The Ethical Justification Of Abortion Essay - 1095 Words

Introduction Ethical justification of abortion is a controversial subject consisting of numerous significant theories that have been presented based on studies and researches. Basically, abortion refers to termination of pregnancy through removal of the undeveloped fetus. Seemingly, the act is highly condemned by majority sociologists and health practitioners due to violation of humanitarian ethics and morals. However, this particular perspective is orientated by the normative ethics system entailing utilitarianism versus deontology. Alternatively, this excerpt shall focus on analyzing the social altercations of abortion based on views and opinions presented by two influential individuals, namely Marquis and Steinbock. By identifying the main arguments and key elements apparent in the two arguments, the study is likely to derive rational insight concerning moral permissibility of abortion. Presentation of Topic Seemingly, the arguments presented by Marquis and Steinbock are both centralized on regarding the social act as immoral and inhumane. However, both sociologists adopt diverse approaches based on the eradicative attributes that justify abortion in rare inferences. According to Marquis’ argument, abortion is depicted as an abomination and should be considered as immoral as killing an adult human being. Seemingly, Marquis asserts that various health practitioners disregard the immorality of the act since they believe that the anti-abortion perspective isShow MoreRelatedTok Essay - Ethics and Math1702 Words   |  7 Pages10. Through different methods of justification, we can reach conclusions in ethics that are as well-supported as those provided in mathematics. To what extent would you agree? One could argue that mathematics and ethics are the underlying essentials above which our society has based itself. 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ØïÆ'Ëœ Friedrich Nietzsche (1844-1900) influenced modern thinking with his â€Å"God is dead† philosophy. This meant that there was no longer any room for God in an enlightened and civilized society. ØïÆ'Ëœ John Stuart Mill (1806-1873) helped popularize the philosophy ofRead MoreKant s Ethical Theory Of Abortion Essay1266 Words   |  6 PagesPhilosophy 5. What do you think Kant’s ethical theory tells us about the morality or immorality of abortion? Is it clear what utilitarianism tells us about abortion or euthanasia? Throughout the previous thirty-eight years ago since the U.S Supreme Court legalized abortion as a medical procedure, the topic of abortion has spurned several heated debates both socially and politically. 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The definition of abortion is â€Å"deliberate removal or deliberate action to cause the expulsion of a fetus from the womb of a human female, at the request of or through the agency of the mother, so as in fact to result in the death of the fetus† (Merriam-Webster, 2016). What about the morality of un-coerced, human abortion for our purposes abortions are voluntary, deliberate removals of a human fetus (Objections to Warren, 2016)Read More Ethical Dilemmas Surrounding Abortion Essay1430 Words   |  6 PagesEthical Dilemmas Surrounding Abortion In our society, there are many ethical dilemmas that we are faced with that are virtually impossible to solve. One of the most difficult and controversial issues that we are faced with is abortion. There are many strong arguments both for and against the right to have an abortion which are so complicated that it becomes impossible to resolve. The complexity of this issue lies in the different aspects of the argument. 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Using A Mixture Of Professional Resources Essay - 866 Words

5. What (publically available) (re)sources will you draw on to explore your question? Many of these will come out of our session in the library: a. Journal (field); b. Readings (books and journal articles); c. Curriculum documents; d. Policy documents; and e. Other †¦ I will be using a mixture of professional resources (e.g. textbooks and books) as well as research (e.g. peer reviewed and published journal articles). Most of the articles I will be taking are from the UBC Library, specifically the databases ERIC (EBSCO), Education Source, and PsycInfo. I will also try to find other sources such as curriculum documents, policy documents, or any useful and relevant online videos or websites if applicable. As recommended, I will also look into inclusion information written by Faye Brownlie and Shelley Moore, two local educators who are very well known for their research and writing in the area of inclusion. I also currently have two professional textbook resources that one of the professors lent me to look at. Below are the current resources I have garnered: o Boardman, A. a., Vaughn, S., Buckley, P., Reutebuch, C., Roberts, G., Klingner, J. (2016). Collaborative Strategic Reading for Students With Learning Disabilities in Upper Elementary Classrooms. Exceptional Children, 82(4), 409-427. doi:10.1177/0014402915625067 o Gedge, N. (2015). The inclusion illusion. TES: Times Educational Supplement, (5137), 26-30. o Glaeser, L. l. (2016). Breaking through: UsingShow MoreRelatedRoles, Aims and Objectives of Two Sports Organizations Essay1053 Words   |  5 Pagesexperience To respond to local demands The different types of aims will influence the programs and services offered, how the facility operates and the use of resource and sports development. Objectives are usually set out in measurable terms and describe the targets to be met. 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These interventions are called alternative, natural, or complementary forms of medicine. Some examples of these

