types namely structure shifts, class shifts, unit shifts, and intra-system shifts. 2.5.2.1 Structure Shifts Structure shifts grammatically occur at any ranks of language where words, phrase, clauses, or sentences in SL has its translation equivalent with the same rank in TL so only their structures are different. Catford (1965:77) gives an example of structure shifts in clause rank from English clause The man is in the boat. to Gaelic clause Tha an duine anns a bhata. where their subjects are highlighted, their predicators are italicized and their adjuncts are underlined. A shift of structure occurs since the subject and the predicator of English clause exchange their position when the clause is translated to Gaelic so the structure S-P-A in English is switched into P-S-A in Gaelic. Another structure shift also occurs at phrase rank from A beautiful woman with adjective + noun in English to wanita yang cantik with noun + adjective in Indonesian. 2.5.2.2 Class Shifts Class shifts occur when the translation equivalent of a SL item is a member of a different class from the original item. An example given by Catford (1965:79) clearly shows a change of class from English phrase A white house to French phrase Une maison blanche where the English adjective white as a modifier (M) has its equivalence in French adjective blanche as a qualifier (Q) although both of them are adjectives, they possess different functions as a modifier in English and as a qualifier in French. A change of class also occurs when an English clause They insist on higher wages is translated into an Indonesian clause Mereka menuntut kenaikan gaji. The example shows that the English adjective of comparative higher changes to Indonesian noun kenaikan. 2.5.2.3 Unit Shifts Unit shifts occur when the translation equivalent of a unit at one rank in the SL is a unit at different rank in the TL. An example comes from the translation of English clause My father is very nice to Indonesian clause Ayahku sangat baik where a phrase in SL my father has a word ayahku in TL as its equivalence. 2.5.2.4 Intra-System Shifts Intra-system shifts are departures from formal correspondence where (a term operating in) one system in the SL has its translation equivalent (a term operating in) a different non-corresponding system in the TL, the shifts occur internally within a system. Vinay and Darbelnet in Catford (1965:80) give examples of the system related to the singular and plural form of words between English and French. An English singular word advice has translation equivalent a French plural word des concils and vice versa, a French singular word le pantalon has translation equivalent an English plural word trousers. 2.6 Midterm Test on Translation 2 Subject as the Source of Data Translation Skill is one of the subjects provided by English Department State University of Jakarta divided into two subjects taken continuously in different semesters namely Translation 1 in the fourth semester and Translation 2 in the fifth semester. Both subjects have four credits and are held twice a week. The purpose of this subject is to prepare reliable translators who can translate various kinds of texts including legal and non-legal text from English to Indonesian and vice versa. To reach its goal, students are not only given theories of translation such as definition, process, and various strategies to produce adequate translation, but they are also assigned to translate various kinds of texts to train their translation skill and to apply the theories they are studying. In the middle of the meetings, Translation 2 holds midterm test on November 2nd 2012 which consists of two parts. On the first part, students are given two texts and they have to choose the types of those texts whether persuasive, descriptive, or expository as well as to give their reasons regarding their choices. What will be analyzed by the writer is the second part of the test where students have to translate two texts from English to Indonesian titled The Meaning of English Literature and Enhancing the Role of Forests in Adapting to Climate Change as clearly, naturally, and accurately as possible. Although this is a midterm test, students are still allowed to open their dictionaries but it only helps them to find the lexical meaning of words. They still have to pay more attention to find its contextual meaning and to adjust their translations in the appropriate structures of Indonesian language using the strategies they have learnt so far, and one of the strategies may be transla tion shifts. Translated texts from midterm test are chosen as the source of data because during midterm test, students are translating the texts more carefully and more seriously to produce clear, natural, and accurate translations in order to obtain proper score. It comes better possibility to produce better translation. CHAPTER 3 RESEARCH METHODOLOGY This chapter consists of theoretical framework, research method, data and source of data, data collection procedures, and data analysis procedures. 