Nisbett Summary Essay

Main Points: Evidence shows that there may be little or no direct introspective access to higher order cognitive processes. Subjects are sometimes (a.) unaware of the existence of a stimulus that importantly influenced a response, (b) unaware of the existence of the response and (c) unaware that the stimulus has affected the response. It is proposed that when people attempt to report on their cognitive processes, they do not do so based on any true introspection. Their reports are based on a priori, implicit casual theories or judgments about the extent to which a particular stimulus is a plausible cause of a given response. Although the evidence points that people are unable to use introspection in respect to cognitive processes, they may sometimes be able to report accurately about them. Accurate reports will occur when influential stimuli are salient and plausible causes of the responses they produce. Notes: * Social psychologists routinely ask subjects in their experiments why they behaved as they did (i.e., why did you choose that graduate school) * Mandler, Miller and Neisser proposed that people may have no direct access to higher order mental processes, such as used in evaluating judgment, problem solving and behavior * Problems with new anti-introspectivist view: (1) Mandler, Miller and Neisser never stated that people have no direct access to higher order mental processes. Instead, the speculation is not based on research on higher order processes, such as â€Å"thinking,† but rather research on more basic processes of perception and memory. There is no conscious awareness of perceptual and memorial processes. (2) People readily answer questions about the reasons for his behavior or evaluations. Subjects usually appear stumped when asked about perceptual or memorial processes, but are quite able to describe why they behaved in such a manner or why they dislike a person. The refore, it would appear like people have some introspective access to a memory or the process involved. (3) The anti-introspectivist view does not allow for the possibility that people are ever correct about their higher order mental processes (intuitively unlikely that such reports are ALWAYS inaccurate). * Much of the evidence that casts doubt on the ability of people to report on their cognitive processes comes from a consideration of what was not published in that literature. A review of the nonpublic research leads to three conclusions: (1) subjects frequently cannot report on the existence of the chief response that was produced by the manipulation (2) even if they can report the existence of the responses, they do not report that a change process (evaluational or attitudinal response underwent any alterations) occurred (3) subjects cannot correctly identify the stimuli that produced the response. * Insufficient justification or dissonance research states if the behavior is intrinsically undesirable will, when performed for inadequate extrinsic reasons, be seen as more attractive if done for adequate reasons. For example, if people have done something unpleasant without adequate justification, it becomes painful – therefore, people will revise his opinion about the behavior in order to avoid the psychic discomfort * Attribution theory – people strive to discover the causes of attitudinal, emotional and behavioral responses (their own and others) and the resulting casual attributions are a chief determinant of a host of additional attitudinal and behavioral effects. For example, if someone tells us that he likes a horror film, our acceptance of the opinion is based on our causal analysis of the persons’ reasons for the evaluation – does he like movies, does he normally like horror films, etc. Insufficient-justification studies and attribution studies where the subject makes inferences about himself have employed behavioral dependent variables. Two studies are discussed, one regarding painful electric shocks and the other with snake-phobic subjects. In the one with the electric shocks, patients were subject to shocks and asked to learn a task. Those with insufficient justification justified taking the shots, by deciding that they were not that painful, so their evaluation of the painfulness of the shots was lowered and their physiological and behavioral indicators reflected this indication. In the second study, subjects underwent the attribution paradigm in which snake-phobic subjects were exposed to slides of snakes and a second slide that stated â€Å"shock† in which they were electrically shocked. As a result, the subjects learned that they were frightened of the shock slide because of the electric shock that accompanied it, but not frightened of the snake slides and realized that they may not be as afraid of snakes as they thought. They were armed with a new self-attribution of snake fearlessness. * Verbal stimuli in the form of instructions from the experimenter can result in a changed evaluation of the relevant stimuli and an altered motivational state, which are reflected in subsequent physiological and behav ioral events. Stimuli => cognitive process => evaluative and motivational state change => behavior change * There is a problem with the assumption that the subject consciously decides how he feels about an object and this evaluation determines his behavior towards it. Typically, behavioral and physiological differences are obtained in the absence of verbally reported differences in evaluations or motive states. * Three generalizations made about the electric shock and snake-phobic studies are: * No significant verbal report differences were found at all. * The behavioral effects were in most cases stronger than the verbal report effects * The correlation between verbal report about motive state and behavioral measures of motive state was found to be zero. Negative/zero correlation are difficult to understand/interpret in terms of the cognitive process involved. * Results from studies confounded the assumption that conscious, verbal cognitive processes result in conscious, verbalizable changes in evaluations or motive states which then mediate changed behavior. * Author provides evidence that casts doubt on the studies that find differences in the verbal reports of experimental and control subjects. There is an important difference between awareness of the existence of an evaluation (does not imply true recognition of the process induced by insufficient justification and attribution manipulations – they are not aware that a change has taken place in consequence of such manipulations) and awareness of a changed evaluation or motive state. An experiment was done in which people had to write essays opposing their own views. Subjects who were coerced into writing essays showed no change in evaluation of the topic. Those who were given insufficient justification or manipulated shifted their evaluations in the direction of the position they originally opposed. However, those who were given insufficient justification or manipulation reported that their attitudes towards the subject were no different after the essay than they were one week prior-this suggests that they were unaware that the evaluation has changed. * Thought process – a study is described in which a control group was subjected to electric shocks while the experimental group was given a placebo pill that reportedly helped with the electric shocks. The experimental group was able to take more shock. After the study, 9 out of 12 subjects stated that the pill did not cause some physical effects and that they were only worried about the shock. * The explanations that subjects offer for their behavior in insufficient-justification and attribution experiments are so removed from the processes that investigators doubt there is direct access to higher level cognitive processes. * Results of insufficient justification experiments could never be obtained if subjects were aware of the critical role played by the social pressure from the experimenter. If subjects realized that their behavior was produced by this social pressure, they would not change their attitudes. If people were aware of position effects on their evaluations, they would attempt to overcome these effects or counteract the influence (i.e., see below about helping someone in distress with many people around – may be more willing to help someone knowing that naturally people are less likely to help others with more people around). * The theory that people can respond to a stimulus in the absence of the ability to verbally report on its existence is more widely accepted now than years before. The new acceptance is due to (1) methodological innovations in the form chiefly of signal detection techniques and dichotic listening procedures and (2) persuasive theoretical arguments in regards to deriving the subliminal perception phenomenon from the notion of selective attention and filtering. An experiment was done regarding playing tone sequences into an attended and unattended auditory channel while subjects tracked a human voice in the attended channel. Subjects reported hearing nothing at all in the unattended channel. Subjects were unable to discriminate new from old stimuli at a level exceeding change, but preferred tone sequences previously presented to the unattended channel over novel stimuli. The conclusion is that affective processes are triggered by information that is too weak to provide verbal recognition. * Many more stimuli are apprehended than can be stored in short-term or long-term memory. Subliminal perception (we perceive without perceiving) can be derived as a logical consequence of the principle of selective filtering. We can perceive without remembering. The subliminal perception hypothesis: some stimuli may affect ongoing mental processes, without being registered in short-term memory or long-term memory. It also suggests that people may sometimes be unable to report even the existence of influential stimuli and, as reported by creative people (see next bullet point), this may frequently be the case in problem-solving. * How creative people (artists, writers, mathematicians, scientists and philosophers) speak about the process of production and problem solving: they state they are the first to witness the fruits of a problem-solving process that is almost completely hidden from conscious view. For these people, the y have no idea what factors prompted the solution and the fact that a process is taking place is sometimes unknown to them prior to the point that a solution appears in consciousness. * People are increasingly less likely to help others in distress as the number of witnesses or bystanders increases. However, subjects always claim that their behavior was not influenced by other people around them. * The authors performed a series of small studies to fill in the gaps from the other studies, choosing cognitive processes that were used routinely with minimal deception. The results were not as expected: most of the stimuli the authors expected to influence subjects’ responses turned out to have no effect, and many of the stimuli