English Proverbs and Sayings Free Essays

? 9  «? » ?. ?. : ?. We will write a custom essay sample on English Proverbs and Sayings or any similar topic only for you Order Now ?. , 2010 CONTENTS Introduction †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦ †¦. 3 1. The problem of the definition of proverbs and sayings †¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦. †¦Ã¢â‚¬ ¦4 2. The origin of English proverbs and sayings †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 3. The thematic classification of English proverbs and sayings†¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 6 4. The usage of English proverbs and sayings in teaching English 4. pronunciation .. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦Ã¢â‚¬ ¦7 4. 2 grammar †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 8 4. 3 vocabulary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. †¦.. 9 4. 4 speaking skills †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦. 11 Conclusion †¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦.. †¦. 13 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦. †¦.. 14 Appendix †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦15 INTRODUCTION This research is devoted to such an interesting phenomenon of our life as proverbs and sayings, and English proverbs and sayings in particular. Proverbs and sayings are records of the development of civilization throughout its history. We strongly believe that to know people’s culture and values, one should study their proverbs. People express their beliefs, customs, habits, knowledge, morals and any other capabilities in their proverbs. Nowadays pupils don’t read much and they don’t show much interest in learning either Russian or English proverbs or sayings. We began to write this work because we know that some children don’t think that English proverbs and sayings are worth learning. We want to prove that English proverbs and sayings can be very useful for learning the language. We read books on linguistics and also searched the Internet in order to find some useful information there. The object of our research is the phenomenon of the English proverbs and sayings. The subject of the research is the linguistic value of English proverbs and sayings while learning the language. The goal of the research is to make up a summary of English proverbs and saying which will be useful for teachers and pupils while teaching or learning different aspects of the language. The objectives are: * to study the problem of the definition of proverbs and sayings * to study the origin of English proverbs and sayings to group English proverbs and sayings according to their meaning (thematically) * to analyze the possibility of the usage of English proverbs and sayings in teaching * to make lists of the most useful ones * to find Russian equivalents to English proverbs and sayings Our hypothesis is that English proverbs and sayings can be widely used in teaching different aspects of the language. In this work we used different research methods, such as scientific cognition methods (analysis and synthesis), empirical methods (comparison). We think that the information acquired during the research is useful for learning and understanding the essence of proverbs and sayings and their role in communication; it develops language competence and encourages people to study the cultural aspect of the English language. 1. The problem of the definition of proverbs and sayings According to Oxford Advances Learner’s Dictionary a proverb is a well-known phrase or sentence that gives advice or says something that is generally true, for example ‘Waste not, want not’. A saying is a well-known phrase or statement that expresses something about life that most people believe is wise and true: ‘Accidents will happen’, as the saying goes. A saying is something that is said, notable in one respect or another, â€Å"a pithy expression of wisdom or truth. There are a number of specific types of saying, and one of them is a proverb – an expression of practical truth or wisdom. A proverb, (from the Latin proverbium), is a simple and concrete saying popularly known and repeated, which expresses a truth, based on common sense or the practical experience of humanity. They are often metaphorical. A proverb that describes a basic rule of conduct may also be known as a maxim. If a proverb is distinguished by particularly good phrasing, it may be known as an aphorism. The study of proverbs is called: paremiology (from Greek – paroimia, â€Å"proverb†) and can be dated back as far as Aristotle. Paremiography, on the other hand, is the collection of proverbs. Subgenres include proverbial comparisons (â€Å"as busy as a bee†), proverbial interrogatives (â€Å"Does a chicken have lips? †) and twin formulas (â€Å"give and take†). Typical stylistic features of proverbs are: lliteration (Forgive and forget) parallelism (Nothing ventured, nothing gained) rhyme (When the cat is away, the mice will play) ellipsis (Once bitten, twice shy) Internal features that can be found quite frequently include: hyperbole (All is fair in love and war) paradox (For there to be peace there must first be war) personification (Hunger is the best cook) To make the respective statement more general most proverbs are based on a metaphor. Further typical features of the proverb are its shortness (average: seven words), and the fact that its author is generally unknown (otherwise it would be a quotation). We should also understand the difference between a proverb and a saying. A proverb distinguishes from a saying by its instructive nature and maturity. Whereas a saying is usually not quite complete and has no conclusion. 2. The origin of English proverbs and sayings The sources of the proverbs and saying are various. Proverbs exist as folk knowledge in many cultures and diffuse across cultural and language boundaries with surprising ease as cultures adopt sayings from other communities and other languages. At their origin, most proverbs operate in an oral environment, and as such they display many of the same mnemonic traits necessary for purely oral retention and transmission such as alliteration, rhyme, and rhythm. They also display many of the content patterns common in other oral traditions including personification, and hyperbole. In fact most orally transmitted epic poems are constructed from â€Å"cliche† proverb building blocks, that is short, well-known and concrete sayings. Proverbs and sayings become part of common knowledge and nation’s heritage and when we use it we don’t think about its origin. We can suppose that any proverb was created by some definite person in some definite situation, but it’s impossible to find the author of many of them. We think it will be right to say that generally proverbs are of folk origin and their source is the collective intellect of the nation. On the other hand it is quite clear that lots of proverbs and sayings were added by clever people of their times. They say that Shakespeare added more phrases and sayings to the English language than anyone else. It is most likely that lots of them had existed before but not in such an easy to remember form. However, both sources – folk and literary – are intertwined closely together and very often cannot be separated from each other. The world of sail has given us more phrases and sayings than any other occupation. If it isn’t Shakespearian and it isn’t nautical there’s a good chance it’s Biblical. Both the Bible (Book of Proverbs) and Medieval Latin have played a considerable role in distributing proverbs across Europe, although almost every culture has examples of its own. Proverbs are also often borrowed from similar languages and cultures, and sometimes come down to the present through more than one language. Every country and language has its own stock of proverbs, and proverbs in our language today reflect every age and time. Art is long and life is short is found originally as a saying of the Greek physician Hippocrates; The apple never falls far from the tree, which means that family characteristics will always assert themselves, is apparently of eastern origin. Sometimes the proverb as we have it today looks back to an earlier period; the idea that Bad money drives out good, recorded from the early 20th century, looks back to the anxieties of the 16th-century financier Sir Thomas Gresham about the debasement of the coinage. The Bible has always been a major source (The leopard does not change his spots! ), but changes in the world around us create new proverbs to reflect current experience. The computing world has given us two of the most durable: Garbage in, garbage out and What you see is what you get. So as we can see the main sources of proverbs and sayings are folk, literary and Biblical. 3. The thematic classification of English proverbs and sayings English proverbs and sayings are numerous and various. It seems quite impossible to divide them all into thematic groups. But we have analyzed the meanings of a great number of English proverbs and sayings and singled out the following topics which are most frequently discussed by pupils in the lesson: [pic] Examples are given in appendix 1. We think that teachers can widely use these proverbs and sayings in their lessons to encourage their pupils to share the ideas and express their opinions while working on this or that topic. 4. 1 The use of English proverbs and sayings in teaching English phonetics English proverbs and sayings can be used by teachers while teaching different aspects of English at school. We think that they can also make the process of learning more interesting and exciting. Some English proverbs can be used to improve pupils’ phonetic skills and pronunciation. Teaching the beginners English proverbs and sayings can be used for practising different sounds, especially those which do not exist in the Russian language. Instead of separate words or phrases with sounds any teacher can use specially selected proverbs and sayings with the sound needed. This type of work can be included on different stages of the lesson and be a kind of relaxation for pupils. We propose the following proverbs and sayings for phonetic drills. Examples are given in appendix 2. We think that proverbs and sayings can be used not only while teaching beginners, but also working with intermediate students, when they can improve both the pronunciation and stimulate the speaking activity. Even advanced pupils learn proverbs and sayings with pleasure while trying to make their pronunciation perfect. Usually pupils have no problems with learning proverbs and sayings and find them interesting and useful. 4. 2 The usage of English proverbs and sayings in teaching English grammar English proverbs and sayings can be widely used in teaching English grammar. We analyzed lots of them and found out that the following grammar aspects can be taught with the help of proverbs and sayings: [pic] Examples are given in appendix 3. It is hardly possible to teach English grammar using only proverbs and sayings, but their use seems highly advisable for making the process of learning more fascinating and interesting. 4. 