A Judge’s Decision Has Potential Bias Due To Crime :: Legal Research Papers

A Judges Decision Has Potential Bias Due To CrimeIntroduction A Clemson University Student named Erin Brophy did an experiment to see if at that place was potential bias in a legal case depending on the evil. She did this after hearing about an experiment performed by Dr. Ben Stephens and Dr. Spurgeon Cole. They wanted to know if a prior association between a lawyer and a judge had potential judicial bias. Erin Brophy found that there is no difference in crime whether a judge will be biased. She surveyed people to see what their opinion was. The two crimes in her study were burglary and murder (Brophy). Because there was no difference in her experiment, we wanted to make the differences in the crimes more extreme. We wanted to find whether there is a difference between shoplifting and murder. We predicted that there will be more bias for the lawyer in the murder case and that the judge should be removed.Methods We gave the survey to 160 people for th is experiment. There were 16 experiments and each experiment peaceful 10 surveys, five with the crime being shoplifting and the other half being murder. There was a lot of variability in selection methods. unmatchable example was selecting friends to take the survey. The participants included both male and females. The final sample size was 120 people. 64% were females and 36% were males. The age range of the participants was 17 to 25. The mingy age was 19.69.Materials A survey was given to the participants to see if the judge would be bias for or against the attorney, and if he should be removed from the case. The survey asked the persons gender and age. The next two questions asked if there was potential bias for and against the attorney. The last question asked if the judge should be excused from the case. The type of crime had two divergent versions. On half of the surveys, the crime was shoplifting and the other half was murder. The measurement of t he bias from the questions was by circling yes or no.

P-type ATPases Essay example -- Chemical Biology, Biochemistry

Describe the mechanism of P-type ATPases select one P-type ATPase and examine how its physiological role has been investigated.The P-type ATPases are a large family of membrane enzymes, with 476 unalike subtypes categorised in the Swiss-Prot protein in attaination database. The P-type or E1-E2 ATPases were first discovered and categorised by Jens Christian Skou, a Danish physician-turned-physiologist in 1957. Skou discovered the Na+/K+ ATPase, and later shared half of the 1997 Nobel Prize for Chemistry in reward for his work (Skou 1997).As mentioned above, the P-type ATPases have a broad range of interventions, for example, the use of the digitalis toxin in the treatment of heart failure (Rang et al. 2007). There are 5 broad classes of P-type ATPase, and numerable sub-classes. Human ATP-ases are primarily grouped in classed I, II and IV, with group III consisting of bacterial enzymes, and group V largely unclassified (Stokes and Green 2003). An especially important role of an ATPas e in humans is the transport of atomic number 11 and potassium ions across the cell membrane. It is this Na+/K+ ATPase that J.C Skou discovered, and worked on for most of his academic career (Skou 1997). The fundamental basis of the P-type ATPases ability to function is its capacity to form 2 conformational states, E1 and E2. Both of these states are ion-binding, one allowing intramembrane ion binding, and the other with an extramembrane ion binding site. The Na+/K+ ATPase is an anti-porter, transporting Na+ ions out of the cell, and K+ ions into the cell, at a 32 ratio (NaK), against the concentration gradient (Lehninger et al. 2000). The process of transporting ions across the membrane is a 4 step mechanism, as shown in figure 1. Firstly, 3 N... ... a thespian in the Active Transport of Sodium and Potassium in the Human Erythrocyte. Journal of Biological Chemistry 235(6), pp. 1796-1802.Rang, H. P. et al. 2007. Rang and Dales pharmacology. 6th ed. Edinburgh Churchill Livingston e/Elsevier, pp. xiii, 829 p.Shull, G. E. et al. 1985. Amino-acid sequence of the catalytic subunit of the (Na+ + K+)ATPase deduced from a complementary DNA. Nature 316(6030), pp. 691-695.Skou, J. C. 1997. The Nobel Prizes 1997. Stockholm Nobel Foundation.Skou, J. C. 2004. The Identification of the Sodium Pump. Bioscience Reports 24(4), pp. 436-451.Skou, J. C. and Esmann, M. 1992. The Na,K-ATPase. Journal of Bioenergetics and Biomembranes 24(3), pp. 249-261.Stokes, D. L. and Green, N. M. 2003. STRUCTURE AND FUNCTION OF THE CALCIUM PUMP. Annual Review of Biophysics and Biomolecular Structure 32(1), pp. 445-468.

The Chicken Incident :: Personal Narrative, Autobiographical Essay

The Chicken IncidentEveryone has an extremely embarrassing experience, that seems horrifically terrible at the time, but upon reflection becomes a all hilarious occurrence in their life. This episode can be anything from falling down the grand staircase in high school, to splattering a pan off of chicken in the walk-in cooler at work. This is mine.I had been working for the Culvers Franchise Association for virtually three years, in which my primary job was drive-thru and other front house positions. I occasionally worked in the kitchen, but not enough to know the entire swing of things that well. This particular night was a pretty ordinary night at the restaurant. I was situated on drive-thru, and was also scheduled to close that same position. As closing time roll around I found myself bombarded with a plethora of tasks, and to accomplish them I needed to be able t o access the sink. I walked everyplace to the sink to find an enormous bucket filled to the brim with water and c hicken. This bucket needed to be carried to the cooler for the night, but whoever left it there had forgotten ab come forth it and it remained in my sink. Well, instead of calling for my co-worker to carry the chicken to the cooler, I decided to take it upon myself and help them out. Looking back in hindsight, I now ask myself, What was I thinking?I hoisted the pail of chicken and water out of the sink and headed towards the cooler. As I approached the cooler I be the bucket on a nearby shelf, and proceeded to pry open the heavy metal door. As the door opened I was greeted with a cool, clammy breeze. I entered the cooler and found that the floor had recently been mopped and was still quite damp. On approximately my third step into the cooler I felt my feet slide out from under me. In an effort to brace myself I dropped the bucket of chicken and began flailing my arms in an effort to grab on to anything in sight I was now lying on the frozen floor saturated in chicken water, while t here was an massive puddle of water around me with sundry(a) pieces of chicken scattered throughout. I managed to peel myself up off the floor and prepared myself to face the management. As I crept to the front of the store, I found Frank, Bruce, Becki, and Jim stand up in a huddle discussing the inventory they had been working on that night.