3.1. Theoretical Framework Following up the definition of translation by Larson who states translation is to transfer the meaning and to change the form of texts from SL to TL, the writer will conduct a study about translation shift in students translated texts. Catford (1965:73) defines translation shifts as the departures from formal correspondence in the process of going from SL to TL. In other words, there will be some changes of form when a text is translated from SL to TL. Newmark (1988:85) states shifts occur when SL and TL have different language systems, when the grammatical structures of SL do not exist in TL, when literal translation is grammatically possible but may not accord with natural usage in the TL, and when translators want to replace virtual lexical gap by a grammatical structure. The translated texts are taken from English Department State University of Jakarta students answer sheets of Translation 2 midterm test and those translated texts will be analyzed using the theories of translatio n shifts by Catford who divided shifts into five categories namely level shifts, structure shifts, class shifts, unit shifts, and intra-system shifts. The writer chooses to analyze translated texts from midterm test because during midterm test, students will be more serious and more careful in doing their tests to obtain proper score so the possibility to produce better translation is higher. 3.2 Research Method In this study, the writer will use descriptive analysis as the method of the study. Kountur (2004:105) defines descriptive as a kind of research which gives descriptions or analyses over a situation as clearly as possible without manipulating the objects being observed. Therefore, in descriptive analysis method, the writer will describe the data and continued by analyzing them as Ratna (2010:53) states that descriptive analysis method is conducted by describing facts followed by analyses providing sufficient understanding and explanation. 3.3 Data and Sources of Data Thirty-five translated texts in Indonesian language from midterm test on Translation 2 subject will be used as the source of data. The analysis will be focused on the words, phrases, and clauses in the texts as the data. 3.4 Data Collection Procedures Data collection is a process of recording an event and gathering pertinent information (La Pierre and Zimmerman, 1997:39). In this study, the writer will collect the data using following procedures: Asking for permission from the lecturers of Translation 2 subject to borrow answer and question sheets. Copying the answer and the question sheets. Reading two English texts in the question sheet. Reading two translated texts written in Indonesian from students answer sheets. Underlining words, phrases, and clauses where translation shifts occur to be categorized and analyzed later. 3.5 Data Analysis Procedures After collecting the data, the writer will analyze them using the procedures below: Drawing a table consisting of English items, Indonesian items, and types of shift columns as following: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts Name of Students: Filling English and Indonesian Items columns with the words, phrases, or clauses from both versions of texts to be analyzed. Determining the patterns of shift on the types of shift columns as shown below: English Items Indonesian Items Level Shifts Category Shifts Structure Shifts Class Shifts Unit Shifts Intra-system Shifts They insist on higher wages Mereka menuntut kenaikan gaji Adjective to Noun Listing the types and the patterns of shift used by every student as shown below: Student A Types of Shift Amount Patterns of Shift Amount Level Shifts 14 Grammar to Lexis 14 Structure Shifts 10 Adj+N to N+Adj 10 Class Shifts 12 Adjective to Noun 9 Noun to Adjective 3 Unit Shifts 11 Word to Phrase 4 Phrase to Word 7 Intra-System Shifts 15 Plural to Singular 15 Stating the dominant types and patterns of shift. For example, the table above shows that the dominant type of shift is intra-system shifts while the dominant patterns of shift are grammar to lexis from level shifts, Adj+N to N+Adj from structure shifts, Adjective to Noun from class shifts, Phrase to Word from unit shifts, and Plural to Singular from intra-system shifts.

Gender Differences in Consumer Buying Behaviour

Gender Differences in Consumer Buying Behaviour Gender Differences in Consumer Buying Behaviour towards Casual Shoes Abstract â€Å"You could tell an awful lot about a person by the kind of shoes they wear. A phrase that our hearings often do come across there is always being a tendency towards buying the perfect, fashioned, unique and excellent sate of personality demonstrating pair of shoes among people mostly youngsters. The relation between dressing up and the idea of individual expression is complex. As a common approach to establish understanding of consumer attitude and buying preferences based on gender regarding casual shoes this research has been conducted after studying different kinds of consumer behavior models, literature and theories of consumer behavior This research will focus on attitudes and behavior on the concept of gender differences in buying behavior of casual shoes also the