3 The usage of English proverbs and sayings in teaching English vocabulary English proverbs and sayings can also be widely used for teaching English vocabulary, because children learn a lot of new words from them. Sometimes pupils memorize new words easier better because proverbs and sayings are logical and expressive statements. When pupils learn proverbs and sayings they train their memory, learn how to select necessary words and also develop the emotional expressiveness of their speech. The necessity to find the appropriate Russian equivalents for English proverbs and sayings helps pupils to develop their ability to choose lexical items adequately, stimulates pupils’ desire to use dictionaries and improves their translating skills. For example we can use proverbs and sayings in teaching numbers, because they are easier to learn when the context is vivid. A bird in the hand is worth two in the bush. ? , ? . Two is company, three is none. . , . If two man ride on a horse, one must ride behind. , . Rain before seven, fine before eleven. ? 7 , ? ? 11 . . . Custom is a second nature. – . , . Two heads are better than one. . . : , ? . , ? . To kill two birds with one stone. . . : (). A cat has nine lives. The following proverbs and sayings can be used in teaching the names of different animals: Every dog is a lion at home. ? . If you cut the woods, you’ll catch the wolf. . There is life in the old dog yet. ? . If you run after two hares, you will catch neither. , . Curses like chickens come home to roost. , ? . Can the leopard change his spots? . Like cow, like calf. , ? . The early bird catches the worm. , . If you sell the cow you will sell her milk too. – . A fly in the ointment. ? . Love me, love my dog. , ? . Curiosity killed the cat. . A living dog is better than a dead lion. ? , ? . Pigs grunt about everything and nothing. . Catch the bear before you sell his skin. , . Learning English proverbs and sayings helps pupils to enrich their lexicon, train their memory and improve translating skills which are very important for anyone who wants to know English well. 4. 4 The usage of English proverbs and sayings in teaching speaking skills Proverbs and sayings can be used in different kinds of exercises for developing pupils’ speaking skills where they can serve as a stimulus. Here are some examples: make up a mini-dialogue using some proverb (work in pairs) â€Å"Two heads are better than one† PI: Tom, I can’t do my English today. Can you help me? P2: OK, it’s very not difficult. I’ll help you R1: Thank you very much. Two heads are better than one. â€Å"Never put off till tomorrow what you can do today† PI: Mum, I want to play football with Pete. P2: Have you cleaned up your room? PI: Not yet. I’ll do it tomor row. P2: Never put off till tomorrow what you can do today. * make up a collective story about this or that proverb (group work) â€Å"A friend in need is a friend indeed† PI: Yesterday I went to school. P2: We had a test in Russian. P3: But I left my pencil-box at home. P4: I didn’t know what to do. P5: My friend Nick had two pens. P6: He gave me one pen. P7: A friend in need is a friend indeed. * make up a fairy tale with a proverb as a title or a moral (individual work) â€Å"An apple a day keeps a doctor away† Once upon a time there was a little girl. Her name was Mary. She was very ill and her mother called a doctor. The doctor looked at the girl and said: â€Å"You must eat an apple every day. † Every day Mary ate one apple and soon she was fine. Her mother didn’t call the doctor any more. An apple a day keeps a doctor away. â€Å"The right thing in the right place†. Mother bought tickets to the cinema. She gave them to me. I put the tickets on my table. When the time came to go to the cinema I didn’t remember where they were. I looked for the tickets. I looked and looked and looked and found them under the table. â€Å"The right thing in the right place†. Debates are also very popular with teachers when they want to improve their pupils’ speaking skills. For debates we usually need two different opinions which must be contradictory in their meaning for pupils to try and to prove one of the opinions. English conflicting proverbs can be used to give a general idea for discussion. Examples are given in appendix 4. Proverbs and sayings can be used in different discussions when they can serve as a starting point of expressing pupils’ opinions. We think that conflicting proverbs are very useful for developing speaking skills because they will make any debate more interesting and dynamic. CONCLUSION This research is devoted to such a phenomenon as English proverbs and sayings. Proverbs and sayings are records of the development of civilization throughout its history. A proverb is a simple and concrete saying popularly known and repeated, which expresses a truth, based on common sense or the practical experience of humanity. A saying is saying is a well-known phrase or statement that expresses something about life that most people believe is wise and true. The main difference between a proverb and a saying is that a proverb distinguishes from a saying by its instructive nature and maturity. Whereas a saying is usually not quite complete and has no conclusion. The sources of proverbs and sayings are many various. The main are folk, literary and Biblical. All proverbs and sayings can be divided into various groups according to their meanings: proverbs and sayings about friendship, work, time, money and wealth, health, home and family, love and happiness, weather, learning and others. English proverbs and sayings can be used for teaching different aspects of the language: pronunciation, grammar, vocabulary, speaking skills on all the levels. Our research is aimed to help teachers in making their lessons more interesting and informative. Having analyzed a great number of English proverbs and sayings we created a sort of collection where they are presented according to their themes. We also grouped them together by grammar aspects. We are sure that English proverbs and sayings can be widely used in teaching different aspects of the language. We hope this collection will serve as a help list for teachers who want to make the process of English studying more interesting and effective for their pupils. REFERENCES 1. ?. ?. . ?. ? . ?. , , 1993. – 3 ?. 2. ?. ?. ? ? ? /?. ?. ; . ?. ?. . 2. . – : ,1995. – 348 ?. 3. ?. ?. ? ? ? . ?. , , 1992. – 222 ?. 4. ?. ?. ?. ?. - ? . -, 1996. – 353 ?. 5. ?. ?. ? . // ? , 1993. – ? 2. – ?. 51-52. 6. ?. ?. ? ? ? IX . // ? , 2000. – ? 1. – ?. 40 – 42. 7. ?. ?. ? // ? , 2001 – ? 2. – ?. 50-52. 8. http://www. ky-net-eye. com/rus/dictionary/english/for-russian-speaking/proverbs 9. http://en. wikipedia. org/wiki/Proverb 10. http://www. classes. ru/proverbs-and-sayings. htm 11. http://eng. 1september. ru/vie w_article. php? ID=200801319 Appendix 1 Thematic classification of English proverbs and saying 1). English proverbs and saying about friendship: A friend in need is a friend indeed. ? . . ? . ? , ? . ? . A friend is never known till needed. , . . . . A friend in court is better than a penny in purse. , ? . A friend who shares is a friend who cares. ? . A broken friendship may be soldered, but will never be sound. (), . . . Friend’s frown is better than a foe’s smile. , . . , . , ? . A hedge between keeps friendship green. , ? . : ? . A joke never gains an enemy but often loses a friend. , ? . . , , ? ? . , . , . Better an open enemy than a false friend. , . (. , , ? , . ) A friend to all is a friend to none. , , . . — . , . ? , . Even reckoning makes long friends. . . . . — . — . Friends are thieves of time. — . They are hand and glove. , ? . . . . Who keeps company with the wolf, will learn to howl. ? , . . ? , ? . ? - , ? . Old friends and old wine are best. ? . ?. , , ? — . 2). English proverbs and saying about work: Business before pleasure. , . . , . , . Haste makes waste. — . . , ? . — . A bad workman quarrels with his tools. ? ? . . ? ? . — . . The work shows the workman. . ? . After dinner comes the reckoning. . ?. , ? . Ill-gotten gains never prosper. . . . : , ? . In for a penny, in for a pound. , ? . ?. ?. ? , ? , . ) . , . , , . No pains, no gains. ? . . (). ? . To work with the left hand. . . . ? . With time patience the leaf of the mulberry becomes satin. ? ? . . ? . All work and no play makes Jack a d ull boy. ? . . — ? . ? , ? . – , . Many hands make light work. . . , . — , ? — . A busy as a bee. (), . Live and learn. ? . . – . 3). English proverbs and saying about time: Lost time is never found again. . . . May hay while the sun shines. , . . , . , . Never put off till tomorrow what you can do today. , . . . , ? . â€Å", , †, - . Procrastination is the thief of time. – . — . . . ? . Take time by the forelock. (?. ?. ). The more haste, the les speed. , . . . . With time patience the leaf of the mulberry becomes satin. ? ? . . ? . Time flies. . Time is money. – . Time is the great healer. - . . - . ). English proverbs and saying about money and wealth: A light purse is a heavy curse. — . . , . A heavy purse makes a light heart. . . , ? . A light purse makes a heavy heart. — . . , ? ? . He that has no money needs no purse. ? , ? . A penny saved is a penny gained. – . . , . — . . Good health is above wealth. . . . . . Money makes the mare go. (?) . Much will have more. . . ? . Strike while the iron is hot. . , . Take care of the pence and the pounds will take care of themselves. ? , ? ? . . . ? — ? . Add pence to pence, for wealth comes hence. . . ? — ? . A fool and his money are soon parted. ? . . ? ? . To come off with a whole skin. ? . . . What’s done cannot be undone. , . . . A bad penny always comes back. . Where there’s much there’s brass. , ? . Money begets money. . . . ? . Money has no smell. . Money is a good servant but a bad master. — , . : , ? . . — , ? — . Money often unmakes the men who make it. , . Money to spare likes (needs) good care. . . Money spent on the brain is never spent in vain. , , . 5). English proverbs and saying about health: After dinner sit a while, after supper walk a mile. () , ? . Agues come on horseback, but go away on foot. ? , ? . . , ? . , . An apple a day keeps a doctor away. . . Too much knowledge makes the head bald. . . – . Wealth is nothing without health. – . . ? . . — . . Health is not valued till sickness come s. , . . , . What can’t be cured, must be endured. , . : ? , .. An ill wound is cured, not an ill name. , ? — . Early to bed and early to rise makes a man healthy, wealthy and wise. . ? , , ? . Good health is above wealth. . . . . . ? sound mind in a sound body. ? . 6). English proverbs and saying about home and family: East or West, home is best. , , ? . . ? , ? . There is place like home. . ? , ? . , ? . Every dog is a lion at home. . . ? . ? . The furthest way about is the nearest way home. — . . - . Like master, like man. , ? . . , ? . Like father, like son. , ? . ?. , ? . , ? . , ? . . Men make houses, wom?n make homes. , ? . A good wife makes a good husband. ? ? . . ? . ? ? . A good Jack makes a good Jill. ? ? . . ? ? . If each would sweep before his own door, we should have a clean city. ? , . It is a sad house where the hen crows louder than the cock. , ? . Charity begins at home. () ? . . ? . Curses like chickens come home to roost. , , . . , ? . . My house is my castle. — . ( ? ). . ? , ? . Burn not your house to rid it of the mouse. He , , . . , ? ? . A house divided against itself cannot stand. . . , ? . Wash your dirty linen at home. . . . 7). English proverbs and saying about love and happiness: Absence makes the heart grow fonder. . , . All is fair in love and war. (, ) ? ? . He that has no children knows not what love is. , ? , , . Love is neither bought nor sold. . – ? . Love in a cottage. ? . . ? ? ? . Love me, love my dog. . , ? . , ? . Love cannot be forced. . . : . . Love is blind, as well as hatred. , ? , . . . . , ? . Love will creep where it may not go. , , . : . . . Salt water and absence wash away love. . . — . Take us as you find us. (), (?. ?. ? ). . , ? . Love lives in cottages as well as in courts. . ? ? ? . ? . ? – ? . be up to the ears in love. . . Unlucky at cards, lucky in love. . ? , ? . True love never grows old. C?. . He is happy that thinks himself so. , , . Happiness takes no account of time. . . . Happy is he that is happy in his children. , (?. ?. ? ). . ? , ? . Beauty lies in lover’s eyes. – ? . . : , ? . - , ? - . 