Lucas: King Of Film :: essays research papers fc

Lucas King of Film     Whether it be through his epic Star Wars saga, or through the noblespecial effects crew he pioneered, Industrial Light and Magic, he continues toamaze audiences world wide. His name in synonymous with famous purportors/producers in the world. His impacts afford out in more fields thanjust fritter away. He has created companies that produce award winning video games, toycompanies produce action figures designed afterward characters from his movies, some(prenominal)books by many authors based on his original film stories, and countless otherwings of Lucas reign exist in todays world. Since his youth, George Lucas hasexperienced many influences, which in turn push him to make the greatestcontributions to the film industry which leave an ever increasing impact on filmtoday and the world.      passim history, it is apparent that those who are recognized as"great ones" were influenced in some way or another to bec ome the leader whothey are. In George Lucas case, he was greatly influenced in his late teensand early twenties. Lucas claims to have chased girls and raced cars throughouthigh school, and barely made it through (Moritz 258). curtly after high school,Lucas attended Modesto petty(prenominal) College in California and continued to work oncars as his main interest (Moritz 258). In Smith, Lucas is quoted saying, "Iwas a hell-raiser lived, ate, breathed cars That was everything for me"(84).Lucas even worked on pock crews for race cars when he met Haskell Wexler, whointroduced him to film (Moritz 258). Eventually Lucas realized his new passionwas film. Mr. Wexler helped Lucas gain admission into the University ofSouthern Californias film department (Moritz 260). In college Lucas wasthe head of his film classes winning many awards and accolades. His firstfeature movie in college was titled THX-1138 and won his universitys award forbest film (Moritz 259).      Lucas is also inspired by his association of friends and fellow directors,producers, and collaborations with them. With the success of THX-1138 at theuniversity, Lucas was awarded the chance to be an observer on the set ofFinians Rainbow directed by University of Southern California alumnus FrancisFord Coppola (Champlin 7). Soon the two began to chat, and then became friends,so Coppola let Lucas work for him on the movie. With his hard work, Lucasearned the respect of Coppola who in turn did Lucas the favor of convincingproducers to let Lucas direct a major motion picture (Moritz 7). Lucas firstmajor motion picture was American Graffiti, with this film Coppola had givenLucas the chance to make a terms in the film industry, and he certainly did.

Rational Choice :: Economics

Rational Choice---------------In the past century, philosophers and social scientists have giventheories of individual and interactive decision making a rigorousfoundation. Indeed, contemporary decision and game theory haverevolutionized our understanding of rational choice in ways thatparallel the concurrent revolution in philosophical logic. CarnegieMellons philosophy department is recognized as one of the foremostdepartments in the world in decision and game theory. Primary researchat Carnegie Mellon in decision and game theory focuses on thefoundations of Bayesian decision theory, interactive knowledgeconcepts and their applications in game theory and equilibriumselection in games.Decision theory is motivated to a large extent by theconsequentialist, and especially the utilitarian, traditions in moralphilosophy. To bring about the best consequences, one moldiness know whatthey are. From the beginning, both critics and defenders of moralconsequentialism raised skeptical doubts abo ut the possibility of everderiving a satisfactory procedure for rank ordering alternatives so asto identify the best choice. In the special case of utilitarianism,the great 19th century utilitarians John Stuart Mill and HenrySidgwick themselves thought that an exact calculus of utility thatwould enable societys members to know precisely how to produce thegreatest overall welfare might not be possible. Any final cause for autilitarian calculus raises two fundamental questions (1) How arequantities of utility to be ascribed to alternatives in a nonarbitraryway?, and (2) How are likelihoods to be ascribed to alternatives in anonarbitrary way? A decision theory based upon utility is intimatelyrelated to theories of probability, which are needed for thecalculation of expected consequences. In 1926, Frank Ramsey presenteda monumental essay Truth and Probability, which laid the cornerstonesof contemporary decision theory. Ramsey proved a representationtheorem that enables one to derive b oth numeric utilities andprobabilities over alternatives that uniquely cohere with onesqualitative preferences over these alternatives. The work of Ramseyand his successors, most notably Leonard Savage, has resulted inmodern Bayesian decision theory, which provides a precise bill ofhow to choose so as to maximize expected utility. This work has alsosparked a great flowering of alternative decision theories, rough ofwhich generalize Ramseys and Savages treatments and some of whichconstitute alternatives to standard Bayesian decision theory.Game theory considers cases in which decision problems interact. Themathematician John von Neumann and the economist Oskar Morgensternestablished game theory as an important branch of social science in1944 with the publication of their treatise Theory of Games andEconomic Behavior. Von Neumann and Morgenstern presented a precisemathematical account of situations in which agents beget interdependentdecisions. To be sure, von Neumann and Morgenst ern had intellectualprecursors. In the 1910s and 1920s, the mathematicians Ernst Zermelo