decision making process differs from consumer to consumer based on demographic and psychographic factors. As a convenient and accessible segment, university students have sampled to investigate the research objectives. For the purpose of investigating the research objectives, a combination of exploratory and descriptive research was used. A survey methodology using a self-administered questionnaire was justified to collect data, which sampled two groups (male=125 and Female=125) a total of 250 students at three different universities 1) Institute of Management Sciences 2) Qurtaba University 3) Cecos University of Science and Technology, clustered around Hayatabad Peshawar. Survey data was then analyzed and tested using specific hypotheses and measurements. Also this research will prove to be beneficial for firms and stores to identify the differences and expectations from their shoe brands and also to leverage their promotion campaigns to satisfy what is expected from consumers. Chapter 1. Introduction and Background of the study Introduction and Importance of Study Consumer behavior has a diversity of different study perceptions and functions as an interdisciplinary science. In this context, the understanding of consumer behaviour could appeals to a set of different areas of knowledge, such as psychological, cultural social psychological, physio-pyschological, genetics anthropology.† The main objective of this research is to study the consumer buying preferences with respect to gender differences in consumer buying behaviour of university Students in Peshawar when they go shopping to buy a pair shoe. To attain this objective a survey was developed and administered across Peshawar. This research with the presentation of the relevant literature in the area of buying behavior and then the research hypothesis is described. After that the methodology followed to develop the study is presented with a special reference to the sample method, data collection and statistics. Next, the results are presented and discussed and finally the conclusions are drawn. Background Research and studies regarding consumer attitude and behaviour are a common approach in post-war marketing contexts in order to establish or acquire insight knowledge to guide marketing activities regarding the consumption behaviours of particular groups of individuals (Nicosia, 1966; Howard and Sheth, 1969; Bettman, 1979; Engel, Blackwell and Miniard. 1986; Schiffman and Kanuk, 1991). Kotler, Armstrong, Saunders and Wong (2002) stress that understanding consumer buying behaviour is central to marketing management; moreover, marketing management must begin with insightful understanding of consumers. Consumer has been elated with the kind of reception; they are getting from various companies these days. The reason behind a drastic change in consumer behavior is because the consumer is no more treated as a hire purchaser but, he is treated as the decider of the companys fortune. Companies or marketers cannot hire any fortuneteller to guess the consumers attitude. Guessing or measuring the consumers attitude is not a cake walk but this is because predicting consumers attitude is as tough as predicting consumers mind (Bheri, 2004). Consumers are continuously choosing among the various products though they are not aware of the products and usage, even though they are intentionally purchasing the various new brands without any knowledge about the new products, furthermore if new company enters into the market, for every consumer it is very difficult to understand the features of the news products and this makes confusion among the consumers to obtain the information. For example: If one local company enters into the market then to gain the knowledge about the features of the new product, it will take long time for the consumers to understand (Nelson, 1970). The term ‘consumer can be described as a person who acquires goods and services for self satisfaction and his often used to describe two different kinds of consuming entities: the personal consumers and organizational consumers. The personal consumers buy goods and services for his/her own use. In this context, the goods are bought for final use by individual, who are organizational consumers, they encompasses for profit and not for profit business, government agencies, institutions, all of them must buy products, equipment and services in order to run their organization (Hawkins, Best and Coney 1998). The consumer will respond according to the product quality and reliability, the fundamental understanding of products is necessary to understand the product features, products reliability and product benefits (Baker, 2004). The consumer is the end user for the product; consumers buy the products in market; in order to perform successful sales operations in the market an effective distribution channel and networks are required for the organizations. Distribution channels and networks play an important role in the consumer goods industry. Consumer is the ultimate user of every product, without any consumer there is no market as such (Baker, 2004). Every region