8). English proverbs and saying about weather: Rain before seven, fine before eleven (rain before seven, clear by eleven). . It never rains but it pours. , . ( ) If there were no clouds, we should not enjoy the sun. . The wind can’t be caught in a net. ? . Any port in a storm. ? . Hoist your sail when the wind is fair. . Words are but wind. – . Vows made in storms are forgotten in calms. , ? , ? . Oaks may fall when reeds withstand the storm. , . A quiet conscience sleeps in thunder. ? ? ? . Save it for a rainy day. . After a storm comes the calm. – , – . – : , ? . – . After rain comes fair weather. , ? . The morning sun never lasts a day. . . : It is an ill wind that blows nobody good. , . . : . Sow the wind and reap the whirlwind. , . When it rains pottage you must hold up your dish. ? , . Small rain lays great dust. . . : , . , A foul morning may turn into a fair day. – . While it is fine weather, mend your sail. , ? ; . 9). English proverbs and saying about learning: Live and learn. ? . . : – . Soon learnt, soon forgotten. . Don’t teach the dog to bark. – . Learn wisdom by the follies of others. . Learn to creep before you leap. , . : . . . Learn to walk before you run. , . Like teacher, like pupil. , ? . Better unborn than untaught. , . Better untaught than ill-taught. , . . : . . Learning is the eye of the mind. – , ? – . Learning makes wise; ignorance otherwise. – , ? – . APPENDIX 2 English proverbs and sayings in teaching pronunciation [w] sound: Where there is a will there is a way. , ? . Waste not, want not. , . When wine is in wit is out. ? : – . What we do willingly is easy. – . When the cat is away, the mice will play. . No sweet without sweat. ? . Time works wonders. . [m] sound: So many men, so many minds. – . To make a mountain out of a molehill. . One man’s meat is another man’s poison. , . One man, no man. ? . [h] sound: One cannot run with the hare, and hunt with the hounds. Handsome is that handsome does. , . Harm watch, harm catch. – . [b] sound: Bargain is a bargain. . Business before pleasure. , . , . Beggar can never be bankrupt. . [p] sound: Practice makes perfect. . Plenty is no plague. . To buy a pig in a poke. ? . Praise is not pudding. . sound [t] Time and tide wait for no man. . To tell tales out of school. . sounds [t] ? [r]: Don’t trouble trouble until trouble troubles you. , . Tree is known by its fruit. , . sounds [t] ? [? :]: Better untaught than ill-taught. . Better unborn than untaught. , . [d] sound: Dogs don’t eat dogs. . Deeds, words. () , ? . Dog eats dog. . Dumb dogs are dangerous. , ? . Desperate diseases must have desperate remedies. . Delays are dangerous. . : () , ? . [k] sound: Care killed the cat. , ? . Curiosity killed a cat. . Quiet conscience sleeps in thunder. ? ? ? . Clear conscience laughs at false accusations. . Close mouth catches no flies. , . Counsel is no command. ? ? . Cut your coat according to your cloth. ? . ? ] sound: Health is above wealth. . Wealth is nothing without health. ? . Nothing venture, nothing have. – . Truth comes out of the mouths of babes and sucklings. . [? ] sound: God helps those who help themselves. ? . Neither here nor there. ? , ? . [ei] sound: Haste makes waste. – . No pains, no gains. ? . Who breaks, pays. , ? . To call a spade a spade. . To lay by for a rainy day. . . : . [i:] sound: Seeing is believing. , ? . To set the wolf to keep the sheep. – , - . [i] sound: Sink or swim! , . To kick against the pricks. . [e] sound: The best defence is offence. – . Add pence to pence, for wealth comes hence. ? — ? . Better late than never. , . [? ] sound: To have rats in the attic. . . . He that mischief hatches, mischief catches. , ? . [u] sound: By hook or by crook. , . APPENDIX 3 English proverbs and sayings in teaching different grammar aspects Adjectives and adverbs. Degrees of comparison: 1. Better late than never. , . 2. Health is better than wealth. . 3. The chain is no stronger than the weakest link. , ? . 4. The shorter the parting the less tears. – . 5. East or West home is best. ? , ? . 6. The nearer the bone the sweeter the meat. . 8. Cheapest is the dearest. , . 9. Better a small fish than an empty dish. ? . 10. The further in the deeper. ? – . 11. The more haste the worse speed. – . 12. Blood is thicker than water. C . 13. The best fish keep near the bottom. , , ? – . 14. A man cannot die more than once. . 15. The first step is the hardest. . 16. Where the river is deepest it makes the least noise. ? . 17. Grass is always greener on the other side of the fence. ? . 18. Another man’s bun looks much more fun. ? . 19. The more you study, the more you know, the more you know, the more you forget. – . 20. Better never begin than never make an end. , , . 21. Every bird thinks his own nest best. . 22. A man can do no more than he can. . 23. Things couldn’t be worse. . 24. He works best who knows his trade. . 25. A living dog is better than a dead lion. ? , ? . 26. The least said, the soonest mended. ? , ? ? . , . 27. The longest day has an end. , ? . 28. Stolen pleasures are sweetest. , ? . Imperatives: 1. Don’t cross the bridges before you come to them. . 2. Drive the nail that will go. , . 3. Never say die. , , ? . 4. Do as you would be done by. , . 5. Never cackle till your egg is laid. ? , . 6. Never put off till tomorrow what you can do today. , . 7. Don’t teach the dog to bark. , . 8 . Wash your dirty linen at home. . Modal verbs: 1. Never put off till tomorrow what you can do today. , . 2. What is done cannot be undone. . 3. You can’t eat your cake and have it. . 4. You can take a horse to the water but you cannot make him drink. , . 5. You cannot teach old dogs new tricks. , . 6. A willing horse shouldn’t be spurred. ? . Articles: 1. An apple a day keeps a doctor away. . 2. A man can die but once. , ? . 3. A friend in need is a friend indeed. ? . 4. The devil is not so black as he is painted. , . 5. A wise man never wants a weapon. , . 6. A drink is shorter than a tale. . Verbal. Participle I 1. Let sleeping dogs lie. , . 2. A drowning man catches at a straw. ? 3. The tongue ever turns to the aching tooth. ? , ? ? . 4. The pot calling kettle black. , ? . 5. A rolling stone gathers no moss. , . 6. No living man all things can. , . 7. Land flowing with milk and h oney. – . 8. To cry stinking fish. . 9. Burning desire is worse than fire. . 10. All lay loads on the willing horse. , ? . Verbal. Participle II 1. A watched pot is long in boiling. – . 2. Better one-eyed than stone-blind. . 3. Varnished tale can’t be round. . 4. Well begun is half done. . 5. Once bitten, twice shy. , . 6. A fault confessed is half redressed. . 7. ? thing well done is twice done. . 8. Threatened folk live long. ? . 9. Packed like sardines. ? . 10. ? burnt child dreads the fire. . Verbal. Gerund 1. Life is not all clear sailing in calm waters. – . 2. Seeing is believing. , . 3. Between promising and performing, a man may marry his daughter. . 4. It’s no use crying for the Moon. ? . 5. There is no harm in trying. (? ). 6. One cannot make an omelet without breaking eggs. – . 7. Learning is the eye of mind. , ? 8. ? clean hand wants no washing. . 9. A watched pot is long in boiling. – . 10. There is no use sticking your head in ? lion’s mouth. . Conditionals 1. If he finds ? man idle, he’ll set him to work. , ? . 2. If I never see you again, it’ll be too soon. ? – . 3. If you agree to carry the calf, they’ll make you to carry the cow. , ? . 4. If my aunt had been a man, she’d have been my uncle. , , ? -. 5. If ifs and ans were pots and pans, there’d be no trade for tinkers. , , ? -. 6. If you dance, you must pay the fiddle. , ? . 7. If youth but knew, if age but could. , . 8. If you run after two hares, you will catch neither. , . 9. If you agree to carry the calf, they’ll make you carry the cow. – ? . 10. If you laugh before breakfast you’ll cry before supper. , . Passive Voice 1. Nothing is lost for asking. . 2. Love is neither bought nor sold – ? . 3. An oak is not felled with one stroke. . 4. Rome was not built in a day. . 5. He who pleased everyone died before he was born. . 6. Nothing is secret, that shall not be made manifest. , . 7. Success is never blamed. . 8. A fault confessed is half redressed. . 9. thing well done is twice done. . 10. If things were to be done twice all would be wise. . Nouns. Plural 1. Too many cooks spoil the broth. ? . 2. Hunger breaks stone walls. . 3. Can the leopard change his spots? . 4. A cat in gloves catches no mice. ? . 5. Life is not a bed of roses. – . 6. So many countries, so many customs. , , , . 7. Hell is full of good wishes. ? . . They don’t bring coals in Newcastle. ? . 9. They don’t carry owls in Athens. ? . 10. Hard words break no bones. . 11. Men may meet but mountains never. ? , ? ? . 12. If you run after two hares, you will catc h neither. , . 13. Little strokes fell great oaks. . 14. A horse that will not carry a saddle must have no oats. , . 15. There is small choice in rotten apples. . Nouns. Possessive Case 1. All the keys hang not at one man’s girdle. . 2. Another man’s soul is always dark. – . 3. It’s only child’s play to what is on the way. , ? . 4. Pigeon’s milk. . 5. To be tied to one’s wife’s apron-strings. ? . 6. The last drop that breaks camel’s back. , . 7. On? man’s meat is another man’s poison. , ? . 8. I’m not my brother’s keeper. ? . 9. Cat’s cheers are mice’s tears. , ? . 10. The shoemaker’s wife is the worst shod. . 11. Another man’s bun looks much more fun. ? . 12. Crows never pick crow’s eye. . 13. You cannot make a silk purse out of a sow’s ear. . APPENDIX 4 Conflicting proverbs and sayings for debates Absence makes the heart grow fonder. – Out of sight, out of mind. Actions speak louder than words. – The pen is mightier than the sword. A silent man is a wise one. – A man without words is a man without thoughts. Look before you leap. – He who hesitates is lost. Many hands make light work. Too many cooks spoil the broth. Beware of Greeks bearing gifts. – Don’t look a gift horse in the mouth. Clothes make the man. – Don’t judge a book by its cover. Nothing ventured, nothing gained. – Better safe than sorry. The bigger, the better. – The best things come in small packages. What will be, will be. – Life is what you make it. Cross your bridge s when you come to them. – Forewarned is forearmed. What’s good for the goose is good for the gander. – One man’s meat is another man’s poison. With age comes wisdom. – Out of the mouths of babes and sucklings come all wise sayings. The more, the merrier. Two’s company; three’s a crowd. It’s the squeaky wheel that gets the grease. – The nail that sticks out gets hammered. The best things in life are free. – You get what you pay for. It never rains, than it pours. – Lightning never strikes twice in the same place. Everything comes to him who waits. – He who hesitates is lost. Opposites attract. – Birds of a feather flock together. Never too old to learn. – You can’t teach an old dog new tricks. There is nothing permanent except change. – There is nothing new under the sun. Variety is the spice of life. – Don’t change horses in the middle of a stream. Never do evil that good may come of it. – The end justifies the means. Better to ask the way t How to cite English Proverbs and Sayings, Papers