Rational Choice :: Economics

Rational Choice---------------In the past century, philosophers and social scientists have giventheories of individual and interactional decisiveness making a rigorousfoundation. Indeed, contemporary purpose and gimpy surmisal haverevolutionized our understanding of rational choice in managements that mate the concurrent revolution in philosophical logic. CarnegieMellons philosophy department is recognized as oneness of the foremostdepartments in the world in decision and game theory. Primary researchat Carnegie Mellon in decision and game theory focuses on thefoundations of Bayesian decision theory, interactive knowledgeconcepts and their applications in game theory and equilibriumselection in games.Decision theory is motivated to a large extent by theconsequentialist, and especially the utilitarian, traditions in moralphilosophy. To bring more or less the best consequences, one must know whatthey are. From the beginning, both critics and defenders of moralconsequentialism ra ised skeptical doubts about the possibility of everderiving a satisfactory social occasion for rank ordering alternatives so asto identify the best choice. In the special case of utilitarianism,the great 19th century utilitarians John Stuart Mill and heat contentSidgwick themselves thought that an exact calculus of utility thatwould enable societys members to know precisely how to produce thegreatest overall welfare might not be possible. Any proposal for autilitarian calculus raises two fundamental questions (1) How arequantities of utility to be ascribed to alternatives in a nonarbitraryway?, and (2) How are likelihoods to be ascribed to alternatives in anonarbitrary way? A decision theory based upon utility is intimatelyrelated to theories of probability, which are call for for thecalculation of expected consequences. In 1926, Frank Ramsey presenteda monumental essay Truth and Probability, which laid the cornerstonesof contemporary decision theory. Ramsey proved a representati ontheorem that enables one to derive both quantitative utilities andprobabilities over alternatives that uniquely cohere with onesqualitative preferences over these alternatives. The work of Ramseyand his successors, most notably Leonard Savage, has resulted inmodern Bayesian decision theory, which provides a precise account ofhow to choose so as to maximize expected utility. This work has alsosparked a great flowering of alternative decision theories, some ofwhich generalize Ramseys and Savages treatments and some of whichconstitute alternatives to standard Bayesian decision theory.Game theory considers cases in which decision problems interact. Themathematician John von Neumann and the economist Oskar Morgenstern launch game theory as an important branch of social science in1944 with the publication of their treatise Theory of Games andEconomic Behavior. Von Neumann and Morgenstern presented a precisenumerical account of situations in which agents make interdependentdecisions. To be sure, von Neumann and Morgenstern had intellectualprecursors. In the 1910s and 1920s, the mathematicians Ernst Zermelo

Critique on Distinctive Features

Andrew Ike B. Waga ENG 106 Dec. 14, 2011 2010-53632 Trubetzkoy, Jakobson or Chomsky, Whose Distinctive qualitys argon truly Distinct? Teacher, teacher, Help me, I devote just been side swiped by a gondola car These were the exact spoken language that came out from the mouth of the schools resident hooligan, Kevin, one afternoon after clear up.During those times, our school has been intensively campaigning for every learner to speak English at least while on campus, in preparation for the coming PAASCU (Philippine Accrediting Association of Schools, Colleges) visit, we were so prepped up that we were even speaking in English outside school just in case the Assessors are just loitering around, observing our teachers would say.So one afternoon, after finding not much to do, Kevin, dogged he wanted to show his antics to us, saying that he is planning to pull off a prank on our schools English Coordinator, and our class adviser as well, we had a carefully laid out plan, he would be rushing from the street towards our school gate while we convince our teacher to approach the gate as well, and then he shouted, the exact words on quotation, except that he pronounced swiped as /s? ?pd/. Our teacher, acute Kevins reputation, was already sensing that she was a bait to a good laugh, calmly however in an authoritarian manner said, side swipe s? aIp/ Next time, Kevin, try pronouncing the words well, so as not to lose your momentum, theres always a next time with her signature smirk. I remembered this incident while reading about Natural classes, I am very sure that my teacher knew what Kevin meant, since all of us thought that Kevins pronunciation of that word was correct as far as we were concerned, until the jokes went back to Kevin. Growing up in a city that speaks Cebuano, it is inevitable for roughly English words to get that bisaya flavour, like the occasional /p/ becomes an /f/ or the letter h is pronounced as /? ? / and many more, but nevertheless, bes ides deviating from what we know as a standard for American English, we pretty much understood each new(prenominal) despite the glitches. And so I thought, why was it necessary to dwell on the distinctive features of sounds when the main importance has been served, comprehension. But then, I had to understand that it is necessary so that I would know just how these sounds are related to be viewed as almost interchangeable, just how similar was similar? Hence, we go to the distinctive features of sounds.In dealing with Distinctive features, I focused first on the work of Trubetzkoy, most populate would start with Jakobson before Trubetzkoy but I saw that it was Trubetzkoy who first saw Phonetics and phonology as separate disciplines. He mentioned that material body (contrast, system patterning) must be studied separately from substance ( acoustics, articulation). Hence, there was a greater concentration on sounds first before they are seen as words. It was Trubetzkoy who introduc ed the idea of oppositions in Phonology which he mentioned in his primary work, GrundzUge der phonologie(1939).Oppositions would refer to a couplet or rig of sounds sharing the same feature that is not shared with any early(a) sounds. Here are some of Trubetzkoys Oppositions a) Bilateral oppositions A bilateral opposition refers to a pair sounds that share a set of features which no other sound shares fully. For example, voiceless labial obstruents =/p,f/. Note that obstruents are defined as having a degree of stricture greater than that of approximants (that is, stops and fricatives). b) Multilateral oppositions A gathering of more than 2 sounds which share common features.For example, labial obstruents,/p,b,f,v/, are both labial and obstruents, so they share two features. c) Privative (Binary) Oppositions One member of a pair of sounds possesses a mark, or feature, which the other lacks. Such features are also known asbinaryfeatures which a sound either possesses or lacks. Vo icing is such a feature. A sound is voiced or NOT voiced. The sound which possesses that feature is said to bemarked(eg+voice) whilst the sound lacking the feature is unmarked(eg. -voice). d) Gradual Oppositions The members of a class of sounds possess different degrees or gradations of a feature or property.For example, the three short front unrounded vowels in English/? ,e,? /which are distinguished only by their height. In this system height would be a single(a) feature with two or more degrees of height. As of exhibit times, when Chomsky and Halles set of Distinctive features are accessible to us, this would seem very broad and general, hence, not really dwelling into more limited details. But this jumpstarted the whimsy that sounds share similar qualities and it is crucial for the development of his friend, Jakobsons own Distinctive Feature Theory.Jakobson is known as the first one to formalize the Distinctive Feature Theory. He followed the findings of Trubetzkoy as one o f his basis for building up his set of distinctive features. Jakobsons original formulation of the Distinctive Feature Theory digression from Trubetzkoy was based on the ff. Ideas (1) All features are BINARY. Sounds are either +voice or -voice (2) A small set of features is able to differentiate between the phonemes of any single language. (3) Distinctive features may be defined in terms of articulatory or acoustic features.Here is a table showing Jakobsons Distinctive Features Though, the wages of Jakobsons set is that it also has an acoustic description, I do think that the articulatory description is sufficient enough, since after articulating the sound we hear the sound we produced ourselves and yet not at all times would people share the same acoustic descriptions to their produced sound, because we all have our own ways of pronouncing sounds, hence, I think that the acoustic description should be left for the vocalizer to describe and not defined by Jakobsons description.Jak obsons idea was a good starting situation for Chomsky and Halles own set of distinctive features. With Jakobsons Distinctive features serving as a terminus a quo for Chomsky and Halle, they were able to refine Jakobsons set of features. A great achievement done by this duo is that they were able to establish the idea of Natural Classes. The aim is to carefully choose distinctive features to form a natural class of phonemes. An advantage of this approach is seen in writing Phonological rules hence, we get to understand why we can still comprehend to some words though they are mispronounced.Another is that if we are to choose the features well, it should be possible to refer to natural classes of phonemes with a smaller number of features, therefore allowing a more refined set of characteristics to describe the phonemes involved in a natural class. Chomsky and Halle also introduced the feature classifications such as the major class features, the manner features and the bottom featu res thus paving the way for a more organized description in giving characteristics of phonemes.Chomsky and Halle was able to answer the concerns of redundancy when giving features, which is set in motion in Generative Phonology, a component of generative grammar that assigns the correct phonetic representations toutterancesin such a way as to reflect a native speakers internalized grammar. Given the current situation, I would have to choose Chomsky and Halles Theory of Distinctive Features as the most functional, because it is able to give more specific descriptions as compared to Trubetzkoy and Jakobson.Since we have established that Chomsky and Halles set gives the most detailed, comprehensive and most organized distinctive features, it would be best to follow their findings. But It is also important to note that without the ideas of Trubetzkoy and Jakobson in the Distinctive Feature theory, Chomsky and Halles own theory would not be as it is today, not able to answer loopholes a nd deficiencies found in the previous studies. So for me, it is like a ladder, one has to go through the intial steps first before reaching your destination, because as what my teacher would have said, so as not to lose your momentum. Bibliography