that the authors expected to have no effect turned out to be influential. Subjects were virtually never accurate in their reports – if the stimulus component had a significant effect on responses, subjects typically reported that it was noninfluential. * Erroneous reports about stimuli influencing associative behavior: 81 students in introductory psychology were asked to memorize a list of words that may target them towards a response. When asked if the words memorized affected them, they stated distinctive features of the product (Tide is the b est known detergent) rather than the words leading them to say Tide. They also did an awareness ratio for the target words – the results were that for some of the target words the subjects reported no influence and for others many more subjects reported an influence than were probably influenced. * Erroneous reports about the influence of an individual’s personality on reactions to his physical characteristics: A study, known as the halo effect, showed that the manipulated warmth or coldness of an individual’s personality had a large effect on rating of the attractiveness of his appearance, speech and mannerisms. Many subjects actually insisted that their feelings about the individual’s appearance, etc. had influenced their liking of him/her. * The studies discussed do not suffice that people could never be accurate about the processes involved. The studies indicate that introspective access as may exist is not sufficient to produce accurate reports about the role of critical stimuli in response to questions asked a few min utes or seconds after the stimuli have been processed or response produced. People often make assertions about mental events to which they may have no access and these assertions may bear little resemblance to the actual events. * Evidence indicates it may be misleading for social scientists to ask their subjects about the influences on their evaluations, choices or behavior – those reports may have little value. Observers who read reports from experiments reported similarly to how subjects themselves predicted how they would react to the stimulus situation (e.g., other people around would not affect their behavior) – therefore, since their reports are similar, it is unnecessary to assume that observers are drawing on â€Å"a fount of privileged knowledge† when they make their predictions on how they would act. * A Priori Casual theories may have any of several origins: * The culture of subculture may have explicit rules stating the relationship between a particular stimulus and a particular response (I came to a stop because the light changed) * The culture of subculture may supply implicit theories about causal relations (one particular stimulus may â€Å"psychologically imply† a particular response) – Jim gave flowers to Amy so she’s acting nice today. * An individual may hold a particular causal theory on the basis of empirical observation of covariation between stimuli of the general type and responses of the general type (I’m groggy today – I always get grouchy when I don’t break 100 in golf). However, it has been found that powerful covariations may go undetected when the individual lacks a theory leading him to suspect covariation and, conversely, that the individual may perceive covariation where there is none if he has a theory leading him to expect it. * In absence of a culturally supplied rule, implicit causal theory or assumption about covariation, people may be able to generate causal hypotheses linking even novel stimuli and novel responses. If the stimulus is connotatively similar to the response, then it may be reported as having influenced the response. * The authors state that they are not implying that a priori causal theories are wrong – verbal reports relying on such theories will typically be wrong because they are incorrectly applied in the particular instance. * Therefore, when subjects were asked about their cognitive processes, they may have done something that felt like introspection, but was only merely a simple judgment of the extent to which input was a representative or plausible cause of output. It seems like people, when interrogated about cognitive processes, resort to a pool of culturally supplied explanations for behavior or search through a network of connotative relations until they find an explan ation. * Criterion for awareness: should not be equated with â€Å"correct verbal report† but, instead, â€Å"verbal report which exceeds in accuracy that obtained from observers provided with a general description of the stimulus and response in question.† * Accuracy and inaccuracy in verbal explanations: Tversky and Kahneman proposed that a chief determinant of judgments about the frequency and probability of events is the availability in memory of the events at the time of judgment. Events are judged as frequent in proportion to their availability, and their availability is determined by such factors as the strength of the network of verbal associations that spontaneously call the events to mind. The representativeness and availability heuristics are undoubtedly intertwine in the appraisal of cause and effect relations. If a particular stimulus is not available, then it will not be adduced in explanation of a given effect, even thought it might be highly representative or plausible once called to mind. A second circumstance that decreases accuracy in self-report is a separation in time between the report of the actual occurrence of the process. If asked immediately after the occurrence about a cognitive process, the subjects are leas t aware of the existence of the effective stimuli at this point although here may be no direct access to process. Subjects have some chance of accurately reporting that a particular stimulus was influential. At a later point, the existence of the stimulus may be forgotten or the vagaries of memory may invent factors that were not there, and there would be little chance it would be correctly identified as influential. * Reports will be accurate when influential stimuli are (1) available and (2) plausible causes of the response and when (3) few or no plausible but noninfluential factors are available (if a stranger hits you, you respond afterwards that you do not like the person) * There is some evidence that when even relatively minor steps are taken to disguise the connection between stimulus and response, subjects will fail to report such a connection. * In general, people will be accurate in reports about the causes of their behavior and evaluations wherever the culture, or a subculture, specifies clearly what stimuli should produce which responses, and especially where there is continuing feedback from the culture or subculture concerning the extent to which the individual is following the prescribed rules for input and output. * It seems likely that there are regularities concerning the conditions that give rise to introspective certainty about cognitive processes. Confidence should be high when the causal candidates are (1) few in number, (2) perceptually or memorially salient, (3) highly plausible causes of the given outcome (especially where the basis of plausibility is an explicitly cultural rule) and (4) where the causes have been observed to be associated with the outcome in the past. * Confusion between content and process: an important source of the authors’ belief in introspective awareness is undoubtedly related to the fact that people do have direct access to a great storehouse of private knowledge. People do have access to a host of personal historical facts, they know the focus of their attention at any given point in time and have knowledge concerning his emotions, evaluations and plans superior to that of observers. Therefore, it is less surprising that people would persist in believing that they have direct access to their own cognitive processes. The only mystery lies in why people are so poor at telling the difference between private facts that can be known with near certainty and mental processes to which there may be no access at all. We are also often capable of describing intermediate results (or intermediate output) of a series of mental operations in a way that promotes the feeling that we are describing the operations themselves. For example, one psychology professor may state that they envisioned monkeys swinging from trees, which lead to finding a cord-swinging solution – however, it is scarcely reasonable to propose that such imagery was the process by which the problem was solved. * The authors argued that perceived covariation between stimuli and responses is determined more by causal theories than by actual covariation. There are probably some cases where individuals have idiosyncratic reactions to a particular stimulus that only have knowledge of. For example, a person may believe that he generally loathes strangers who slap him on the back and this belief may make him superior to observers in explaining his feelings in such a situation – however, the authors believe this situation is rare. * Occasionally, noninfluential stimuli may be more vivid and available to the individual than to an outside observer and thus the observer might sometimes be more accurate by virtue of disregarding noninfluential stimuli. * Another reason for the writers belief in introspective awareness stems from lack of feedback. Disconfirmation of hypotheses about the workings of our minds is hard to come by. If an insomniac believes that he is unable to get to sleep because of the stress of his life situation, he will always be able to find evidence supporting this view. * Final belief to sustain the writers’ belief in direct introspective awareness is motivational. It is naturally preferable for us to believe that we have access to the workings of our own mind. Conclusions: * People often cannot report accurately on the effects of particular stimuli on higher order, inference-based responses. Indeed, sometimes they cannot report on the existence of critical stimuli, sometimes cannot report on the existence of their responses, and sometimes cannot e even report that an inferential process of any kind has occurred. The accuracy of subjective reports is so poor as to suggest that any introspective access that may exist is not sufficient to produce generally reliable reports. * When people report on the effects of stimuli, they may base their reports on implicit, a priori theories about the casual connection between stimulus and response instead of discussing a memory of the cognitive process that operated on the stimuli. If the stimulus psychologically implies the response in some way or seems â€Å"representative† of the types of stimuli that influence the response, the stimulus is reported to have influenced the response. If the stimulus does not seem to be a plausible cause of the response, it is reported to be noninfluential. * Sometimes subjective reports about higher mental processes are correct, but these instances are not due to direct introspective awareness. Rather, they are due to the incdentially correct employment of a priori causal theories.