The Band That Wouldn’t Die Essay Sample free essay sample

The ESPN 30 for 30 movie called â€Å"The Band That Wouldn’t Die† is about the NFL Colts traveling from Baltimore to Indianapolis. The move was done in the center of the dark and the organisation took everything to Indianapolis except the marching set uniforms. which were at the cleaners. To forestall the organisation from taking the uniforms. the set hid them in one of the set member’s family’s mausoleum. The people of Baltimore were devastated when the Colts left their town and tried to convert the NFL to convey another squad to Baltimore. The Colts Marching Band continued to play at half clip shows and parades. Finally the NFL moved the Cleveland Browns to Baltimore. The Browns changed their name to the Ravens and the set eventually had a squad once more. This movie was really interesting to me personally because my full life is athleticss. Every since I was three-years old I have been take parting in athleticss. sometimes multiple athleticss at a clip. When I am apart of a squad. I am to the full committed to it. My committedness can be compared to the committedness of the Colts Marching Band to the squad every bit good as the fans to the football squad. Coming from a little high school. we were non ever the best at each athletics. My junior twelvemonth during volleyball we did non win a batch of games and the fans did non back up us at all. The Baltimore Colts fans wholly supported the football squad no affair what the result of the game was. To them. the Colts squad was such a immense portion of their life that it did non count if they won or non. As an jock. holding the support for so many people makes every game that much more of import. The participants were non merely playing for themselves any longer. but instead for everyone who considered the Colts apart of their lives. I believe the support that the fans showed the squad and the set is unbelievable. There was one fan that played t he Colts Fight Song every clip the squad got off the plane from an away game. was buried in a full Colts uniform. and some of the participants were his pallbearers. Peoples have mixed feelings about the reactions that the fans had when the Baltimore Colts squad left Baltimore and moved to Indianapolis. Personally. I understand the dedication they had to their squad. but being upset about them go forthing for 12 old ages is instead utmost. Why were they so connected to this squad and non to something else such as political relations? The clip period that they were upset merely shows how emotionally connected any fan can acquire to a squad. The squad was a immense portion of their life. In the movie. a adult male said that at school the kids would state the Pledge of Allegiance and so sing the Colts Fight Song ; the Colts were portion of their mundane modus operandi. In add-on. the category thinks that it was fly-by-night how the squad left in the center of the dark. I believe it illustrates how they were ashamed of the state of affairs and they knew it was incorrectly so they left when people would non cognize. The move from Baltimore to Indianap olis is similar to LeBron James’s move from the Cleveland Cavaliers to the Miami Heat. Both moves were really controversial and made a batch of people angry and disquieted. We pondered the idea that maybe the people of Baltimore were angry because without the NFL squad in the town. there were non the big crowds of people coming to Baltimore that would be go toing games and conveying money into the town. The high spots in the movie are really evident. In my sentiment there are two high spots. The first is when the NFL decided to convey the Cleveland Browns to Baltimore ; the people of Baltimore were so aroused because they eventually had a squad to replace the Colts. Additionally. I think that when the proprietor of the Cleveland Ravens asked the set president to be the Raven’s functionary set on the talk show was another high spot. After everything the set endured over the 12 old ages without a squad eventually paid off and they had a place once more. The major lowlight was when the Baltimore Colts packed all of their equipment into traveling trucks and left Baltimore in the center of the dark. One focal point of the movie was when the squad left Baltimore because without the move none of the other events in the movie would hold happened. Another focal point is when the Colts Marching Band continued to play irrespective of the fact that they no longer had a NFL squad to name their ain. They fought for what they wanted by playing in other NFL half clip shows and parades. I enjoyed listening to the interviews of people who had foremost had experiences with the move and the wake. The Baltimore Colts traveling to Indianapolis was a controversial event. The fans and the marching set fought for 12 old ages to acquire another NFL squad to come to Baltimore. They were so dedicated to the squad and made them such a large portion of their lives. Our category believes that the move was fly-by-night on behalf of the Colts organisation because they knew that what they were traveling to make was wrong to the people of Baltimore. We besides compared the move to LeBron James go forthing the Cavaliers and playing for the Heat. There are many interesting factors this movie covers. I believe this ESPN 30 for 30 movie is a good representation of true fan and set dedication. The set neer gave up their battle of belonging to another football squad and they genuinely are â€Å"The Band That Wouldn’t Die. †