The Problem with Oliver by Maggie O’Farrell

Most teenagers go for experienced that odd moment when their parents know what they are doing, even though they havent told them and they certainly dont like being compared to their parents. Young people consider themselves as individuals who have nothing in common with their parents but in fact they might have more in common with their elders than they think. The latter might be the case for the main character in Maggie OFarrells short story The problem with Oliver, Fionnuala, who is a perfect, and almost stereotypical, example of a teenager of the kind mentioned in the sentences above.This short story covers some of the greatest problems and themes, we are all probably to clang in our own life somehow. It is about the relationship between mother and little girl and about social heritage, how we all deal with growing up, falling in love which is most likely to be kept secret by young people. What to do, when the one youre in love with comes from a culture that is detest by y our closest family. When the mother is experiencing her first out-of-body experience and tells Fionnuala about it, Fionnuala is rather sceptical and is wondering if her mother has been smoking.She makes it clear to herself, that her mother has officially gone mad, and she is frustrate and tries to erase the possible similarities between Fionnuala and her mother. They dont even look alike not anymore. Not since Fionnuala has started straightening her hair. In which, you could say that Fionnuala will most likely not want to look like her mad mother. But the out of body experience made Grainne wonder if her daughter was going to make the akin mistake by bringing Oliver along to the beach hut. She is laughing, probably trying to laugh it off and make Fionnuala understand it.She then says Then I realized it was you, and I was me, in here, in the house. (l. 71) In which could mean that Grainne is willing to let her daughter manage it in her own way. Fionnuala may not repeat the mist ake, because she could disaccord so much from Grainne. Fionnuala has an English boyfriend, Oliver. The mother havent heard about their relationship from Fionnuala, and Fionnuala is afraid of letting her know, because of her disliking of English men as tally to weak tea and amoebic dysentery (l. 49). The mother is exceedingly fond of Irish folklore and treasures the ancient traditions.And her fondness is clearly expressed in the name she has given her daughter the name Fionnuala was, according to Fionnuala herself, an ancient Irish princess who turned into a swan. But it is obvious that Fionnuala is ashamed of her mothers eccentric behaviour when she first met Oliver, she introduced herself as Finn, unable to add the two last syllables in her name out of sheer embarrassment. The episode, where Fionnualas mother Grainne hides the key to the beach hut from her daughter, could very hearty be the result of a bad experience from Grainnes younger years.We know from the text that Grainne moved to England to escape the fury of her family, and since Grainne is able to hide forth the key to the beach hut, it could be a sign of her trying to avoid repeating the episode. This looks very much alike the episode, where Grainne sits on a bench and she floater a cat that is about to make it a run for the crumb-pecking finch. (ll. 25-33) Grainne is preventing the cat from getting to the bird by throwing a cloth towards a window.In the same way, she is attempting to dull Fionnuala or teach her a lesson, and maybe save her from something that could go wrong, like it did for Grainne, when she was younger. So Grainne knows, that there is something bothering Fionnuala, maybe that she havent done it yet, and almost the reside of the school has. In the text, Grainne warns Fionnuala about not giving in for peer pressure, and that would save a lot of trouble later. Right when Fionnuala had cancelled the date with Oliver and gone terribly mad at her mother, she founds the key on he r bed, and her mother is gone.Grainne would maybe rather run away herself than run the risks of getting furious with Fionnualas boyfriend, so Fionnuala did not have to run anywhere. By growing up, your sense of realism is developing, the older you get. So as the dark, twisted branches of the hawthorn tree tap-tap against the side of the house, as if wanting to come in, could be referred to as the reality, wanting to come inside the house her mind. Grainne knows what is going on, and therefore, things may get easier for Fionnuala in the future. She could maybe be disunite between her mothers strong Irish standards and her boyfriends English ways.