wise the different consumers are using different kind of products. Every consumer has their own tastes and preferences. So, every consumers opinions and preferences are different from one another. The local marketers have good idea about, what the local consumers are using (region wise). For example: The south Indian food habits and tastes and preferences are different, when compared to north Indian food habits (Thomas, 2004). Based on above paragraph, direct marketing activities have big impact on every consumer, because through direct marketing every company knows about the behavior of every consumer in the market. Manufacturing companies, retailer and suppliers do not have an idea about the consumer behavior in the local market. So, author suggested that direct marketing activities should be left to the local market leaders, because the local market leaders have best idea of local market and local consumer behavior. This theory helps for the organization and sub-organizations to know the consumer behavior in different market environments, taste and preferences of the consumer behavior (Thomas, 2004). McDonalds would not have made a big impact in the Indian market had it persisted with its U.S. product line that included beef products, moreover, McDonalds repositioned the brand as family-oriented and children-friendly, catering the traditional Indian middle-class segment that finds pride in its family culture and is especially conscious of childcare. So in this point of view Mc Donalds have approached differently, because they identified that, which they followed earlier that will not get good impact on their business so, they immediately changed the business line to achieve the targets, thus, this is one kind of business strategy to achieve the set goals in huge populated countries (Dash, 2005). For perspective of globalization we can not change the system of tastes and preferences of Consumers. Another instance demonstrating the ignorance of local tastes in the wake of globalization features the multinational Casual shoes makers, Nokia had tasted success with its soap-bar designed phones and ceased producing the flip phones that consumers found irritating to use (Zaccai, 2005). The Chinese business people are giving importance to Chinese traditional, patriotic values; the business people are running their businesses by showing their traditional, patriotic advertisement and promotional campaigns to get the business from the Chinese people. The Chinese consumers perspective, by assessing their preferences amongst a host of advertisements and promotional campaigns, later on the business people are started the global Advertisement campaigns with status and social appeal, they sought immense pride in clinging to the traditional, cultural and patriotic values through the local campaigns, with this theory helps by knowing the Chinese consumer behavior and also they are giving same importance to traditional and patriotic values in the name of advertisements. Finally, they want the advertisements with traditional and patriotic values of Chinese culture (Zhou and Belk, 2004). The consumers mind is different from one another in this as author said in the definition that according to the human psychology, demographical differences, age sex and to understand people needs. (Kotler, 2004), to assess the influences of every consumer approach is different, in theory explained that consumer is treated as decider of the company, what ever the product comes to the market, the consumer is the ultimate purchaser for every product, some times the consumers are choosing, selecting and going for family decision making to choose differently, in one point of time the consumers differentiated and explained that they are going for personal and some of the them are using products for profit. Demographical differences make new food habits for every consumer the choice of variation for every consumer (Kotler, 2004). The example of above paragraph, two countries, therefore Chinese consumers are giving respect to traditional and patriotic values, where as Indian consumers are more religious when they are using the products. These are influences that make the consumer to purchase different products; mostly those influences are more related to the physiological, demographical, social, cultural, economic, family and business influences. According to Kotler (1994), consumer behavior is the study of how people buy, what they buy, when they buy and why they buy. It is a subcategory of marketing that blends elements from psychology, sociology, socio psychology, anthropology and economics. It attempts to understand the buyer decision making process, both individually and in groups. It studies characteristics of individual consumers such as demographics, psychographics, and behavioral variables in an attempt to understand people needs. It also tries to assess influences on the consumer from group such as family friends, reference groups, and society in general (Kotler, 1994) for example while consumers purchase the shoe, then they go for family decision, comfort, satisfaction, price and quality. Every