Developing a Social Media Strategy

Introduction Coca-Cola Company is a manufacturer of soft drinks and has several lines of products with its own sub brands. This company operates globally and currently occupies more than 70% of the soft drinks market share in America, Europe, Africa, Asia, and other continents (Treadaway, 2010). The brand ‘Coca-Cola’ was recently ranked the strongest brand in the world.Advertising We will write a custom coursework sample on Developing a Social Media Strategy specifically for you for only $16.05 $11/page Learn More It is a household name when it comes to refreshments. Coca-Cola, an American firm, has managed to maintain its market lead ahead of its main rival, Pepsi-cola even in the face of the worst economic conditions. Through its many product lines, the main brand has continued to experience a market growth even in countries that had regarded it a symbol of America’s dominance over the world (Kotler, 2003). Social media has increasi ngly become popular in the world. Technology is moving very fast and with it are several changes in the communication sector. This super brand requires a massive awareness creation not just to its new sub-brands like Dasani, but also the older ones like Fanta. Conventional forms of mass media like newspapers, radios and television are still very vital forms of creating this awareness. However, with emergence of social media like Facebook, Twitter, and YouTube, communication is getting a new definition. A brand like Coca-cola cannot afford the consequences of assuming such new dynamics. The youths form a substantial portion of the target market for this brand. Statistics has it that well over 85% of youths in America and Europe are using these social Medias, either through their personal computers or through mobile phones. In Asia, 70% are on social media while Africa has 65% on it (Falkow, 2010). The middle-aged group is not left behind. Having realized the importance of social medi a, Coca-cola has embarked on a massive investment in it (Armstrong, Harker, Kotler Brannan, 2009). On 10 January 2010, the company rolled out an ambitious plan on social media strategy and policy. This policy was to ensure that it reaches out to as many of its customers currently on social media as it possibly could. This policy also saw it reduce its annual expenditure on other mass media by up to 6.6% by March 2010 in order to increase its investment in the social media (Times Business, 2010). All this is aimed at restructuring the company’s marketing strategy to enable the brand stay conspicuous in the market.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Competitor Analysis Coca-cola brand has remained strong even in the face of stiff market competition. There are several brands offering similar products as it does across the world, but one brand has managed to cause Coca -cola a scare in the American and overseas markets. This brand is Pepsi-cola. Started over a century ago, this North American brand has grown to become a darling company to many in the U.S. and other markets overseas. Its sub-brands like Mountain Dew, Sierra Mist, Naked Juice, and Aquafina among others are very strong in the market. Its iced tea, which is ready to drink, is one of the best selling products in North America’s beverage industry. This brand has realized the potential in the emerging social media and has taken well-calculated steps to tap from it. Pepsi Cola Company can easily be accessed through various social Medias. On Facebook, it can be accessed through https://www.facebook.com/pepsi, in Twitter through @pepsi, while on YouTube the link is  https://www.youtube.com/user/Pepsi/Pepsi (Andreasen, 2001). Time Business (2010) reported on Pepsi’s unusual withdrawal from the popular Super Bowl. Over the years, this sport has acted as a form of mass media ad vertisement to many corporations, Pepsi included. However, last year this brand withdrew from it in order to put more focus on social media, arguing that it is long gone, those days when mass media was regarded as the sole form of reaching customers. This company has decided to reach its customers through these social media and this has seen it penetrate some markets that it previously considered too hostile. This approach has worked for it. The presence of Pepsi brand in both the American and overseas markets are currently heavy enough to make it offer its main rival- Coca-cola, a proper challenge (Falkow, 2010). The youth can access the company’s site and get any information they may require about the brands market offerings. In as much as Pepsi has gone to great length in application of social media, there have been some instances when some of its strategies have been considered ineffective. Its departure from the mass media is so sudden, and the approach it gives social m edia is near unrealistic (Evance, 2010).Advertising We will write a custom coursework sample on Developing a Social Media Strategy specifically for you for only $16.05 $11/page Learn More An initially Brick, Moter, and Moter company like Pepsi cannot apply internet marketing as a near pure marketing strategy for its products. It therefore should reconsider its attitude towards mass marketing. Social Media Objectives Coca Cola’s entry into the social media is motivated by the fact that majority of their target market currently access the internet almost on a daily basis. The interactivity of these social medias also make them the best sites for the customers to get information about the firm, other than the fixed form of communication offered by mass media. This brand had objectives it wanted achieved by this entry as discussed below. Coca-cola wanted to create a large community of evangelists. These individuals have used the brand’s produc t; and were thrilled by it. By creating accessibility through mass media, these individuals can easily share their experience with others. These evangelists can easily direct others who had not used the product before to the brands site. From this site, others can access their informational needs about the products offered by the brand. The company also wanted to involve customers in their product creation. The social media offers the best way through which the company and the customers can interact in an effort to creating products, which are to the expectations of the market. Another objective was to increase brand awareness. These social sites offer the best opportunity for a company to create awareness to its new sub-brands. Customers access these sites almost on a daily basis. By reaching out for them through these sites, the brand is able to conquer larger markets at a faster pace. Dasani, a relatively new sub-brand, can gain awareness in the market by use of social media like You Tube whose membership runs to millions. Lastly, this brand was motivated by the desire to increase its sales volume. Through the social media, the brands sales volume could be increased by maintaining a positive image with its customers. The company can ensure that the customer is constantly informed about the brand and any misconceptions are ironed out immediately they arise.Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The main objective of coca-cola company is to be the preferred market provider of soft drinks in the American and overseas markets. The above-mentioned brand objectives in developing social media strategy align well with this objective as they try to assert the brands presence in the market. Platforms Coca-cola brand is already known in the market. It therefore requires a platform that is efficient and effective. The platform should also be relevant. One platform that will be appropriate in this case will be Facebook. This platform offers a large community through which, this brand can reach the customers. Currently Facebook hosts over 4 million users across the world (Treadaway, 2010). By introducing this brand as a community member, we are able to conquer the market that is already consuming this social media. Most of those accessing this site do it to communicate with friends for pleasure. Coca Cola’s brand should therefore be positioned as a product for pleasure so that i t fits in this context. With the company’s profile in this community, we can send and receive custom-made communications from Coca Cola’s ‘friends’ across the world. This strategy enables the customers to be in position to deliver to us a personalized communication about Coca Cola’s brand. The approach creates the sense of belonging among customers. It develops an attachment, as the customer will feel that they are part of the firm, and the brand is their property that should be developed. This strategy also enables the firm to send direct communications to the members of the community about new developments in the products without their message being regarded as spam. In this platform, the firm would create a forum where individuals from across the world are free to discuss with the firm about their feelings over the company’s brand offering. They can tell the firm of the adjustments they feel should be made in the products or even the prici ng strategy. Another platform is twitter. Created in March 2006, this social network currently serves over 200 million users. As compared to Facebook, Twitter has received a lesser attention from many of firms seeking social media marketing. This means that it has a vast potential that is untapped. With the growth projected to be double its current size by the end of 2013, Coca Cola’s brand can make an early entry so that it secures its place and experience growth as it expands. Like Facebook, Twitter has gained acceptance from across the world. With its features that enable users to send and receive messages via their mobile phones or through twitter websites, twitter has gained fame at a pace that even the technology author, Steven Johnson had not predicted. It is currently ranked third most visited social media. The brand can develop a niche in this market and position itself as the brand that understands the requirement of its customers. Unlike Twitter, that has majority of its users as youths, older society members’ access twitter. This brings up an opportunity for the brand to reach out to the market segment that was left out by Facebook. Moreover, the communication in this media can be custom made to attract the aged. We can bring out the refreshing aspect of black current sub-brand, or the healthy mineral water- Dasani. The other platform that could work for Coca-Cola is the You Tube. This social media is rated second most visited, only after Facebook. Engagement Plan The main aim of developing this strategy is to develop sustainability for Coca Cola’s brand. The customer is the focus and increased sales the company’s main target. For this reason therefore, customers must be actively engaged in order to achieve the most out of this strategy. The main advantage of social media over the conventional mass media is that it facilitates interactivity. By joining a community like twitter, this brand is open to criticism from custom ers that will enable it adjust its products appropriately. They can also respond to some criticism that may be misguided by providing the right information to the market. By engaging search engines like Flikr or Google, the firm allows customers to access information about the brand in real time. This will require that the company provide such engines with as much information as may be necessary so that customers will access them. Coca Cola seeks to create a forum where all stakeholders can easily interact with one another with the aim of fostering interactive community. Members in this community can only work properly if they are able to communicate freely with each other. Consumers make a very important part of a company. The Coca-cola brand needs to know the requirements in the market in order to fine-tune its products (Jarboe, 2009). When management assumes this approach, there will be a direct positive relation in the sales volume. According to Klein (2009), customers must be i nvolved in the implementation of key strategies so that the outcome will be acceptable in the market. He argues that customers’ opinion is should be taken care of in order to create harmony in the market. Challenges and Considerations The strategy to give marketing an approach from social media was timely and well calculated. The brand has managed to double its market share in countries such as Israel and Comoros Island, regions where sales were not very attractive. However, this has not been without challenges. Some of the major challenges faced in the implementation of this strategy are as follows. Freedom found in the social media: This factor is a double aged sword. On one end, it helps the brand get first hand information about their feeling towards our product without any editing. On the other end, it allows individuals say anything about the brand, some of which may hurt our sales. A competitor can therefore take advantage of this and spread negative communication abou t us. This message will spread so fast that by the time we are able to respond, it would be a little too late. This freedom to communicate to us about their feeling on our brand positioning can also be abused. Coca Cola relies on this communication in order to come up with a marketing strategy that is acceptable in the market. If this information is misleading- which may be the case- then the company’s actions in the market may be counterproductive. The company’s team must therefore screen the information and eliminate any issues that may mislead the applied marketing team (Andreasen, 2001). Social media is not all-inclusive: A market segment that is left out which comprises the elderly. This group is not enthusiastic about the wonders brought by technology. Another group not covered by the social media is the rural dwellers, especially in the rural set-up. They make a substantial portion of the market and for the prosperity of our brand; we cannot afford to assume the m. This calls for application of other means like the mass media, which comes at an extra cost (Kurtz, 2008). Another serious challenge we face by application of this strategy is the fact that many people still regard social media as a preserve for youths who are lazy and use these sites to pass time the easy way. They do not appreciate the potential posed by the social media and therefore any communication made through them draws not, their attention. They believe that such communication is targeted at such youths and they will therefore assume them. For them, a company like Coca-cola should consider other ‘serious’ means in order to communicate with them. This sends us back to mass media where this market segment can be accessed. Another challenge with the social media the firm integrated into the marketing strategy was content limitation. These social media have character limitation. Twitter can only accommodate 144 characters, and this means that our messages will b e limited to that. The graphics that are very important in marketing may also be applied as easily as it would be in mass media. This limitation forces the marketing department to look for alternative means so that the right message reaches the market. Hackers pose another serious challenge. They can access our wall in these social media and post information that damages our public image. The technical team must therefore keep an eye on such possible threats (Thomases, 2010). Timeline This strategy is expected to take a period of three months. Within this time, the strategy should be up and running as part of Coca-Cola’s marketing strategy. The first one and a half month should see the introduction into and successful operation in the Facebook. Being the largest social media and our first choice, the firm will give it the longest period. Within this period, the firm will create our profile, develop our wall in Facebook, and test the responsiveness of the market. Through this, the firm will be able to adjust as may be necessary. The second platform, twitter will take three weeks and will follow the steps that were used in the first platform, and lastly you tube will come in the last three weeks. Within this timeline, the firm hopes to achieve an effective social media strategy. Conclusion Social media has developed over the past few years and this growth is expected to continue for several years to come. With this new development, marketers around the world must redefine their marketing strategy and give a new approach to the manner in which they reach their target market. This calls for a development of a Social Media Strategy that would enable brands like Coca-cola to tap from the massive potential offered in the social media. Coca-cola has realized this and developed the strategy discussed in this paper so that it can successfully reach its customers. This strategy allows the marketing department interacts actively with the market so that its approach is customer based. Through this, the marketing department is able to advice both the production and the quality control departments of what is expected of them so that their products are to the expectations of the market. This way, the brand will experience growth in its market share not just in the American markets but also markets abroad. Social media offers this brand opportunity to remain conspicuous in the market. References Andreasen, A. (2001). Ethics in social marketing. Washington, DC: Georgetown University Press. Armstrong, G., Harker, M., Kotler, P. Brannan, R. (2009). Marketing: An introduction. New Jersey, NJ: Prentice Hall. Evance, D. (2010). Social media marketing: An hour a day. Indianapolis, Indiana: Wiley Publishing, Inc. Falkow, S. (2010). Social media strategy. New York, NY: Expansion Plus Inc. Jarboe, G. (2009). YouTube and video marketing: An hour a day. Indianapolis, Indiana: Wiley Publishers Inc. Klein, H. (2009). Customer engagement strategies: The three k eys to engaging C-suite executives. New York, NY: Prentice Hall. Kotler, P. (2003). Marketing insights from A-Z: 80 concepts for every manager. New Jersey, NJ: John Wiley and Sons. Kurtz, D. (2008). Contemporary marketing: Designing customer oriented marketing strategy. New York, NY: Cengage Learning. Thomases, H. (2010). Twitter marketing: An hour a day. Indianapolis, Indiana: Wiley Publishing, Inc. Time Business. (2010). Behind Pepsi’s choice to skip this year’s super bowl. Web. Treadaway, C. (2010). Facebook marketing: An hour a day. Indianapolis, Indiana: Wiley Publishers, Inc. This coursework on Developing a Social Media Strategy was written and submitted by user Jenny Andrews to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Basics of Chemical Weapons and Warfare Agents