Communication Case Study Essay

1. Which barriers to listening described in Chapter 3 might make it difficult for label and Kate to hear one an other(a)s perspectives when they meet to discuss the daub? Listening is very important in communication. This is the key to effective communication. Listening effectively is ones ability to in full register and interpret messages sent by the loudspeaker system. In Mark and Kates situation, there are listening barriers that prevent and make it difficult for them to fully understand one a nonher. In Kate and Marks situation, and many other peoples situation, psychological barriers are the most common. Emotions became a distraction to listen what the speaker has to say. Just when Mark is calling her attention most doing the job right, Kate already started to put up her guard and defended herself.Most people, including myself, get anxious when we hear criticisms close to ourselves. There are many things that are already playing inside our mind about the situation. This makes it difficult to listen to what the other speaker has to say. We tend to be close-minded in situations deal that. In addition, under the psychological barriers is the egocentrism. The book says, your feature ideas are more important or valuable that those of others. Kate mentioned the situation about her ideas being shot down. She believes that her ideas or suggestions are not as important as the other members of the team. If we believe that our ideas and suggestions are not appreciated well like others, we tend to not listen anymore because we feel like whatever we do, it will not be treated the same as others.On the other hand, Mark needs to carefully listen to what Kate has to say. Since he already listened to what the other members of the team said, he also needs to understand why Kate acts the way she is acting. I believe in Marks situation, an environmental barrier is present. I am not sure if the influence of other people is under this category. Mark became so focused about his own observations of Kates actions and what the team was saying about her. If he is only to focus on what he had observed and what other said, it will be a huge problem and understanding each other will be too difficult for them.2. Consider the listening styles discussed in Chapter 3. Present evidence that indicates each persons styles, and then describe how this knowledge might have created a different communication outcome for Kate and Mark. Kate is a critical listener. In this particular scenario, she became exaggeratedly overreactions on Marks message. If only Mark and Kate are relational and analytical listeners, a better situation and outcome of the meeting couldve been in place. For example, if Kate is an analytical listener, she will be more concerned about fully understanding the message before making a judgment. She couldve seen the situation like Mark must have been concerned about her and wants her to become better at the job. instead of taking it in a dreary way, she couldve seen the feedback as a room for improvement on her performance. On the other hand, Kate could really be an analytical listener.She might have respectable over study the situation that worsens her interpretation of the information conveyed by Mark. Yet, if Kate become more professional about it, she should clarify the message she received with Mark instead of making her own conclusions and interpretations. This is one problem when we tend to just hear not listen. In addition, if Mark will be a relational listener, he will be nonjudgmental about what Kate was saying. He will be able to further help and understand her with the situation. He also must understand where Kate is coming from. Instead of firing her, he can offer her some support and resolve the issues arising within the team. The issue must not only be addressed just between Kate and Mark. It must be resolved together with the whole team. This is to eliminate any other future similar issues. They all need to listen not just hear so they can properly communicate. If they are effective listeners, ideas of each members of the team will be evaluated in the same importance as the others.