Bollywood Museum-Architectural Thesis

BOLLYWOOD MUSEUM, MUMBAI The museum for Indian cinema referred to as BOLLYWOOD MUSEUM, is an initiative by Ministry of film and broadcasting, Govt. of India to celebrate 100 years of Indian Cinema. The aim of project is to enlighten the people and future generations about the glory of our cinema industry and enlighten them about the people who made our country the largest cinema industry of world. As per the brief from the ministry, the major exhibits in the museum would be: Artefacts, equipments like Cameras, Editing, & Recording Machines, Projectors etc. Costumes, Photographs and other material are proposed to be kept in the Museum. The properties, dresses, sets, tapes, vintage equipment, posters, copies of important films, prints, promotional leaflets, developing equipment books, biographies, sound tracks, trailers, transparencies, Cinema magazines, statistics covering film distribution etc. to be displayed in a systematic arrangement depicting the history in a chronological manne r, will be procured through donations and also by purchase.There will also be a Museum shop which will sell the copies/photographs etc. of the vintage items, books and booklets on the work of noted film makers and mementoes. The site chosen for the project is in the premises of the Film division office on Pedder road in south Mumbai. The site consists of existing office buildings, a library building in dilapidated condition which would be replaced by a new building in the design and a century old construction known as Gulshan Mahal. The rejuvenation of this building forms the major architectural concern for the project.This building awarded with Urban Heritage award in 2001 was formly used as a shooting set and now would form the main component of the complex design. The building would be rejuvenated with an active plaza in front of it. The design of the museum was evolved from the basic unit of film industry†¦ the reel. The form of the building was inspired from the spooling f ilm over the reels. The circulation of the museum aims at giving the visitor a complete route of the Indian cinema industry from production to people, evolution to screening. The route of circulation defines the shape of building.The dynamic form of the building makes it ‘filmy’. The design process started with identification of the programmes to be introduced in the building. The programme was divided into three major categories based on function named as museum, commercial and library. The museum building would house the administrative areas and the exhibits of the museum. The new library building is planned to replace the existing library building which was in dilapidated condition. The commercial area was planned to house a souvenier shop, cafeteria and a restaurant.All the three areas were made approachable through the same plaza from the drop off point. The drop off point amidst the three building complexes was intended to give the visitor a feeling of apparently entering the building from the car. The design of the complex was made to frame the Gulshan Mahal in the new building, as viewed from the drop off point. The visitor is given a grand welcome in the museum building with a grand atrium with a skylight on top which introduces light inside and hence visually adds to the volume of the space. The museum galleries were designed as per the given requirement of the exhibit by the ministry.The exhibits were divided as per their use in industry and its impact. Apart from the given requirements, some new galleries were introduced. The circulation of the building starts with the introduction gallery and with each changing exhibit area, the level rises upto 1m and hence viewing the different stages of production of a movie, the visitor reaches the higher level of building exhibiting the costumes and props used in the industry. from where it moves to the other part of the building through a connecting bridge exhibiting the life and works pf Dadasa heb Phulke known as the father of the Indian Cinema.The similar concept of rising levels with the exhibits apply for the subsequent exhibition of the changing trends in the movies. Reaching the higher level, the visitor passes through the gallery exhibiting the life and works of film makers which connects the library building to the commercial building. Repeating the concept of rising levels, with music and dance galleries, the visitor reaches back to the museum complex through the gallery of life of actors/actresses. The highest level houses the screening area which intend to screen the rare and special movies or may be used while film festivals. he route of the museum acts like the film spooling over the three reels of musum, library and commercial building and thus defines the overall shape of the museum. The rising levels, connecting bridges give it its dynamic shape. The central plaza in front of the Gulshan Mahal is intended to add activity in the complex making it more lively and thus gives a welcoming approach to the Urban Heritage building which has lost its importance over time. This building shall be retained as a live shooting set which would act as a museum for the equipments used during shooting.An informal seating space in the plaza is planned to address the groups educating them about the place and the industry. The concept behind the planning of Bollywood museum is to create a sculpture that relates to the industry it is exhibiting with interesting twists and turns which adhere to our masala Indian Movies. ——————————————– [ 1 ]. Source: NATIONAL MUSEUM OF INDIAN CINEMA Ministry of Information & Broadcasting Government of India Films Division Complex 24-Dr. G. Deshmukh Marg, Mumbai-400 026. Email : [email  protected] org / website : www. filmsdivision. org

Belgium devolution - rationale and mechanisms, relationship to Essay

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Personality of Abraham Lincoln Essay Example | Topics and Well Written Essays - 1750 words

Personality of Abraham Lincoln - Essay Example In the last part, the paper will discuss the different methods of assessing personality and the related results. Personality of Abraham Lincoln Introduction Abraham Lincoln was the 16th President of the United States and led the country to victory during the American Civil War (Sandburg, 2002). He contributed immensely towards ending slavery in America. He was a lawyer by profession before he was elected as President. He had previously served as Illinois State legislator and a member of the House of Representatives (Sandburg, 2002). His Presidency was marked with abolition of slavery, neutralization of the war in United Kingdom and defeat of secessionists. He is regarded as one of the most remembered Presidents in US history (Sandburg, 2002). Abraham Lincoln was born on 12 February 1809 in Southeast Hardin County. His father was Thomas Lincoln and his mother was Nancy Hanks. Though his parents were not educated, they were respected and affluent citizens of Kentucky back country. The family was forced to move to Indiana in 1816 (Sandburg, 2002). His mother later died from milk sickness when he was nine years. His father remarried Sarah Bush who Lincoln embraced as his mother. Surprisingly, Lincoln did not relate well with his father. Lincoln had only 18 months of formal education but he was a keen reader and writer. He married in 1842 and later had four sons whereby only one survived to adulthood. (Sandburg, 2002). Lincoln started his political career by vying for Illinois General Assembly position in 1832 which he lost and joined the military during the Black Hawk war. In 1834, he was elected a State legislature and was influenced by the England law hence he joined law school. He was admitted to the bar in 1837 and moved to establish start practicing law in Springfield (Sandburg, 2002). He once labeled slavery as inhumanity which was based on bad policies when he was the leader of the Illinois Whig Party. He joined Republican Party in 1860 and was endorsed to r un for the presidency which he won with landslide victory later in the same year. After his win, secessionist’s movements sprung (Sandburg, 2002). His major goal was abolishment of slavery which he accomplished in 1862 by signing â€Å"emancipation proclamation† law. After the war, he initiated reconstruction of America by signing â€Å"homestead Act in 1862† where government land was sold to the poor citizens at low prices (Sandburg, 2002). Legal tender act of 1862 also created the first currency of US while the National banking Act of 1863 and 1865 formed the sound financial system which ensured economic growth and stability. He was assassinated by Confederate spy on 14th April 1965 and was pronounced dead the following day (Sandburg, 2002). Abraham Lincoln was friendly to other people since he trusted them. Lincoln has strong appreciation for the motivation of others. Lincoln was also honest hence this trait my have been influenced by his previous service to the country during the Black Hawk war. He maintained that integrity and truth was the basis of good character. Lincoln was also charitable since he occasionally purchased books for Phi Alpha Society hence this trait may have been influenced by his understanding of the sufferings of Americans during slavery time (Sandburg, 2002). Lincoln was a good listener hence this trait may have been influenced by his love for writing and reading. Each visitor to the White House was welcomed with appreciation and

Determination of conductance of various solutions Assignment

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Macro Economics - Assignment Example It also provides individuals to act based on their self-interest regarding the decisions in the economy. This thought ensures that the economic resources are allocated based on the desires of businesses and individuals. The classical economists uses the value of money in determining the prices in the market. On the other hand, the Keynesian school of thought depends on the aggregate demand and spending in defining the economic marketplace. The Keynesian economists believe that the private and public decisions influences the aggregate demand. Public decisions entails the municipalities and government agencies. Private decisions entails the businesses and the individuals found in the economic marketplace. Government spending is not one of the major forces in classical economic literature. Business investments and consumer spending represent the most important section of the country. Too much government expenses takes away the resources needed by businesses and individuals. On the contrary, the Keynesian economics relies on the government spending to jumpstart the nation (Nikaido, 546). The classical school of thought focuses to create long term mitigation for economic problems. The issues on inflation, government taxes, and government regulations are the main agenda for the classical school of thought. The Keynesian school of thought focuses on the immediate outcome in the economic theories. The policies set by the Keynesians were short term and required instant corrections to the nation. This is the reason why government spending is the main cog in this school of thought. From the classical model graph, the aggregate supply curve is illustrated by the vertical line. From the Keynesian model, the aggregate supply curve slopes upwards based on the Keynesian school of thought. The two school of thought represents the aggregate supply and aggregate demand and they

Personal statement for graduate school Example | Topics and Well Written Essays - 500 words

For graduate school - Personal Statement Example By serving at the air force, I have developed a very scheduled and organized lifestyle. Spending my time at the air force has allowed me to gain the skills that help in responding, reacting, interacting and dealing with different types of people. Working with the air force has really helped me to recognize my limits, abilities, skills and true potential. My experience with the air force has taught me to be calm, tolerant, and cool. It has trained me to work under all sorts of pressure and stress, and still gain the best possible outcomes. I am currently working at the airport and in order to advance professionally, I need to be equipped with management skills. Hence I firmly believe that having a master’s degree in Business Management and Leadership will not only enhance the leadership and management skills but will also open the doors of opportunities for me. Choosing what is best for me and looking at the best available options I have applied at CUNY School of Professional Studies to gain the extra skills to become a successful and highly qualified airport manager. Looking at the extensive business education that is being provided by CUNY and the analytical leadership skills that I will gain from the school, I can anticipate that it is really going to be helpful for me in managing and handling the affairs that I will encoun ter at the air port. I, being a single parent, have learned how to organize my time, my priorities and how to get things done in the best possible way even during emergencies. Living the life of a militant and a single parent, I have learned not take everything for granted. Being the air force and serving for the troops at Afghanistan, I have discovered what volunteering means and how it pays off when you see the smiles on people’s faces who had given up on everything, who had given up on hope. Learning is an ongoing process and I