family member doesnt have the same opinion to buy the same product; different family members have different choice to buy the product. So, in one family consumer behavior is different (Kotler, 1994). Chapter 2. Purpose of the Study and Hypothesis formulation The purpose of this thesis is to contribute to a better knowledge of consumer buying behavior towards purchasing the casual shoes. The main objective of this research is to study the gender differences in consumer buying behavior of University students when they go shopping to buy casual shoe brands. According to the literature and aimed at answering the research questions of this study (Which are the main differences in According to the literature and aimed at answering the research questions of this study (Which are the main differences in casual shoes consumer behavior between women and men?) the subsequent hypothesis (H1) is formulated: â€Å"There are differences in consumer behavior according to the Gender?†. After testing this supposition, it follows a more detailed analysis of the main behavior differences between men and women according to: (i) what (what one buys, what one values the most in shoes); (ii) how Consumer behavior between women and men?) The subsequent hypothesis (H1) is formulated: â€Å"There are differences in consumer behavior according to the Gender based on Price, Quality, Branding, Comfort, style and Trend†. Analysis model, variables and store identification and interdependency For the purpose of gathering the important variables to this study a pilot test (see appendix) was prepared and floated before survey among the students and general consumers out side shoe stores in Peshawar. There were a number of attributes ranked five of the attributes were selected through highest frequency ranking. The pilot testing also helped in store identifications for the interest of this study. According to Pilot testing I selected variables 1) Price 2) Quality 3) Style 4) Comfort 5) Trend From the Stores I had to select 1) Bata 2) Service 3) I-Shoes based from the Pilot test. Secondary Objectives The assessment of Store comparison of 1) Bata 2) Service 3) I-Shoes To see for at what degree communication mediums Influences university students towards promoting their brands. To study and identify the Demographic characteristics Will university students be an effective segment shoe brand marketers Research Question The purpose of the study could be expressed by the following research question. Q: Is there any Difference in buying preferences of Casual shoes because of Gender based on Price, Quality, Branding, Comfort, style and Trend? Chapter 3. Literature review The Definition: Consumer-buying behavior according to Kotler (2004, p.601) is defined as â€Å"The buying behavior consumers individuals and house holds who buy goods and services for personal consumption.† the term ‘consumer can be described as a person who acquires goods and services for self satisfaction is often used to describe two different kinds of consuming entities: the personal consumers and the organizational consumers. The personal consumers buy goods and services for his/her own use. In this context the goods are bought for final use by individual, who are organizational consumers, encompasses for profit and not for profit business, government agencies, institutions, all of them must buy products, equipment and services in order to run their organization (Kotler, 2004). Peter and Olson, (1993) mention that interactions between the peoples emotions, moods, affection and specific feelings is called consumer behavior, in other words in environmental events which they exchange ideas and benefits each is called consumer behavior . Buying behavior of people, who purchase products for personal use and not for business purposes (Peter and Olson, 1993). Fishbeins (1967) attitudinal model has also been widely used in the marketing context (Lilien et al., 1992), and this paradigm provides researchers with a useful lens for examining the factors explaining consumer purchasing intention and adoption. According to this model, behaviour is predominantly determined by intention. Other factors like attitudes, subjective norms, and perceived behavioural control also are shown to be related to an appropriate set of salient behavioural, normative, and control beliefs about the behaviour. However, Fishbeins model stops at the adoption level and does not capture other important factors that explain and predict consumer continuance behaviour (repurchase). The expectation-confirmation model (Oliver, 1980), on the other hand, focuses on the post-purchase behaviour. It is a widely used model in the consumer behaviour literature, particularly in explaining consumer satisfaction and repeat purchase. Satisfaction is the central notion of this model, wh ich is formed by the gap between expectation and perceived performance. The expectation-confirmation theory suggests that if the perceived performance meets ones expectation, confirmation is formed, and consumers are satisfied. Bhattacherjee (2001) stated that satisfied users are more likely to continue