Apprenticeship System

EDUCATIONAL THEORY AND PRACTICE A (ETP 410S) Discuss the impact that technological develop manpowert in general had on the assimilatorship body from its rakeal form till today. In your deliberations besides refer to the scholarship dodging in Namibia. Also explain the advantages and disadvantages of the Apprenticeship placement. In the introduction define the terminal figure prep atomic number 18ship system. In your argumentation answer the question above and also deliberate the question whether the alternate of the prenticeship system with a trainee system can enlighten the vocational education and discipline problems of Namibia.Conclude your question with a summary of the content. THE APPRENTICESHIP SYSTEM 1. Introduction This duty assignment serves to discuss about the Apprenticeship system, its origin. I for hit as swell deliberate a bit on the events in history which had an impact on the apprenticeship system and compargon the ancient apprenticeship system to the modern type of skills conveyancingring. A few disadvantages and advantages exit as be confronted at, without derailing from the of import focus of the assignment, the deliberations will mainly focus on Namibia in general.Certain aspects of my argumentations will as well look at the changes to the apprenticeship system and how Industrial revolution or technological development had an effect on the apprenticeship system. Lastly the focus will so be say at the hot question of whether the replacement of the apprenticeship system with the traineeship system will solve the vocational education and teaching in Namibia. A conclusion will then be made to sum up the whole topic. According to A.Du Preez (2012 13) The word apprentice is from the Latin word apprentia which means pupil. The word system is a process or structure. The Apprenticeship system can be defined as a system discipline of gentility a new multiplication of apprentices of a structured set of skills and apprentices hips which may save as a gate way for one to enter many different travels. Apprenticeship ranged from craft occupations or trades to those seeking a professional license to practice in a regulated profession.Most of the apprentices readying was done while acidulateing for the employer who in return helps the apprentice to master copy their trade and profession, in exchange for their continuing labour for a period agreed on in the indenture subsequently they have achieved the required competency (Apprenticeship and traineeship n. d. ). Apprenticeship is a combination of on-the-job prepare (OJT) and cogitate classroom instruction under the supervision of a journey-level craft soul or trade professional in which the reckoners learn the practical and theoretical aspects of a highly masterful occupation. The history of Apprenticeship n. d. ). 2. Objectives The objectives of this assignment are to 1. Discuss the diachronic impact on the apprenticeship system. 2. Discuss the im pact that technological development in general had on the Apprenticeship system as from its origin till today. 3. Discuss luminary changes to the early apprenticeship system compared to the modern type of apprenticeship. 4. Deliberate on the apprenticeship system in Namibia. 5. Discuss the advantages and disadvantages of the apprenticeship system. 6.Lastly, discuss and or deliberate on the question of whether the replacement of the apprenticeship system with a trainee system can solve the vocational education and training problems of Namibia. 7. Conclusion. 3. DELIBERATIONS/ARGUMENTATIONS Impact of historical events on the apprenticeship system Before we look at the impact that technological development had on the apprenticeship system, in that location is a need to step a bit back into cartridge holder and look at the origin and historical impact on the apprenticeship system, being the only recognised and structured form of transferring skills from an expect to a learner.Human lives revolve around skills and k flatledge in influence to achieve endings, sculpturing, ploughing and creating of tools, are solely some of the skills that have been passed from generation to the other by means of apprenticeship. Although non documented, apprenticeship has been part of human revolution, where parents or masters would survey younker men and women to some form of skills larn in order to be able to discharge certain tasks.Many years ago, the manufacturing of shoes, canhold utensils, boats, crafts, hunting tools, furniture, c kettle of fishhes, house decorations and bread baking were all produced in families and clans by specialised in doing so. As the need for such homemade items grew for commercial purposes, clan and family members with such skills form organisations herewith k straightawayn as guilds with responsibilities of protecting and guarding the exploitation of such skills and to avoid impostors from cheating the consumers and discrediting the mast er craftsmen.With condemnation the guilds grew more and more powerful, they became the only authority to admit craftsman to practice the trades. Within the protection and guarding of the apprenticeship, the guilds started to set up rules and conditions of the apprenticeship, such as, suitable working conditions for the apprentice, set of wages for an apprentice who has just completed the apprenticeship and the precedent of work (A. Du Preez 2012 13). Unlike in the beginning of time, contracts were now drafted for both the master craftsman and the apprentice to sign before entering into an apprenticeship.Further readings would state that the contractual agreements sign-language(a) by the two parties had with them rules and conditions for both parties to shorten. Such rules were Rules and condition for the master craftsman * Lodge the apprentice * Clothe the apprentice * Feed the apprentice * Teach the apprentice the art and mysteries of the trade. * Responsible for the apprenti ces morals, religion and civic education. * Teach the apprentice how to read and write. * Monitor the apprentices progress on a daily basis. Rules and conditions for the apprentice * Live and stay with the master craftsman. Work for the master craftsman for a period of time. * Obey and respect the wishes of the craftsman * Will non partake in any other apprenticeship, gambling or visit brothels. * Will only serve one master craftsman. * Would create a last-place masterpiece for his/her master upon pass point of his/her apprenticeship as a proof of level of skills acquired (Apprenticeship n. d. ). Impact of technological development on the apprenticeship system For many centuries apprenticeship was the only physique of education a working class youth could get while staying and working for his/her master.The apprenticeship system, which has lasted for hundreds of years since middle age has through time, gradually disappeared in its pilot form of apprentice and master, with the rise of industrial development. (A. Du Preez, 2012). Apprentices usually at tender ages of ten to fifteen years and would live and be fed in the master craftsmans home (Apprenticeship n. d. ). Age was n invariably a matter of concern in the ancient times, parents would allow their children to be taken forward by master craftsman or would give them away out-of-pocket to poverty or could just not simply afford to send them to school.No education was ever provided for, for these children hence at such a young age they should have been to or attending schools. With contract signed amidst the craftsman and the apprentice, the young apprentice was only bound to obey their masters and only live by their masters wishes. In keeping up with the new era, certain laws had to be found in place to govern and transform the apprenticeship system. One such law is the genius of the republic of Namibia in which certain Articles based on human rights and freedoms are enshrined.We take a look at th ree Articles, Article 9 Slavery and hale labour, Article 15 Childrens rights and 20 Education. Article 9 Slavery and forced labour states that, no person shall be subjected to any form of slavery or forced labour. Article 15 Childrens rights, all the way states that no child under the age 16 shall be allowed to work or enter into any form of contractual agreement with an adult and more or less importantly it states that all children shall be cared for by both parents. Article 20 Education, it states that primary education in Namibia shall be free and compulsory.This is to stop parents from giving away or sending their children to go and work somewhere at tender age due to poverty or unable to pay education fees. (The Constitution of the Republic of Namibia). This law made it impossible for master craftsmen to practice the ancient apprenticeship system in the developing world as it protects the exploitation of humans and children in particular. Impact of industrial revolution on t he apprenticeship system In the early 20s industries and technology expanded and there was a drastic demand for more hot persons in different fields.Such demands caused the master craftsman to change the apprenticeship approach, from where the learner was attached to the master for a longer period, to a more competent and demand clashing approach and which was as well changed to a more specific skills