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Example for Free

Why Do Students Shyout and Do Not Participate in Classroom Discussion Essay Why do students shy out and do not participate in classroom discussion? Chapter 1 1. 1 Abstract Research has shown that shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. The findings of two studies undertaken are presented; in each study participants were rated for shy out students by their class teachers. The first study (of 10-year-olds) found that shy students test performance was influenced by the form of the test they performed less well when the test was administered individually relative to the same test being administered to the whole class in a group setting. A second study asked students (aged 5-9 years) to sort and describe a set of pictures. The shy student was briefer with shorter mean length of utterances and less linguistic diversity, and this difference was obtained even when the influence of vocabulary test scores was statistically controlled. The findings suggest that shy student responses are constrained by their concerns about evaluation and do not necessarily reflect underlying differences in competence. The paper discusses the implications of this research for the classroom. 1. 2 Introduction This study examines the hypothesis that shy, silent students that do not participate in classroom discussion of contraceptives in Pakistan underreport contraceptive usage. Data were obtained from the 1984-85 and 1994-95 Contraceptive Prevalence Surveys, the 1990-91 Demographic and Health Survey, and a Punjab 1993 survey. Shy or silent students were 11. 9% in 1990-91 and 11. 3% in 1994-95. The revised CPRs are 23. 7% and 29. 1%, respectively. In 1993, a follow-up survey among non-users in Punjab province showed that CPR increased from 13% in 1990-91 to 18% in 1993. Shy out students was the most widely used method, followed by the condom and female sterilization. The increase in CPR is attributed to more open reporting among shy or silent student. Revised CPRs that include shy or silent student were consistent with total fertility rates in all 3 nationally representative surveys. Typically shy or silent student were older by about 2. 3 years than current student, Shy or silent students had longer duration of greater illiteracy, and less contraceptive knowledge about methods and sources this is the cause they do not participate in classroom discussion. Research has distinguished shy out students from introversion, although they are typically related. Introverts simply prefer solitary to social activities but do not fear social encounters as do the shy, while extroverts prefer social to solitary activities. Although the majority of shy are introverted, shy extroverts are found in many behavioral settings. They are privately shy and publicly outgoing. They have the requisite social skills and can carry them out flawlessly in highly structured, scripted situations where everyone is playing prescribed roles and there is little room for spontaneity. However, their basic anxieties about being found personally unacceptable, if anyone discovered their real self, emerge in intimate encounters or other situations where control must be shared or is irrelevant, or wherever the situation is ambiguous in terms of social demands and expectations. 1. 3 Problem statement The study was carried out under the title â€Å"why do students shy out and do not participate in classroom discussion†. 1. 4 OBJECTIVES OF THE STUDY The objectives of the study were: 1. To identify the symptoms of shy out students. 2. To explore the causes of shy out students. 3. To find out the relationship of shyness with the self-esteem of students. 4. To examine the effects of shyness on the self-esteem of shy out students. 5. Helping students learn more from lectures 6. Getting students to participate more in class 7. Recognizing the importance of conflict and conflict resolution in student learning groups 8. Introducing and reinforcing active learning 9. Getting students to come to class having read the assignment 10. Getting and giving feedback on meaningful class participation 11. Letting the classroom environment foster student participation 1. 5 Significance of topic There was a tendency for shyness to correlate significantly with measures of academic attainment. Even though the coefficients are moderate and explain little variance in test scores they are still meaningful and suggest that shy out students does have an impact on academic success. There exists some evidence of links between shyness and intelligence test scores, attainment measures, teacher-rated intelligence and academic performance but this has scarcely been explored. Contemporary theories of learning emphasize the importance of social interaction for learning, including the contribution of students active participation in classroom discussion. This suggests the value of exploring the educational significance of shy out students and reticence characteristics that may cause teachers few problems or draw attention to a students behavior but that might influence their achievement and adjustment. Being part of a discussion is a skill to learn, just like taking good lecture notes or learning to write a good essay exam. You are not doing shy students a favor by letting them off the hook completely. Rather, emphasize to your class that in order to have productive discussions, everyone needs to make a contribution. This can be done in a variety of ways: good listening, asking good questions, challenging what someone has said appropriately and inviting. Chapter 2 Review of Literature Shyness as a â€Å"state of discomfort or inhabitation in interpersonal situations that interferes with pursuing one’s interpersonal or professional goals†. According to Cheek Melchoir shyness involves the tendency to feel worried, awkward or tense when in the presence of others due to the prospect of interpersonal evaluation. Zolton and Long said that shyness is a fear of, or shy out students from, other people or social situations, can have many different causes depending on the individual student and the specific circumstances. Shyness is something that all students experience at one time or another. In most cases it is a normal, temporary behavior. In students, some shy out students is normal, especially when they are around 5-6 of age, and then again at about two years of age. Shyness at these ages is considered a normal part of development. Shyness becomes a problem in a student when it interferes with relationships with other people, with social situations, school, and other important aspects of a student’s life. In the light of the results of many psychological surveys concluded that substantial number of students regards themselves as shy. Shyness becomes problematic when it leads to the patterns of behavior that includes reluctance to enter social situations discomfort and inhibition in the presence of others exaggerated self, unresponsiveness, an increasingly negative social concept, or a combination of these . Shy individuals are anxious and unsure of themselves in social situations and often try to avoid interacting with others . Minimum level of shyness does not create problems for students. Frequent exposure to a particular or different situation makes them confident. But if they avoid contact with people, students of their age or exposure to different situations than shyness can create different problems for them. 2. 1 What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and spontaneous. Some students, however, warm up much more slowly than others. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. 2. 2 Quiet or Shy out Students Even in small groups some students are quiet or shy. When we use learning logs, these students often describe their anxiety about revealing their ideas. Stating that all students are expected to participate in a discussion is likely to heighten that anxiety. We have these suggestions concerning shy students. First, the course description should make it clear that discussion is expected, and this should be emphasized in the first meeting of the class. Second, help should be available for shy students, from either the instructor or a counseling center. We strongly prefer helping students learn to participate, rather than helping them avoid taking part. Third, be accepting of degrees of participation. Students who have the courage to confront their shyness need time to develop, and all of us have â€Å"bad hair† days, when things are going terribly, and we need to be quiet. 2. 3 Strategies to Overcome Shy out students The following strategies to help the students to overcome their shyness in classroom discussion. 1. Tell the students about times when you acted bashful. 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the students as shy. 4. Reward the students for outgoing behavior 6. Read books with the students about individuals who overcome shyness or fears 8. Eliminate teasing of the students or reduce the impact 9. Teach the student to identify and to verbally express their emotions 10. Relationship of Shyness with Self-Esteem students 2. 