Basics of Chemical Weapons and Warfare Agents The Basics of Chemical Weaponry A chemical weapon utilizes a manufactured chemical to incapacitate, harm, or kill people. Strictly speaking, a chemical weapon relies on the physiological effects of a chemical, so agents used to produce smoke or flame, as herbicides, or for riot control, are not considered to be chemical weapons. Although certain chemical weapons can be used to kill large numbers of people (i.e., as weapons of mass destruction), other weapons are designed to injure or terrorize people. In addition to having potentially horrific effects, chemical weapons are of great concern because they are cheaper and easier to manufacture and deliver than nuclear or biological weapons. Types of Weapons The earliest chemical weapon wasnt an esoteric chemical concoction. During World War I, chlorine gas  was used as a chemical weapon, released in massive clouds by the German army to cause lung damage and terror downwind of its release. Modern chemical weapons include the following types of agents: Choking Agents (e.g., phosgene, chlorine)Blister Agents (e.g., nitrogen mustard, Lewisite)Nerve Agents (e.g., Tabun, Sarin, VX) How Chemical Weapons Work Chemical agents may be released as tiny droplets, similar to the action of a bug bomb used to release insecticide. For a chemical weapon to cause harm, it must come in contact with the skin or mucous membranes, be inhaled, or be ingested. The activity of the chemical agent depends on its concentration. In other words, below a certain level of exposure, the agent wont kill. Below a certain level of exposure, the agent wont cause harm. Protective Measures The best protective measure you can take against chemical weapons is to become educated about them. Most of us dont have gas masks or atropine (an injectible used in cases of nerve agent exposure) and wont be on a battlefield, so the recommendations presented here are intended for the general public. Dont PanicYes, chemical weapons are more likely to be used in a terrorist scenario than nuclear or biological weapons. However, there are several steps you can take to minimize exposure and protect yourself in the event you encounter a chemical agent. Realistically speaking, you are more likely to witness an accidental chemical spill than a chemical attack. Your best defense is to face the situation with a level head. Seek High GroundChemical agents are denser than air. They sink to low-lying areas and will follow wind/weather patterns. Seek the highest story of a building or the top of a natural land formation. Seek Open Spaces or Seek a Self-Contained Air SupplyFrom the point of view of a terrorist, a heavily populated area is a more attractive target than a sparsely populated region. Therefore, the threat of a chemical attack is lessened in rural areas.In the event of an attack, there is some sense in isolating your air supply. Most chemical agents disperse after a certain amount of time (a notable exception is VX, which is designed to persist), so refraining from contacting exposed air may be a good protective measure. Use Your SensesHow do you know if you have been exposed to a chemical agent? You may not be able to see or smell one. In their pure forms, most chemical weapon agents are clear liquids. Impure chemicals may be yellowish liquids. Most are odorless and tasteless, but some have a slightly sweet or fruity smell. Skin irritation, respiratory distress, and gastrointestinal upset all may signal exposure to a chemical agent. However, if you dont die within minutes, you probably wont die at all. Therefore, if you believe you have been exposed to a chemical agent, wait until you feel secure before seeking out medical attention (but do seek it out). Use Common SenseHave a radio (with batteries) and keep up with the news. Pay attention to civil defense advisories and think before acting.

Visual analysis Essay Example | Topics and Well Written Essays - 750 words - 1

Visual analysis - Essay Example The following analysis examines these three aspects of the poster in turn: the representation of the dramatic content of the film, the adherence to film advertising conventions, and the contention that it is a classic film. At first sight, the most striking attribute of the poster is the complex image in the center. The face of a woman is shown with eyes closed and mouth open. This temporary blindness is one of the ways in which the film underlines female victimization (Diffrient 80). The red lipstick and open mouth convey a high level of arousal, which could be interpreted in several ways, including sexualized excitement, fear or shouting. The woman’s hands are in a rigid, fully stretched position which conveys extreme stress, as one hand protects her head and the other appears to reach out as if grasping for help. Images of birds are overlaid on the female face, in various shades of black and grey. The beaks of the birds all focus on the woman, giving the impression that she is under attack. There is an implicit appeal to the viewer of such an image to feel sympathy for the woman, who is clearly distressed and afraid of the birds. It is also advance notice that the genre of the film is horror, because of the fear that is visible in the female figure. In contrast to this dramatic image in the center of the poster, there is a small image of the same female actor in the right hand corner at the bottom. This feature recalls the proportions and style of a passport photograph, with few colors and a full-face angle showing Tippi Hedren’s clearly features. The caption â€Å"A Fascinating New Personality† is intended to add mystery to the image, but the main visual message is a very obvious likeness to the Hollywood star Marilyn Monroe, who had died in tragic circumstances just a year before, in 1962 (Taraborrelli 470.). The iconic importance of Monroe in American culture of this period has been attributed to her status as â€Å"a contradiction i n terms† (Rollyson 14), something between a victim and a goddess, or an innocent child and a knowing sex-symbol. The phrase â€Å"and introducing ‘Tippi’ Hedren† alongside the image adds to the impression that the poster is trying to persuade the viewer that this actress has emerged to take on the iconic role that Monroe’s death has left vacant. The format is portrait, and not landscape, which gives the poster the look of a book or page, rather than the widescreen shape of a movie. This format gives the poster an intellectual aura, and this is underlined further by the black and white portrait of the Alfred Hitchcock at the top of the poster, and the provision of a quotation from the director, along with a copy of his signature, in different typefaces. It is very unusual to see a movie poster with the director’s photograph on it, since most movies are more concerned with advertising the leading actors in the film, who are likely to draw in the ir fans. It is also unusual to see an endorsement for any artistic work from the creator himself or herself. The subtle argument being presented here is that this is an exceptional director whose work is of proven merit and whose opinion is worthy of attention. The director’s distinctive, rather heavy face, his dark suit and his somewhat arrogant side-ways look are indicators of a sense of superiority and formality. The

Business 50 p week 2 Essay Example | Topics and Well Written Essays - 250 words

Business 50 p week 2 - Essay Example Policies and procedures define the service culture and the mode of operation within an organization. The essence of recommending changes in the manner in which policies and procedures are established is to give priorities on certain aspects that are critical for employees and customers. Formulation of policies and the process of implementation requires an approach that focusses centrally on the clients while maintaining the interest of the employees (Martinez & Hobbi, 2008). Most of the policies focus on the organization and not the workers and the clients who are supposed to be served. Service culture requires a two-dimensional approach where the interest of the customers and the employees are catered for with due diligence. Catering for the needs of the employees enhance motivation thus increasing the levels of productivity for the organization. Consequently, a customer-centric approach in policy formulation ensures that the client satisfaction in terms of service delivery is achieved as appropriate (Martinez & Hobbi, 2008). Changing the design of policies and procedures enhance prompt service delivery positive impact on the service culture of the

SCHINDLER'S LIST (1993) Essay Example | Topics and Well Written Essays - 1000 words

SCHINDLER'S LIST (1993) - Essay Example During the time of this movie Jews were being relocated to ghettos and concentration camps during this period. Ghettos were fenced in areas, normally in the rundown section of the Jewish part of town. These ghettos were crowded, dirty due to no running water, and had no food except what was smuggled or rationed. All Jewish property, except for a bag or two was confiscated in the name of the German Third Reich. Businesses, houses, properties, bicycles, radios, money, jewelry, and all other assets had to be turned over, or face the penalty of death. Corruption was normal when dealing with confiscated Jewish property. This was the setting for Schindler and his Jews. The movie begins with a family celebrating Shabbat by lighting candles in color. Then fades to black and white showing Schindler (Liam Neeson) setting in a room with other SS and their dates. Schindler, being a German civilian, came to Crackow, Poland in order to become a war profiteer. As a card carrying NAZI, Schindler was allowed to open a business sponsored by the German Army. The only problem was Schindler did not know how to run a business. Itzhak Stern (Ben Kingsly) comes to his rescue by taking over business tasks after helping finance Schindler’s business through connections in the ghetto. The Jews did not want to turn their gold and possessions over to the SS and never receive anything back. By giving Schindler gold, the Jews gained a place to work and a promise of better rations. Schindler opened a mess kit factory for the Wehrmacht. Itzhak Stern tried to forge as many papers for fellow Jews to be essential to the German war machine. Jews deemed essential were spared from deportation to Auschwitz. Schindler and his employees felt that maybe the factory would help survive until the Russians made it to Krakow. This might have been the case, but Amon goeth (Ralph Fiennes) arrived to build the Plaszow Concentration Camp.