approach, a lesser or shorter period being implemented. The training of one learner at a time to acquire a wide range of skills over a long period has become a thing of the past. Masters were forced by the industrial revolution to use the on-the job type of skills transferring and class rooms where not only one person is subjected to learning precisely a group of apprentices are taught at once.Vocational Training Centres were established where skills could be transferred to apprentices by different master craftsmen herewith referred to as instructors. The most notable example to thi s is the Namibian jurisprudence training standard. Police recruits immediately after the colonial era were recruited and skilled policing in general without specialisation. Some were recruited on grounds of being ex-combatants or being ex police officers in the South West African Police (SWAPOL).Some of these members were sent out to countries with separate police training institutions for longer periods of time to acquire the very a good deal needed policing skills and cognition e. g. nine calendar months police training in Zambia. The whole idea was seemingly to return scram police officers on which the police grounds could be established. According to A. Du Preez (2012 17) the apprenticeship system was seen as a highly beneficial method of proving skilled workforce in those trades that demanded skills and of retaining the knowledge and start out of older workers.This was praised as a good idea, however the training period became a concern as Namibian people needed a lot of skilled and educated policemen and women. The advanced ways of how crimes were committed and the introduction of computers, the police was forced to take a new direction to curb the crimes and meet its goal of maintaining of law and order. Decent numbers of men and women were recruited and subjected to a more military-like training by experienced skilled police formaliseds.Trainings continued with the military-like trainings where more military simulated military operation were being taught, mostly the use of fire-arms and drill formations. The public demanded for more skilled and educated police functionarys to walk the streets. A new map was the drawn on the training to meet the changing needs. The trainings centres were then revamped to an education friendly environment. A different learning approach was adopted from that of more skills training to a 50/50 practically and theoretically oriented training.Instead of training being done in fields, classes became the song of trai ning where educated and better fitted police official undertook to train new police recruits with more theory than practice. As time went by, training was then divided into three phases mainly Basic recruit training for six months, six months probation on the job practices and then a choice of specialisation in any field of choice, be it investigation or work policing. With the adoption of technology, a lot of things changed.The way how skills are currently being transferred compared to the early apprenticeship, the use of computers to give classes, the use of visual and audio materials where the master is neer in-personly in contact with the apprentices, unlike the early form, where the master was on a daily basis present with the apprentice, monitored and guided him/her throughout the entire learning process. Take for example the telecommunication system, in the 19th century, for one to make a call you have to be touch baseed to an operator who then has to connect you to an o perator who then has to connect you to the numbers or number of choice.These persons working at switch-board were only skilled persons trained by a craftsman which has all changed to the use of computers. The whole process where the operator connects the caller to the next intended receiver changed in the 20th century with the use of computers. The fate of all operators is undiagnosed as their services were no more needed. According to A. Du Preez (201224) Focused training was needed to satisfy the demands of a fast growing industrial environment. The differences between the ancient and modern apprenticeship system ANCIENT APPRENTICESHIP MODERN APPRENTICESHIP . Anyone could sign an indenture with the master craftsman. (A. Du Preez 2012) 1. Only persons meeting the required entry standards are registered. 2. Age was never part of the requirements for anyone to undergo apprenticeship by a master craftsman. 2. Only persons above the age of 16can be admitted as apprentices. 3. The a pprenticeship ran for many years. 3. It have a bun in the ovens on a more accomplishable period of time. 4. The skills taught were not specific and were only based mostly on crafts. 4. Each apprenticeship has its own craftsman with his/her students/learners 5.There was a very low output of skilled apprentices. 5. Since the apprenticeship is done in classrooms, they are a lot of graduates annually. 6. The apprentice stayed and lived with the master craftsman during the entire apprenticeship process. 6. The apprentices do not stay with masters, they their own homes. 7. The apprentice could not engage in any other activity or change the field of study. 7. The apprentice is likely to engage in other apprentices, depending on personal wishes. 8. It was only a one- on-one type of skills transferring. 8. The presentations are done by one master to a group of people at once. 9. After the completion of the apprenticeship, the apprentice was required to make and present a masterpi ece to the master craftsman, which would the be presented to the guild, and only after the guilds approval would the apprentice be show as a journeys man and later a craftsman (A. Du Preez 2012 15) 9. The final year concentrates more on practices in workshop and on the job trainings after which theoretical and practical examinations are done.Success in the examination would amount to a Certificate, diploma or degree and higher. 10. Done at the antechamber of the master. 10. Done in classrooms, in industries and in workshops. This clearly indicates just how much has the apprenticeship system being modernised and transformed to meet the social, economic, industrial and political pressure. The apprenticeship system in Namibia The apprenticeship system in Namibia has in years focused mostly on the psychomotor domain learning approach, other that the cognitive domain as a learning style.The psychomotor domain is the system being used in the vocational training centres as Namibia is driving towards the direction of competency, efficiency and military strength in skills acquiring. For a learner to be able to go and work, one has to firstly complete all vocational requirements and lastly graduate (A. Du Preez 201219). We take a look at the police force once again, all police plebe or police recruits would firstly undergo a six months training programme with both theoretical and practical examinations and test being done.Those who do not excel in shooting practices would be recommended never to carry an official service firearm and as for those who do not make it academically, their fate is in the streets or recommendations for retraining and would remain cadet constable (students) until such time they qualify. Namibias development plan of vision 2030 is the driving force behind the current state of the apprenticeship system with the aim of meeting the target of a better and developed nation.Some Namibian may have used the ancient and colonial form of apprentices hip where a learner was attached to the master for a period of time while acquiring skills, but have changed to a vocational and on the job kind of apprenticeship. The much thought after example to this is the Namibian Police Force, franchise shops and institutions known as vocational training centres. Let us look at the vocational training centres, skills are not passed from professionals or drug-addicted persons in the form of practices only but theory is as well included and that goes for the police trainings.The use of firearms was taught only at shooting ranges but as of recent years, students have to undergo a theoretical approach to the use of firearms and their understanding is tested through written test and examinations after which they are then exposed to the practical shooting exercises at shooting ranges while under the supervision of instructors. The current situation in Namibia is different to that of the ancient times as apprentices are free, they receive a salary a nd in most times have homes of their own while undergoing training. According to A.Du Preez (2012 21) Namibians training system of training takes place in classrooms as well as in workshops and trainees receive tools to work with. Apart from doing practical wok in workshops trainees also receive single set of writing exercises which they have to carry out and can only go on the job-attachments once they have mastered the skills. The above practices shows just how much Namibia is striving to achieve its vision for developed Namibia by 2030 by allowing masters to conduct an on the job trainings and the introduction of vocational training centres where skills are acquired to perform or master certain tasks. Nowadays, apprentices are members of a production force as they train on the job