4 Causes of shy out students Some students seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. This may lead to a student not participating in the classroom or having difficulty connecting with other students. * Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Also, students miss opportunities to develop debating skills. Students must learn how to be a part of a group discussion, which is commonly used in college classrooms and corporate boardrooms. * Lost Assertiveness Shy students may be less willing to mention when they are struggling with class material, causing them to not receive the help they need. People often interpret timidity as a sign of being stuck up, which can put off many people who would otherwise give the student learning opportunities. * Low Self-Efficacy Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. The lack of social skills leads to negative social experiences for the shy out students, which increases the anxiety she feels, leading to more shy behavior. * Lost Opportunities Shyness is often caused by an exposure to new activities. Since students do not have as many experiences as adults, they experience more new activities, which can emotionally overwhelm those who have not yet developed coping skills. When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. * Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. Most classrooms have one or more students who struggle with making themselves heard or participating in class discussions. These students are usually called shy because they may speak softly, prefer to work independently or refuse to speak up at all. Often these students flourish with written assignments or tests, but fail in areas that require participation with classmates or presentations in front of other students. For shy students, keep some considerations in mind. Chapter 3 * Methodology The research approach was quantitative. Standardized questionnaires were used to collect data for the research. For this research, the research adopted analytical way of research. In this way, quantitative way of analysis was adopted. The researcher developed a questionnaire for getting the data from language teachers, and on the basis of collected data analysis was made. For effective research the feedback given by the teachers was presented in the tables and graphs. On the basis of quantitative analysis and suggestions were finalized. Research Tools Opinion scale on the pattern of analytical way of research was developed. Population The students constituted population of study. Sampling Thirty students were selected as a sample using simple random technique. Method of research The study was descriptive in nature. The survey method was used to collect the data from the respondents. For this purpose a questionnaire was developed and was administered to the sample of the study. Collection of data The questionnaire was administered to the students. For each statement, teachers were to respond one option from the given four options. * Analysis of data The data collected was tabulated, analyzed and interpreted in the light of the objectives of the study. Simple percentage was used for analysis of data. Table no. 3. 1 Do group activities break the shy out of the student? Options| Frequency| Percentage| A| 14| 47%| SA| 13| 44%| N| 0| 0%| DA| 0| 0%| SDA| 3| 10%| When students were asked the statement 47% students said they were agree group activities break the shy out of the student, 44% said strong agree and 10% said strong disagree. Table no. 3. 2 Have shy out students discuss their weakness in classroom as a communicator? Options| Frequency| Percentage| A| 0| 0%| SA| 9| 30%| N| 3| 10%| DA| 12| 40%| SDA| 6| 20%| 30% said strong agree,10 %neutral ,40%said disagree and 20%said strong disagree . Table no. 3. 3 Confer with parents give opportunities for shy out student to increase your involvement in classroom discussion? Options| Frequency| Percentage| A| 12| 40%| SA| 7| 24%| N| 3| 10%| DA| 8| 27%| SDA| 0| 0%| 40% said agree, 24%said strong agree, 10%said neutral and 27%disagree. Table no. 3. 4 Do shy students show sign of social anxiety? Options| Frequency| Percentage| A| 9| 30%| SA| 8| 27%| N| 3| 10%| DA| 10| 34%| SDA| 0| 0%| 30% said agree, 27%said strong agree, 10%said neutral and 34%disagree. Table no. 3. 5 Do not force the shy out students to prefer in front of the classmates, but encourage him to do? Options| Frequency| Percentage| A| 12| 40%| SA| 8| 27%| N| 8| 27%| DA| 2| 7%| SDA| 0| 0%| 40% said agree, 27%said strong agree, 27%said neutral and 7%disagree. Table no. 3. 6 Do not make shy out students that feel rushed to answer quickly? Options| Frequency| Percentage| A| 4| 14%| SA| 20| 67%| N| 6| 20%| DA| 0| 0%| SDA| 0| 0%| 14% said agree, 67%said strong agree and 20%said neutral Table no. 3. 7 Students have courage to comfort their shyness need time to develop? Options| Frequency| Percentage| A| 9| 30%| SA| 9| 30%| N| 3| 10%| DA| 27| 8%| SDA| 1| 4%| 30% said agree, 30%said strong agree, 10%said neutral, 8%disagree and 4% strong disagree. Table no. 3. 8 The environment which a student raised can affect his or her shyness in classroom discussion? Options| Frequency| Percentage| A| 7| 24%| SA| 18| 60%| N| 0| 0%| DA| 17| 5%| SDA| 0| 0%| 24% said agree, 60%said strong agree and 5%disagree. Table no. 3. 9 Some students have problematically shy out in varying degree? Options| Frequency| Percentage| A| 3| 10%| SA| 3| 10%| N| 20| 67%| DA| 2| 7%| SDA| 2| 7%| 10% said agree, 10%said strong agree, 67%said neutral, 7%disagree and 7%strong disagree. Table no. 3. 10 Shy out student diversity affect learning? Options| Frequency| Percentage| A| 9| 30%| SA| 13| 44%| N| 2| 7%| DA| 6| 20%| SDA| 0| 0%| 30% said agree, 44%said strong agree, 7%said neutral and 20%disagree. Table no. 3. 11 Can we suggest strategies for shy out students which help students for classroom discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 11| 37%| N| 6| 20%| DA| 2| 7%| SDA| 0| 0%| 37% said agree, 37%said strong agree, 20%said neutral and 7%disagree. Table no. 3. 12 Can we help shy out students to set social development goal for discussion? Options| Frequency| Percentage| A| 11| 37%| SA| 14| 47%| N| 2| 7%| DA| 3| 10%| SDA| 0| 0%| 37% said agree, 47%said strong agree, 7%said neutral and 10%disagree. Table no. 3. 13 Can teacher s allow the students to speak for break the shyness? Options| Frequency| Percentage| A| 8| 27%| SA| 10| 34%| N| 3| 10%| DA| 7| 24%| SDA| 2| 7%| 27% said agree, 34%said strong agree, 10%said neutral, 24%disagree and 7% strong disagree. Chapter 4 4. 1 Procedure of the Study The researcher herself visited for data collection and personally met the student’s . The researcher briefed the students about the purpose of the research and the teachers identified shy out students, a careful observation was made by the researcher also and only those students were selected who were seemed to be really shy and do not participate in classroom discussion. 4. 2 Findings The data collected through questionnaires was analyzed through the research. The results were interpreted in the forms of tables. * When students were opinion the statement 47% students said they were agree group activities break the shy out of the student, 44% opinion strong agree and 10% opinion strong disagree. * 30% the opinion they are strongly agree that have shy out students discuss their weakness in classroom as a communicator,10 %neutral ,40% disagree and 20% strong disagree . * 40% opinion they are agree that confer with parents give opportunities for shy out student to increase their involvement in classroom discussion , 24%opinion strong agree, 10%opinion neutral and 27%disagree. * 30% opinion they are agree do shy students show sign of social anxiety, 27%opinion strong agree, 10% opinion neutral and 34%disagree. * 40% opinion they are agreeing that do not force the shy out students to prefer in front of the classmates, but encourage him to do? 27% opinion strong agrees, 27% opinion neutral and 7%disagree. * 14% students opinion agree do not make shy out students that feel rushed to answer quickly, 67% opinion strong agree and 20% opinion neutral * 30% students opinion they are agree students have courage to comfort their shyness need time to develop, 30% opinion strong agree, 10%  opinion neutral, 8%disagree and 4% strong disagree. * 24% student’s opinions they are agreeing that the environment which students raised can affect his or her shyness in classroom discussion, 60% opinion strong agree and 5%disagree. * 10% students opinion they are agree some students have problematically shy out in varying degree, 10% opinion strong agree, 67% opinion neutral , 7%disagree and 7%strong disagree. * 30% students opinion they are agree shy out students diversity affect learning , 44% opinion strong agree, 7% opinion neutral and 20%disagree. * 37% student’s opinion agrees can we suggest strategies for shy out which help students for classroom discussion? 37% opinion strong agrees, 20% opinion neutral and 7%disagree. * 37% students said opinion can we help shy out students to set social development goal for discussion, 47% opinion strong agree, 7% neutral and 10%disagree. * 27% students opinion agree that can teachers allow the students to speak for break the shyness, 34% strong agree, 10% neutral, 24%disagree and 7% strong disagree. 4. 3 Explanation Almost all students act shy at times, especially when encountering a new person or situation. Shy sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What is shyness? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do!) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. Student who is shy may not respond when spoken to by a teacher or classmate even after weeks of academy. Or they may say little, speak very softly, and avoid eye contact. These students may hover near other students day after day but never join the others in play. Shy students may look tense or distracted in institution as they worry about becoming the center of attention or doing something embarrassing. Teachers never see the students at home smiling, laughing, and chatting away with family members. * What are the signs of shyness in a young student? Shy students tend to show at least 3 or 4 of the following behaviors in preschool or primary school. Shy students tend to: 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities. 