purchasing the same products. The Physical actions of consumers that can directly observe and measured by others, by influencing behavior profit can be earned (kotler, Armstrong and Cunningham, 1989). The study of consumer behavior has evolved in early emphasis on rational choice (microeconomics and classical decision theory) to focus on apparently irrational buying needs (some motivation research) and the use of logical flow models of bounded rationality (Howard and Sheth 1989). The latter approach has depended into what is often called the ‘information processing model (Bettman 1979). The information processing model regards the consumer as a logical thinker who solves problem to make purchasing decision (Holbrook and Hirschman 1980). Compares the four major approaches to create successful inter-organizational relationships and integrates them into a single prescription for managing important inter -firm relationships (Palmatier, Dant and Grewal, 2007). Service fails, in satisfying the customers and developing customer loyalty over time in business to business markets. Cyert (1956) may have been the first to observe that a number of managers in addition to the purchasing agents are involved in buying process, and the concept was labeled ‘buying behavior and popularized by Robinson (Faris and Win 1967). Webster and Wind (1972) famously identified five buying roles, they are: 1. users 2. Influencer 3.buyer 4. decider and 5 Gatekeeper (Webster and wind, 1972). Further categories have been suggested as the ‘initiator (Bonoma, 1981), and the ‘analyst and spectator by Wilson (Wilson, 1998). The product purchase decision is not always done by the user. The buyer necessarily purchases the product. Marketers must decide at whom to direct their promotional efforts, the buyer or the user. They must identify the person who is most likely to influence the decision. If the marketers understand consumer behavior, they are able to predict how consumers are likely to react to various informational and environmental cues, and are able to shape their marketing strategies accordingly (kotler, 1994). The consumer behavior influences are follows: The consumer behavior influences in 3 aspects, they are acquiring, using and disposing. The acquiring means that how the consumer spends money on the products, such as leasing, trading and borrowing. Using means some of the consumers use the high price products and some of the consumer sees the quality. Disposing is nothing but distribution, order or places a particular product (Hoyer, Deborah, 2001). By understanding consumer behavior deeply, different authors have given different information about the consumer behavior, how consumer buys the products, it involves four steps they are: need recognition, information search, evaluation of alternatives, purchase decision and post purchase behavior, the marketer can pick up many clues as and how to meet the buyer need and develop an effective program to support an attractive offer to the target market (Kanuk, 1990). Another area of knowledge that has been used to a better understanding of consumer behaviour is the physio-pyschological one. Physiological psychology is the study of the interaction of the body with the mind. It is the study of the extent to which behaviour is caused by physical and chemical phenomena in the body (Morris 1996). Kroeber-Riel (1980) pointed out that cognitive and psychological processes originate from physiological ones. This field holds many promises for explaining consumer behaviour. For instance, the hypothalamus is that center of the brain which mainly controls consumption (Zimbardo and Gerrig 1996). The chemical changes due to the use/eat of the first product results in a blood borne input to the brain to activate further consumption. Thus, the individual would order one more product to use/eat. Such a behaviour is explained based on the research findings on the functions of the hypothalamus and other related areas of the brain (Valenstein, et al., 1970; Zhang et al. 1994). Physio-psychology provides fascinating ways to help understand consumer behaviour without looking into the consumers black box for hypothetically based variable explanations. To explain consumer behaviour further, new frontiers in science were introduced such as genetics and anthropology (Demirdjian, and Senguder, 2004). According to genetics approach our genes direct our consumption behaviour. Perhaps humans are all programmed to act in certain ways in their consumptive and consumer-related behaviour. Is the presence of certain genes that compel us to consume certain kind of products. Genetic science may very well come up with definite findings to explain consumer behaviour and thus we may strike a vein of truth in finding explanations and laws of consumer behaviour (Feder, 1977). Business anthropology and its implementation in consumer behaviour studies have demonstrated to the business world that anthropological approach as new perspective will bring a new era for the consumer science. The applied anthropologists will become the hottest candidates for business related research jobs given