Basic token economy

Basic token economy Abstract According to Martin and Pear (2007), a token economy is a system of behavior modification based on the principles of operant conditioning. The original proposal for such a system emphasized reinforcing positive behavior by awarding tokens for meeting positive behavioral goals. Token economies have also been implemented to decrease disruptive behaviors and increase appropriate behaviors. Tokens can then be redeemed for reinforcing objects or activities at a later point in time. Basic Token Economies According to Martin and Pear (2007), a token economy is a form of behavior modification program in which individuals can earn tokens for performing desirable behaviors, and can cash in their tokens for various backup reinforcers. Individuals receive tokens immediately after displaying desirable behavior. The tokens are collected and later exchanged for items or privileges (such as food or free time) and punishing undesirable behaviors by taking away tokens. Shapiro and Goldberg (1986) have provided research to show that the use of an individual contingency token system proves to be an effective method for increasing positive student behaviors History of Token Economies Kazdin (1982), reports that programs based upon the administration of rewards developed long before the emergence of behavior modification systems such as token economies. One such system from the 1800s has been discovered in England. According to Kazdin and Pulaski (2006), Joseph Lancaster posted a notice that read, All who will may send their children and have them educated freely, and those who do not wish to have education for nothing may pay for it if they please. When attendance rose to 1,000 students, Lancaster developed a system by which selected children served as helpers or monitors. The selected monitors would check other childrens work and tokens were given to the children and the monitors. The tokens could be exchanged later for various prizes. Risley and Wolf (1997) state that unlike the token economies used today, the 19th century system was not well defined in that it did not detail the responses that led to the delivery of tickets or give specific exchange rates. In addition, the delivery of back-up reinforcers could be delayed for exceedingly long periods, These rewards will be exchanged, three times a year, for objects of value and useful for the children. Risley Wolf state, Nevertheless, the basic elements of a token economy are clearly present in this classroom discipline system developed in the 19th century. Kazdin (1982) states that token economies with regard to motivating behavior were first formalized in studies performed by Ayllon and Azrin in the 1960s. Ayllon and Azrin worked with mental health institutions and prisons to test token economy systems. They found great success in motivating the change of behavior through token economies. Kazdin (1982) reports on a study performed by Rollins, Thompson, and their colleagues who developed token economies in several elementary school classrooms. These programs were very effective in raising the students academic achievement. When the researchers returned to evaluate the long-term effects they found that the school had discontinued the token economy system and behaviors returned to preprogram behavior. Description Martin and Pear (2007) list several elements that are necessary when developing a token economy. First, tokens can be anything that is visible and countable and can be exchanged for privileges or merchandise. It is best to have tokens that are attractive, easy to carry and dispense, and difficult to counterfeit. Commonly used items include poker chips, stickers, point tallies, or play money. Martin and Pear (2007) contend that tokens are to be administered in a positive manner. When an individual displays desirable behavior, he or she is immediately given a designated number of tokens. Tokens are not to have any value of their own. They are collected and later exchanged for meaningful objects, privileges or activities. In some programs individuals can also lose tokens (response cost) for displaying undesirable behavior. Clearly Defined Target Behavior Martin and Pear (2007) stated that individuals participating in a token economy needed to know exactly what they must do in order to receive tokens. Desirable and undesirable behavior is explained ahead of time in simple, specific terms. The number of tokens awarded or lost for each particular behavior is also specified. Back-up Reinforcers Back-up reinforcers are the meaningful objects, privileges, or activities that individuals receive in exchange for their tokens. Examples include food items, toys, extra free time, or outings. The success of a token economy depends on the appeal of the back-up reinforcers. Individuals will only be motivated to earn tokens if they anticipate the future reward represented by the tokens. A well-designed token economy will use back-up reinforcers chosen by individuals rather than by staff. Developing a system for exchanging tokens Martin and Pear (2007) have stated that a time and place for purchasing back-up reinforcers is necessary. The token value of each back-up reinforcer is pre-determined based on monetary value, demand, or therapeutic value. For example, if the reinforcer is expensive or highly attractive, the token value should be higher. If possession of or participation in the reinforcer would aid in the individuals acquisition of skills, the token value should be lower. If the token value is set too low, individuals will be less motivated to earn tokens. Conversely, if the value is set too high, individuals may become easily discouraged. It is important that each individual can earn at least some tokens. Consistent Implementation by the Staff Martin and Pear (2007) state that in order for a token economy to succeed, all involved members must reward the same behaviors, use the appropriate amount of tokens, avoid dispensing back-up reinforcers for free, and prevent tokens from being counterfeited, stolen, or otherwise unjustly obtained. Staff responsibilities and the rules of the token economy should be described in a written manual. Staff members should also be evaluated periodically and given the opportunity to raise questions or concerns. Initially tokens are awarded frequently and in higher amounts, but as individuals learn the desirable behavior, opportunities to earn tokens decrease. (The amount and frequency of token dispensing is called a reinforcement schedule.) For example, in a classroom, each student may earn 25 to 75 tokens the first day, so that they quickly learn the value of the tokens. Later, students may earn 15 to 30 tokens per day. By gradually decreasing the availability of tokens (fading), students should learn to display the desirable behavior independently, without the unnatural use of tokens. Reinforcers that individuals would normally encounter in society, such as verbal praise, should accompany the awarding of tokens to aid in the fading process. Efficacy Mathur (1996) states that many behavior management techniques, if applied correctly and consistently in a systematic fashion over an extended period-of-time, token economies can be a highly effective method for changing or controlling student behavior. Many factors make a token economy effective. One such factor is that tokens can be easily dispensed without disrupting the teaching/learning process. Another effective factor is that tokens can be exchanged for a variety of individualized backup reinforcers. Requirements for earning reinforcement can be adjusted as the needs of the students change. A token economy system may give the teacher flexibility in adjusting the relationship between certain behaviors and rewards, and may allow for continued pairing of tokens with more natural social reinforcers. Finally, token economies can be used to help the student acquire skills that will eventually lead to other more natural reinforcers such as good grades (Mathur, 1996). Limitations According to Martin and Pear (2007), some include a form of response cost in their token economy. This involves penalizing students for inappropriate behavior by taking away tokens they have earned. The ethics of taking away what a student has fairly earned is questionable. In addition, a threat to the student is implicit in response cost. Response cost may lead to a student behaving appropriately only out of fear or anxiety of losing points or tokens. Additionally, it may lead to power struggles that become setting events for undesired behaviors. Martin and Pear (2007) state some disadvantages of implementing a token economy include cost, effort, and extensive staff training and management. If staff members are inadequately trained or there is a shortage of staff, desirable behaviors may not be rewarded or undesirable behaviors may be inadvertently rewarded, resulting in an increase of negative behavior. Some professionals find token economies to be time-consuming and impractical. Conclusion A token economy, when used correctly, is an effective form of behavior modification that increase desirable behavior, and decrease undesirable behavior with the use of tokens and back up reinforcers. The tokens are collected and later exchanged for a meaningful object or privilege. According to Martin and Pear (2007) token economies have been used effectively in psychiatric wards, in institutions and classrooms for persons with developmental disabilities, in classrooms for children and teenagers with attention-deficit hyperactivity disorder, in normal classroom settings ranging from preschool to college university classes. References Ayllon, T. (1999). How to use token economy and point systems (2nd ed.). Austin, Texas: Pro-Ed. Kazdin, A. E. (1982). The token economy: A decade later. Journal of Applied Behavior Analysis, 15, 431-445. Kazdin, A. E., Pulaski, J. L. (2006). Joseph Lancaster and behavior modification in education. Journal of the History of the Behavioral Sciences, 13(3), 261-266. Martin, G., Pear, J. (2007). Token Economies. In Behavior modification: What it is and how to do it (pp. 323-334). Upper Saddle River, New Jersey: Pearson Prentice-Hall. Mather, S. (1996). Why token reinforcement works. Teacher Mediator, 2, 10-14. Risley, T. R., Wolf, M. M. (1997). The origin of the dimensions of applied behavior analysis. Journal of Applied Behavior Analysis, 30, 377-381. Shapiro, E. S., Goldberg, R. (1986). A comparison of group contingencies for increasing spelling performance among sixth grade students. School Psychology Review, 15, 546-557. Token Economy System Definition. In Encyclopedia of Mental Disorders [Web]. Advameg, Inc. Retrieved 4/9/2009, from http://www.minddisorders.com/Py-Z/Token-economy-system.html.