5. Speak softly * What are the effects of shyness on students in classroom discussion? The unfortunate effects of being shy include nervousness, decreased development of close relationships, interference with learning, and reduced opportunities to practice and improve social skills. As a shy student reaches, peers tend to start thinking of the child as not normal. This can in turn have negative effects on the childs self-esteem. On the other hand, shy student tend to act out less than other students do, perhaps because they dont want to call attention to themselves by doing something wrong. Although some students outgrow shyness as they get older, others remain painfully shy their entire life. * Relationship of Shy out students with Self -Esteem Shy students are seen less friendly than others, maybe a bit standoffish, even cold in some circumstances. shy students probably even see themselves in a more negative than positive light. Because of this worry, their thoughts and strengths are limited to a very small circle of students; they are in fact only limited by their own thoughts and emotions. They constantly think that others are slighting them, insulting them, or attacking them in some way. The shy students can actually handicap themselves with negative thoughts and wind up using their shyness as a crutch and an excuse for not pursuing more social occasions, it becomes to socialize, make friends, and establish relationships, both personal and professional. It becomes a self- defeating behavior. This kind of self-defeating behavior leads to more and more avoidance of any or all social encounters, until they become frozen in fear and completely unable to function in normal social circumstances. They quite literally lose hope in their own ability to function normally in these circumstances, so they quit trying. if the children (adult) feel that there is a discrepancy between the way they are behaving and the way they would like to react, their self esteem is likely to be low. To avoid negative feeling, children may lower their expectations of themselves and accept a lower level of performance or social interaction than they are capable of, or may try to avoid further feeling of failure by withdrawing from the situation in which they feel that there self esteem to be threatened. 4. 4 Conclusion Teachers may be able to help shy students considerably by using strategies that are relatively easy to implement and well matched to the teachers basic role as a helpful instructor to students. These strategies include providing self-concept support, encouragement, and opportunities to develop confidence and comfort in the classroom to shy and inhibited students, as well as closer monitoring, improved nonverbal communication, environmental engineering, and instructive suggestions or demands for improved concentration designed to maintain the attention of students prone to shy out students. Most teachers seem to develop an intuitive understanding of some of the needs of shy students, but many could meet these needs more effectively by systematically applying the principles and strategies highlighted here. 4. 5 Suggestion of shy out students Suggestion one Assuming that you share a common Language with this student, the first step has to be to speak to him in his own language in order to ascertain what the problem is and if he is always shy. In other words is he shy when using his native language or does this shyness only occurs when he is trying to speak? Secondly, it would be very useful to spend some time talking to him about various aspects connected to his one-to-one classes and in particular how he would like to be taught and what his aims are. You could emphasize the value of trying things out in English and learning from mistakes rather than being afraid of them. You could also clarify your role and make sure that he understands that you are there to help and to give him constructive feedback on his English. Suggestion two We provide opportunities for the shy out students to develop debating skills. Provide best activities to break the shyness of the students. Suggestion three Teachers provide group work to make involvement of the students. They help and support the shy out students in classroom discussion and do not asked to him gave answer quickly. Suggestion four You could also use homework as the basis for speaking. If he has prepared a homework exercise (a grammar exercise or similar), go through it in the next class with him reading out the answers. It’s important that he gets used to hearing himself speaking this strange foreign language and feels comfortable with it. Suggestion five Another factor could be the dynamic in the classroom. Sitting next to the student rather than standing or sitting opposite can create a feeling of co-operation and may help the student to overcome his shyness. Writing on sheets of paper on the table rather than the whiteboard could also help as could the use of visual aids on the desk such as maps, photographs, magazine pictures and so on. All of these can help to shift the focus away from the student. The important thing here is for you to experiment and find the style and approach that best suits your student. 4. 6 Recommendations * The students should talk to parents, friends, a mentor or anybody they trust most and should confide and express what they feel. * The students should avoid doing so many things at the same time. Because this could lead them to confusion and frustration if nothing gets accomplished. They must stick on one thing that they are good at. * Parents should teach their children how to behave in a social situation. * Parents should try to be good role models. They must let their children see those making social contacts, expressing themselves and interacting with others. * Parents should help their children to feel themselves important, capable and adequate. Such feelings will enhance their self-esteem. * Teachers should avoid calling their students shy. If labeling occurs in the classroom, teachers should intervene. * Teachers should encourage shy students to participate actively in classroom activities 4. 7 SUMMARY Shy students participate less frequently in class, are less likely to volunteer contributions, and give shorter and less elaborate answers to questions. Differences between shy and less shy students extend to their performance on standardized tests of vocabulary. What is shyness in students? Almost all students act shy at times, especially when encountering a new person or situation. Quite sensibly most students take time to figure out what to do (and not do! ) when presented with a novel situation. With time, most students start to feel comfortable in a new situation or with a person theyve recently met and, therefore, act more outgoing, relaxed, and ontaneous. Some students, however, warm up much more slowly than others. * Causes of shy out students Some children seem naturally shy, while others may revert to being shy because they are scared, ashamed or simply conditioned by past experiences to do so. A lack of confidence can cause a child to become shy, especially if she has been given reason to doubt her abilities in the past. 1. Lost Discussion Skills Students who do not interact with others in the classroom miss opportunities to learn crucial interpersonal skills. Students miss opportunities to develop debating skills. 2. Lost Assertiveness Shy students may be less willing to mention when they are struggling with class room discussion, causing them to not receive the help they need. 3. Lost Opportunities When students do not have enough experiences, they miss many opportunities to learn. Students who are very shy may be distracted from classroom material because of fears of social interaction or being called on in class. 4. Students often get ignored Shy students often have difficulty with class grades, but that largely comes from lower levels of class participation and oral skills. Whether shyness is learned, cultural, or genetic, it can present problems for both students and instructors, most commonly in smaller classes in which participation is expected/encouraged. 5. Low Self-Efficacy. Shy students often develop low self-esteem and a lack of confidence, which reduces the chances that they will have the confidence to pursue challenges that give them learning opportunities. Shyness can also create an unfortunate cycle, as timid students do not develop effective communication skills. * Strategies to Overcome Shyness of students Following strategies to help the students to overcome their shyness. 1. Tell the students about times when you acted bashful 2. Explain to the children how they will benefit from acting outgoing Prevent labeling of the children as shy. 3. Expose the children to unfamiliar settings and people 4. Prompt the children to interact with others 5. Reward the children for outgoing behavior * Signs of shy out students 1. Produce little or no voluntary speech 2. Follow directions but dont respond verbally to them 3. Turn away when spoken to 4. Watch but dont join other students in fun activities 5. Make little or no eye contact * Teachers do to help shy out students 1. Put children in pairs or other small groups and lead them into an activity that requires interaction. 2. Prompt interaction between students. 3. Give shy students plenty of time to respond to questions or to speak to the class. 4. Show empathy and understanding. 5. Show warmth. 6. Reward outgoing behavior. * Effects of student’s shyness on classroom discussion Effects of being shy include: 1. Nervousness in discussion. 2. Decreased development of close relationships. 3. Interference with learning. 4. Reduced opportunities to practice in classroom discussion. 5. Improve social skills. References Byrnes, A, D. (1984). Forgotten children in classrooms: Development and Characteristics. The elementary school journal, Vol. 84, No. 3 [Online] Available: http:

Usefulness Of Symbiotic Relationships In Marketing Marketing Essay

Usefulness Of Symbiotic Relationships In Marketing Marketing Essay Symbiotic Marketing, also known as Co-Marketing Alliances and Joint Marketing Activities, has remained sporadic, especially in Indian Small Scale Sector. The studies focusing on the applicability of these Symbiotic Marketing strategies in the Indian context are conspicuously absent. The existing literature, conveniently assuming that the Indian Small Scale entrepreneurs possess the knowledge of the operationalities of the concept, has suggested this as a valid alternative system to their marketing problems. The present study is aimed at comprehending the perceptions of the Small Scale entrepreneurs towards Symbiotic Marketing strategies. The analysis is useful in developing programs aimed at facilitating these inter-organizational cooperative marketing strategies. In marketing channel strategy literature, a number of channel alternatives have been identified which firms utilize in distributing their products and services. These alternatives include the traditional marketing channel, the vertical marketing system, vertical integration, strategic alliances, network organizations, and the horizontal marketing system. These channel forms have been studied by market researchers relatively thoroughly and from a number of perspectives. However, one other strategic alternative has been identified and discussed by a few authors but has yet to receive the same level of attention as other forms of marketing and distribution. This cited strategy is the more holistic concept of symbiotic marketing, originally defined as an alliance of resources or programs between two or more independent organizations designed to increase the market potential of each (Adler, 1966). The concept was first introduced in 1960s, but has rarely been discussed by the market resea rchers and is generally dispatched as a synonym for horizontal marketing system (Kotler, 1991). However, the concept is much more powerful and comprehensive, than conceived by the lack of research in the area. The symbiotic marketing is comprehensive in the sense that firstly, it provides a strategic direction to channel considerations. Rather than develop strategically important core competencies and resources internally, firms which practice symbiotic marketing are actively and continually scanning both the external and the competitive environments for likely partners with such resources. This shifts the firm from being primarily internally- oriented to externally oriented. Secondly, the modes of symbiotic marketing comprise virtually all of the various forms of distribution identified in extent marketing and management literature. Modes of symbiosis include strategic alliances, joint ventures, co-marketing agreements, vertical marketing systems, horizontal marketing systems, and traditional buyer-seller marketing channels. However, distribution strategy employing mergers and acquisition as a tool, violate the spirit of symbiotic marketing, since the firms are integrated and are no longe r independent organizations, which is a requisite for symbiotic marketing. Thus all forms of distribution strategy other than vertical integration lie within the scope of symbiotic marketing. Since, not enough research has been done on the subject, extent literatures existing on strategic alliances and organizational networks has been used for the analysis since virtually all modes of symbiotic marketing is based on some form of organizational collaborations. Once the basis for symbiotic marketing has been established network analysis will be proposed as a tool for symbiotic partner selection and market selection. The underlying framework for this research is that the use of symbiotic marketing can return to a firm superior market success, if applied in a strategic manner, via such measures as first mover advantage, superior profit returns, and the ability to overcome barriers of entry into market niches dominated by well-entrenched competitors. Hypotheses will be proposed to test these assumptions. STATEMENT OF PROBLEM The usefulness of Symbiotic Relationships in Marketing for firms to compete successfully in the local global markets and its acceptance by small business units in India. TOPIC JUSTIFICATION OBJECTIVE OF THE STUDY The primary objective of this paper is to address an apparent gap in the strategic or purposeful use of symbiotic marketing as a delivery system for a firms product or service in the current stream of marketing literature. Only recently has the market researchers focused on an attempt to understand the vertical marketing systems (VMS) and horizontal marketing systems(HMS), of which HMSs such as joint ventures, strategic alliances and partnerships have been studied most heavily. However, the researchers of these strategies have focused only on a single mode of HMS, whereas Symbiotic Marketing provides a broader framework for the researchers, to apply their desired analysis tool. Apart from the handful of extant literature existing on HMS, much of the research on channel strategy has focused on vertically-oriented channels such as VMS and vertical integration. This focus on Vertically-oriented Structures has discounted the emergence of horizontal strategies such as strategic alliances, partnerships and co-marketing agreements. The rationale behind vertically- oriented alliances or integration primarily gravitates around reducing transaction costs or achieving economies of scale (Heide,1994). On the other hand Symbiotic Relationships allow the firm to achieve significant leverage in the marketplace by not only accessing external resources but also identifying and exploiting market voids at reduced capital outlays. Furthermore, as the market segment boundaries are becoming increasingly undistinguishable, the firms focus is shifting from market share to designing strategic distribution programs that provides some degree of isolation from competition (Day, 1991), which is achievable through the use of Symbiotic Marketing strategies in niche markets, or using external resources for competing successfully in the global marketplace. Once the foundation for Symbiotic Marketing has been established and justified, network analysis can be used to explain how and why the firms will achieve superior markets via Symbiotic Marketing, providing a method for identifying potentially profitable market niches and guidance for selecting symbiotic partner firms for penetrating these market segments. Moreover, understanding the formation of Symbiotic Marketing in the network analysis framework is important because, firstly no adequate framework for understanding the Symbiotic relationships exists in the marketing literature; secondly business competition is increasingly between distinct networks or groups of independent firms operating as a single competitive entity; finally, there is a lack of marketing literature, focusing on the specific conceptualization of Symbiotic relations which need to be addressed. Thus an integrative framework needs to be developed to understand why and how firms enter into these types of partnership s, which will be useful to both academicians and practitioners. To achieve these goals, this paper will first, introduce and review the extant literature available on the subject matter which will provide the basis for developing the framework. The framework will be developed which builds on that introduced by prior researchers and will focus on developing a typology of possible modes of symbiosis available to businesses and their symbiotic opportunities. Secondly, the general concept of market segmentation discussed which is applicable to our study presented. Thirdly, the powerful concept of network analysis will be introduced. However, the focus will be on the qualitative, managerial implications and applications of network analysis, not on its usefulness as a quantitative structural analysis tool. Finally, a model of Symbiotic Marketings usefulness as a strategic tool will be presented and justified. CHAPTER II LITERATURE REVIEW Recent research has pointed the importance of nurturing relationships for effective marketing. There is a paradigm shift in marketing from transaction marketing to relationship marketing. Firms are also considering relationship marketing as crucial for sustaining competitive advantage. The center has provided impetus for an in-depth look at relationship marketing from the perspective of both theory and practice. The term relationship marketing encompasses some of the constructs suggested by past research. These constructs are relational contracting, internal marketing, symbiotic marketing, relationship marketing, strategic alliances, working partnerships, co-marketing alliances, and long-term orientation. Morgan and Hunt emphasize the process and their definition states relationship marketing refers to all marketing activities directed toward establishing, developing, and maintaining successful relational exchanges.We suggest that relationships lead to value creation that has become an area of interest to researchers. Firms realize that both customers and suppliers create value. The value can manifest itself into access to technology, access to markets, and access to information. Firms realize that customers and suppliers provide access to value creation that will provide them with sustainable competitive advantage. Value creation can be divided into three domains. The first domain is value creation through supplier partnering that forms the first set of articles for this special issue. Value creation through alliance partnering form the second set of articles. Finally, value creation through customer partnering form the third set of articles. The issue of value creation through relationships with suppliers is examined by the first four articles. The first paper is Supplier Relationships: Emerging Issues and Challenges, written by the co-editors of the special issue. The paper proposes that effective relationship with suppliers will provide firms with next-generational competitive advantage. We suggest that this shift toward supplier relationships will change the role, processes, and strategies of firms and, therefore, new areas of inquiry will emerge. These include understanding suppliers as customers; cross-functional supplier teaming; economic value of supplier equity; supply experience curves; hub and spoke organization; bonding with suppliers; global sourcing processes; cross-cultural values in purchasing; cross-national rules and regulations; and service procurement. The second article also addresses the issue of the importance of supplier relationships and discusses the use of portfolio approaches to examine supplie r relationships. In previous papers, authors suggest that firms should examine supplier performance to classify suppliers into groups. This classification will aid firms in designing strategies to enhance relationship with firms. The next two articles discuss the effect of JIT and information technology on supplier relationships. In The Effect of JIT Purchasing Relationships on Organizational Design Purchasing Department Configuration, and Firm Performance, by Richard Germain and Cornelia Droge, the authors suggest that JIT relationships involve close supplier collaboration on product development and specifications, product, and information flows. Based on a survey of 200 US firms, the article suggests that JIT increases a firms formalization, integration, and specialization. Also firms that use JIT have enhanced performance. Employing Information Technology in Purchasing: An Empirical Study of the Impact on Buyer-Supplier Relationships and Size of the Supplier Base, by Rodney L. St ump Ven Sriram, and Earl G. Graves, discusses the role of information technology on relationships. They find that information technology investments enhance buyer-seller relationships and the degree of information technology used in transaction processing affects this relationship. Interestingly, they also find that information technology investments reduce the supplier base. The next set of two articles discuss value creation through alliance partnering, an