the fact that anthropological methods are becoming more widely ac ceptable in the business world in general and in consumer studies particular (Demirdjian and Senguder, 2004). According to the literature and aimed at answering the According to Kotler (1994), the Consumers buying decision process is influenced by four steps those are as follows: Types of consumer buying decision behavior: Consumer buying behavior decision-making varies with the type buying decision. There are different types of buying behavior decisions. * Complex buying behavior: Consumers undertake complex buying behavior when they are highly involved in purchase and complex buying behavior and perceive significant difference among the brands. Consumers may be highly involved when the product are expensive, risky, purchased in frequently and are highly expensive (Kotler, 1994). * Dissonance Reducing buying behavior occurs when consumers are highly involved with an expensive, infrequent or risky purchase, but sees little difference among various brands (Kotler, 1994). * Variety Consumers undertake variety seeking buying behavior in situations characterized by low consumer involvement, but significant perceived brand difference. In such cases, consumers often do a lot brand scrutiny (Kotler, 1994). The buying Decision Process Introduction of buying decision process Consumers make many buying decisions every day. Mostly large companies do extensive research on consumer buying decision, to answer questions like what does consumer buy, where they buy, how they buy, how much they buy, when they buy and why do they buy a product, for this question to reorganize the decision different stages needed they are, information search, and evaluation of alternatives, purchase decision and post purchase decision etc., The consumer passes through all five stages with every purchase, but in more routine purchases, consumers often skip or reverse some of these stages (Hawkins, Coney, 1998). The buying decision process: The buying process starts with need recognition, where as buyer recognize the need. The buyers decision is depending on his/her internal external stimuli of consumer behavior. The internal and external stimuli of consumer behavior means that the consumer, which product should purchase, how much wants to purchase and externally which products are more reliable and usable. According to this internal and external stimulis the buyer will take the decision (Hawkins, Coney, 1998). The consumers are searching the information from the various sources those are information search, personal source, commercial sources, public sources and experimental sources; this is also process of the buying decision process before purchase of the product (Hawkins, Coney, 1998). The decision process model in the consumer market contains five stages since consumer decision was suggested as a response to a problem (Solomon, 1991), and in most cases consumers facing more than two or more alternatives in the market place which requires evaluations (Schiffman and Kanuk, 1978). During the evaluation process, information will be collected to assist consumers to make the purchase decision. Finally, consumer will take further action according to the level of satisfaction of the purchase decision as post-purchase evaluation. Moreover, Sproles and Kendall (1986) identified characteristics of eight decisionmaking styles as follow: Characteristics of eight decision-making styles 1. Price/value consciousness: decision style that is concerned with getting lower prices. The presence of this trait means that the consumer is conscious of sale prices and aims to get the best value for their money 2. Perfectionism: decision style that is concerned with quality. Consumers with this decision-making style will not compromise with products classified as ‘good enough 3. Brand consciousness: decision style that is concerned with getting expensive, well-known brands. Consumers with this style believe that the higher the price of a product, the better the quality. These consumers also prefer best selling advertised brands 4. Novelty/fashion consciousness: decision style for seeking out new things. This trait reflects a liking of innovative products and a motivation to keep up to date with new styles and fashion trends 5. Habitual/brand-loyal : decision style for shopping at the same stores and tendency to buy the same brands each time 6. Recreational shopping consciousness: decision style that views shopping as being enjoyable per se. Shoppers with this trait enjoy the stimulation of looking for and choosing products 7. Impulsive/careless: decision style that describes a shopper who does not plan their shopping and appears unconcerned with how much he or she spends. Consumers with this style can regret their decisions later 8. Confused by over choice: decision style that reflects a lack of confidence and an inability to manage the number of choices available. Consumers with this trait experience information overload. However, it is worthwhile to point out that consumer decision process can take many stages, however, in low involvement purchase, consumer