emerging area of interest to marketers. The fifth article in the special issue is Scope and Intensity of Logistics Based Strategic Alliances: A Conceptual Framework and Managerial Implications, authored by Walter Zinn and A. Parasuraman. The article examines logistics based strategic alliances and proposes a typology to classify these alliances along the dimensions of scope and intensity. They also offer strategies for firms involved in strategic alliances as well as areas for future research. The next article, Selling Alliances : Issues and Rights, by Brock Smith, examines the issues of selling alliances, an emerging area of interest in personal selling. The issues of selling alliances at both the organizational as well as the personal level are discussed. A sample of 175 salespeople who are in sales partnerships is used to validate the expectations. The final set of articles discuss value creation through customer partnering. Customer Value Change in Industrial Marketing RelationshipsA Call for New Strategies and Research, by Daniel J. Flint, Robert Woodruff, and Sarah F. Gardial, addresses the issue of customer perceptions of value. The authors suggest that suppliers perceptions of value are changing. To design strategies that give business marketers a strategic advantage, firms need to understand customers present value needs, marketers ability to deliver value, and change in perceptions of value. The next article discusses the issue of customer perceptions of the marketer and value provided by the mark eter. As firms survey their customers to determine their performance, the issue of the validity of customer evaluations comes into question. What Information Can Relationship Marketers Obtain from Customer Evaluations of Salespeople? by Douglas M. Lambert, Arun Sharma, and Michael Levy, addresses this issue. The results of a survey from business customers in the health care industry suggest that buying firms that give higher evaluations to business salespeople also give higher performance ratings to the selling organization. Also, salespeople who are evaluated as being better and more credible by customers also receive superior evaluations from their managers. The final three papers in the special issue discuss case studies in value creation through customer partnering. The first paper, Managing Business Relationships and Positions in Industrial Networks by Brian Low, examines the issues of industrial networks. The article views networks as providing access to resources and activiti es and examines a network in the context of a dealer for office equipment. The second article, Building Supplier-Customer Relationships: Using Joint New Product Development, by James Comer and B. J. Zirger, examines the evolution of a supplier-customer relationship. The paper examines a relationship in the case of an automobile project. The final paper by Pierre Filiatrault and Jozee Lapierre, Managing Business-to-Business Marketing Relationships in Consulting Engineering Firms, (accepted by Peter LaPlaca) examines relationships in the context of business services. In conclusion, we feel that the papers provide a broad look at the academic research in the area of business relationship marketing. The articles in this special issue address value creation through supplier relationships, alliances, and customer relationships. The papers make an important contribution to relationship marketing thinking in the domain of business markets. The research is both useful to managers and serves as an impetus to future research in this area. We hope that you find the articles as exciting and interesting as we have. CHAPTER III METHODOLOGY DATA SOURCES UNIT OF ANALYSIS SAMPLE SELECTION The present investigation is prescription type of study undertaken to estimate the effectiveness of the Symbiotic Relationship in the Indian Marketing Scenario in various business units and its impact on the Partnered Business profits, Market Share, Level of Competition and Customer Loyalty and Retention. The present study identifies the views of people engaged in different businesses, generally small-scale, about their interpretation, importance and understanding of the advantages of developing a Symbiotic Relationships with different aspects of their supply chain or competitor base in order to cater to new market segments, or expanding their resource base and thereby improving their productivity, profitability and survivability in the highly competitive and rapidly expanding Indian Markets. Moreover, due to lack of availability of enough time, the scope of research has been restricted to the local area markets in the Mumbai region covering the areas of Andheri, Vile-Parle, Kandivali, Santacruz, which are small scale businesses such as shop-owners or factory outlet managers and marketing and operations team-members of some large scale firms. Considering the time criteria in which the report had to be prepared, we considered small scale businesses as the population with the size of 68. However, 24 participants did not fill the questionnaires provided to them completely, a requisite when using the likerts scale, and about 8 people were not willing to fill such questionnaires, the number of actually completed forms was drastically reduced to 36. Considering the fact that, for conducting a Z-Test for the analysis, the minimum size should be 30, the sample size of 35 was considered appropriate for the analysis and was carried forward for the purpose of research. TOOLS TECHNIQUES The tool used for conducting the research was administering the questionnaires to the business owners and conducting interviews, so as to determine whether their response in the questionnaire and on-face does not contradict. The questionnaire consists of open-ended questions which need to be answered on Likerts 5 Point Scale. For the analysis of the responses of the respondents, a 2-tailed Z-test will be used and the feasibility of the Symbiotic Marketing in the Indian Context will be determined based on the mind-set of the people involved in the analysis. Although, the sample size is 35, but it will be indicative of the entire population in the local areas considered for this study. Also random sampling (and in some cases systematic sampling) has been used to distribute the questionnaires and collect the responses for conducting the analysis. DATA SOURCES Market research requires two types of data i.e. secondary data and primary data. Primary data has been used abundantly for the study. Well-structured questionnaires were prepared the survey was undertaken. Feedback for the display has been taken by asking questions observation has also done to gather primary information. There is also a use of secondary data, collected from the extant literature available on the subject matter in various journals, books, and websites from various marketers and business owners. PRIMARY DATA The primary data to be selected was based upon the response of the respondents to the questionnaire designed. The questionnaire consists of open ended questions. The Questionnaire was targeted to know about the views of the business owners and planning and marketing department people towards the adoption of symbiotic relationship in the long term opportunities for the businesses especially in the Indian Context. SECONDARY DATA The secondary data was collected by referring through various companys marketing strategies in online manuals, Reports, journals and research papers, web sites, and the final data was analyzed systematically to accomplish the objectives of this research paper. CHAPTER IV RESEARCH FRAMEWORK OF THE STUDY PROPOSED FRAMEWORK RATIONALE OF FRAMEWORK VARIABLES HYPOTHESIS Symbiotic Marketing increases the competitive Advantage of the participating firms over their respective competitors companies with complementary products or services can also achieve symbiotic marketing by carrying out lateral cooperative marketing Growth Oriented firms prefer bigger firms for Marketing Symbiosis. Survival Oriented firms prefer equal sized or smaller firms for Marketing Symbiosis. Sharing of operational resources and mutually-complementary advantages among interrelated companies, will increase their production efficiency. CHAPTER V DATA ANALYSIS INFERENCE STATISTICAL ANALYSIS INTERPRETATIONS CHAPTER VI SUMMARY CONCLUSION SUMMARY OF FINDINGS CONCLUSION SCOPE RECOMMENDATIONS LIMITATIONS OF THE STUDY CHAPTER VII REFERENCES [1] Kotler, P., Fernando, T. D.(2005).Lateral Marketing. Beijing: China Citic Press,25. [2] Lee, A. (1966). Symbiotic Marketing. Harvard Business Review,44(9-10):59-71. [3] Rajan, P. Rajaratnam, D. (1986). Symbiotic Marketing Revisited. Journal of Marketing, 50(1):7-17. [4] Andy, L., Ian, B. (2001). Strategies for Building a Customer Base on the Internet: Symbiotic Marketing. Journal of Strategic Marketing, (9):47-68. [5] KaZuo, A. (2002). Sociological Principle. Beijing: Huaxia Publishing Co., Ltd., 50-52. [6] Shiroshi, T. (2000). How Will the Market Strategy Change in the Future?. ToKyo: Diamond Inc.,90. [7] Kazuhisa, T.(2000). Social Psychology of Consumption Behavior. ToKyo: Kitaoji Publisher,52-62. [8] Xavier, M. J., Krishnan, R., Borin, N.(2005). An Integrated Model of Collaborative Value Creation for Strategic Innovation: The Case of Retail Automation in India. IIMB Management Review,(6): 29-39. [9] Yokozawa, T. (1998).Customer Value Management. ToKyo: Productivity Publisher,71-80. [10]Mohr, J., Fisher, R., Nevin, J. (1996). Collaborative communication in interfirm relationships: moderating effects of integration and control, Journal of Marketing, 60(July) [11]Osborn, R. Baughn, C. (1990). Forms of interorganizational governance for multinational alliances, Academy of Management Journal, 33(3), 503-19. [12]Rangan, V., Menezes, M., Maier, E. (1992). Channel selection for new industrial products: framework, method, and application, Journal of Marketing, July, 69-82. [13]Shaw, A. (1912). Some Problems in Market Distribution, Quarterly Journal of Economics, 26 (4): 703-765. [14]Street, P. (1975). Animal Partners and Parasites, London: David and Charles. [15]Snyder, G. (1991). Alliance theory: a neoralist first cut, in The Evolution of Theory in International [16]Relations (pp. 83-110), Columbia, SC: University of South Carolina Press. [17] The Effect of JIT Purchasing Relationships on Organizational Design Purchasing Department Configuration, and Firm Performance, by Richard Germain and Cornelia Droge. [18] Scope and Intensity of Logistics Based Strategic Alliances: A Conceptual Framework and Managerial Implications, authored by Walter Zinn and A. Parasuraman. CHAPTER VIII APPENDIX Insert the questionnaire hereà ¢Ã¢â€š ¬Ã‚ ¦

Isolation in John Steinbecks Of Mice and Men Essay -- Essays Papers

Of Mice and Men Isolation John Steinbeck's novel Of Mice and Men contains the haunting theme of isolation that captures the "abused" little man of 1920’s America. Throughout the novel, it is shown that loneliness and isolation has a greater affect on us than may seem. Steinbeck's characters experience different forms of isolation based on the specific prejudice contained within themselves. This theme is shown in Crooks and his isolation due to his race, Candy due to his age, and Curley's wife due to her quality as "jail bait." Candy, characterized as an old swamper, is victimized into isolation as a result of two main factors: his basic disability and his age. Throughout the book we find the farmhands out bucking the barley while Candy is left behind to sweep and clean the ranch. We see the reason for isolation due to his lack of a hand which he lost after getting it caught in a piece of machinery. Candy's age also adds to his isolation. Because Candy himself thinks that he is useless he puts himself in a state of mind that handicaps him more than his missing hand ever. He looks down on himself as an old worthless man that's wasting away his last few years. Candy's character shows us that sometimes its not just other people that isolate us, but that in some cases it is also ourselves. The most evident case of loneliness throughout the book is Curley's wife. No matter how hard she tried, she couldn't find attention. In response to her reputation for being a flirt none...