may skip or reserve stages (Kotler, 1994). For example, in low involvement conditions, consumer decision making can be a learned response to environmental cues such as in store promotion or extrinsic cue such as packaging. It means that the main decision process occur at the point-of-purchase, where consumer recognise needs, evaluate products and then make purchase decisions. In many cases, the purchase of bottled water fits into such description. Information search: The consumer can obtain information from any of several sources, which includes: Personal source: family, friends, neighbors, acquaintance etc. Commercial sources: advertising, sales people, dealers, packaging, displays. Public sources: mass media, consumer-rating organizations etc. Experimental sources: handling, examining, using of the product. Consumers receive most of the information about a product from commercial sources, which are controlled by the marketer. The most effective source however tend to be personal. Personal sources appear to be even more important in influencing the purchase. Evaluation of Alternatives: The consumer evaluates all the alternatives available to him/her to arrive at a brand choice. The consumer will see the product as a bundle of attributes with varying capacities, which satisfies his or her needs. The consumer will pay more attention to those attributes connected with their needs. The consumer is likely to develop a set of brand beliefs about, where each brand stands on each attribute. These of beliefs held about the particular brand is known as brand image, according to the beliefs and preferences of the consumer, evaluates the alternative products instead of using existing products (Kotler, 2004). Purchase decision: In the evaluation stage, the consumer ranks all the brands and makes a purchase intention. Generally the consumer purchase decision is to buy the most preferred brand, when purchasing a products, consumer will think about two things, which can be, purchase decision and purchase intention. The attitude of others and unexpected situation factors both directly or indirectly effects the consumers final decision to buy a particular brand. (Kotler, 2004). Post purchase behavior: The buyers job does not end when the product is brought. After purchasing the product, the consumer will be satisfied or dissatisfied and will be engaged in post purchase behavior. The satisfaction or dissatisfaction of the purchase of a particular product depends on the relationship between the consumer expectation and the consumer disappointment, if it meets the consumer expectations, the consumer can get satisfied. And if it exceeds he/she is delighted (Gilly and Gelb, 1986). Chapter 4. Theoretical Framework Consumer Involvement Theory The consumer involvement theory means that, how the consumer involving the purchase of various products in the market, after purchasing the product, how the consumer responding towards the products called consumer involvement theory. The consumers get the information through advertising, for that they purchase, use, and react that they see and hear about the products that they buy (Barry, 1987). Level of involvement an individuals intensity of interest in a product and the importance of the product for that person, those are enduring involvement and situational involvement (Homewood IL Irwin, 1987). Routinized response behavior is that the process used when buying frequently purchased low-cost items that requires little search-and decision-effort (Homewood IL Irwin, 1987). The consumer involved in purchasing of products and usage and, also, various aspects like high involvement and low involvement in process of purchasing of products. The consumer some times involves high and low in purchasing products, so, theory of involvement is explaining that the consumer recognizes the importance of the purchase and it considers that the degree of perceived risk, moreover, it reflects on self image perhaps information processing may be different from one another (Ray, 1973). The low involvement theory is explaining that the consumer would accept wide range of products with positive attitude with do-feel-learn strategy, firstly the consumer select any kind of product, use the product, if they are not sure about how to use the product, and they learn how to use the product. To purchase a new computer in market and using of the computer, if they are not satisfied then they go for learning of how to use the computer. The low involvement of consumer will be in manner that do-feel-learn strategy (Ray, 1973). In one of the consumer article author explained about the consumers, are influenced by television commercials and their relationship effectiveness of advertisements (Krugman 1987). High involvement theory is rational and emotional, and it is explaining about the consumers participations in the context very actively without any hesitation, moreover, they look after extensive problem solving. In this theory of involvement the consumers learn about the product, use the product, if they are feeling that the product is comfortable to use it, and then they