and in the classrooms. They are paid wages, work a regular work week, and live in their own homes rather than that of a master. The apprenticeship agreement set out the work processes in which they are to be trained and the hours and wages for each training period. At the end of their apprenticeship, they receive certificates that are similar to diplomas awarded to the engineering graduates of universities (History of apprenticeship n. d. ).The above quote/ paragraph is in tone with what the police is currently doing, where recruited persons undergo basic police training and are paid a probation salary until the completion of another 6 six month on the job probation. Advantages and Disadvantages of the apprenticeship system Every institution or department, entity or environment has its own ups and downs which in most cases we would refer to as the advantages and disadvantages we will now take a look at some of the advantages and disadvantages of the apprenticeship system. The lack of job or employment opportunities in Namibia currently, has forced a lot of young women and men to seek for employment forth education in a sense of firstly securing a job and then study and without k nowing, they enter into apprenticeship systems rather than the educational process. The choice of firstly seeking or getting employed and then study has its own greener grounds and its down falls, this is evident in the Namibian police, when young men and women would prefer to be recruited, get trained and then pursue a career in either policing or other police related fields. Looking at some of the advantages and disadvantages, it will then be a sole choice of an apprentice to decide the direction of learning. Advantages of the apprenticeship system * Acquire skills and knowledge about your career before registering for educational skill. * You get paid or an apprentice gets paid a salary while learning and under-supervision. * Working or work experience gives an apprentice the courage to take on any task. * Apprenticeship helps an apprentice to gain more knowledge, experience and skills which may be of advantage in or when enrolling for at a tertiary institution. With apprentices hip, less books or studying is at own will as all skills and knowledge are obtained through practice and guidance by or from experience supervisors. * The master or leader gets to monitor, guide and correct his/her apprentice through practice as the proverb goes Practice makes Perfect. * Police officers get recruited and as soon as they are appointed as cadet constables, they start to receive a cadet constables salary or while awaiting to undergo a six month basic training, they are paid a students salary (career information & E-Recruitment n. . ). * . Disadvantages of the apprenticeship system * Unlike a university graduate recruit an unqualified recruit gains a lesser salary compared to that of a university graduate recruit. * sometimes having to work before obtaining a university qualification may cause an apprentice to be lazy to study and obtain such need qualification. * With the revolution of technology, the chances of an apprentice without any tertiary qualification of bein g retrenched to make way for qualified and certified persons are very high. It may take long for an apprentice to get promoted at work than a university graduate. * An apprentice may in some cases not be able to learn all about the choice of career through practice but tertiary education may be likely cover all aspects. * Persons with tertiary qualifications are likely start at command or senior position to that of an apprentice. * When opting to study, distance learning may be a bit difficult than having to do plenteous time (career information & E-Recruitment n. d. ).The apprenticeship system may in other words being referred to as a backlog for young persons, as it is a very long passageway to obtain tertiary qualification. Replacement of the Apprenticeship system with the Trainee-Based system What are apprenticeships and traineeship Apprenticeships and traineeships combine paid work and structured training. They allow you to learn a trade or workplace skill and receive a natio nally accredited qualification. apprenticeships and traineeships can both be undertaken either full-time or part-time (The traineeship). Whats the difference between an apprentice and a trainee?There is a very thin line of difference between the two however there are two main differences between an apprentice and a trainee. An apprentice is trained in a skilled trade and upon productive completion will become a qualified tradesperson. Trades such as electrical, plumbing, cabinet-making and automotive mechanics are just a few that are a part of the apprenticeship scheme. A trainee is someone who is being trained in a vocational area. These vocational areas include, but are not limited to, office administration, information technology and hospitality.Upon completion of a traineeship you will beeligible to receivea minimum of a certificate II in your chosen vocational area (ApprenticeshipInfo n. d. ). Many people have been fooled into accept that apprenticeships are only about plumbi ng, mechanics, tailoring or building. There are a lot of apprenticeships out there it all depends to the choice of an apprentice on what he/she is comfortable with. When the traineeship system was introduced in 1985, it shared many features with the apprenticeship system on which it was based.Over the years, institutional scopes have reduced some of the differences although traineeship system trainees have not benefited from the strong behavioural norms that have governed the apprenticeship training (Grey et al 1999). Why choose an apprenticeship or traineeship? An apprenticeship or traineeship can enable you to * Gain valuable work experience * Get paid while you learn * Learn the latest knowledge and skills * Get a qualification thats recognized across Namibia. Apprentices and trainees complete a qualification while learning skills at work and under the guidance of a training organisation (ApprenticeshipInfo n. . ). When the traineeship system was firstly introduced in the mid eig hties, it was introduced with a grade range of characteristics of the apprenticeship system, with the expansion of technology most of the characteristics which the traineeship system shared with the apprenticeship system were and have been reduced. Therefore, the features that underpin the completion of the traineeship are essentially the same as for an apprenticeship, but their effects are weaker. Traineeship have not benefited from the strong behavioural norms that have governed the apprenticeship training (Grey et al. 999). Many occupations and industries in which traineeships are used have a usance of a weak attachment between the employer and the employee. The unstructured nature of labour securities industrys means that the gain to a trainee completing is small, and the lower cost to the employers means that they are less concerned recovering this cost from the trainees. However the whole traineeship completion rate changed in the midi-nineties where the system became more popular and more significant, the low completion rate became more visible (NCVER 2005).Apprenticeships and traineeships are available in a diverse range of industries and across a vast variety of occupation groups. Traineeships and apprenticeships also allow for the training to be done on a full time or part time basis and can spay in their duration. In addition although most trainees and apprentices are engaged in a single contract with one specific employer or the vocation they are training in and so may effectively enter into more than one training contract prior to completing an apprenticeship or traineeship (NCVER 2001).The successful completion of a traineeship or an apprenticeship requires the achievement of three specific tasks as listed below * Completion of formal off job requirements of the traineeship or apprenticeship, including completion of the qualification specified in the training contract. * Completion of the indenture period of the contract of training, in addit ion to satisfying the employer endorsed on the job requirements. Once the above requirements have been met, notification of the successful completion of the training contract by the trainee or apprentice, along with provision of required evidence substantiating the successful completion of the traineeship or apprenticeship must be provided to the relevant training authority. High rates of non completion amongst apprentices has been recognised as being costly for employers who invest significant time and resources into offering such training opportunities but may receive little or no return for their efforts (WADOT 1998).An apprenticeship or traineeship is a formal contract between an employer and an apprentice or trainee to undertake vocational education and training under the supervision of the employer or trainer. Traineeships and apprenticeships are offered to a variety of workers including those falling into one of the following groups i) New entrants to the labour market ii) Re -entrants into the labour market iii) Existing workers who are looking to upgrade their skills with a specific employer.Looking at the above findings, it all comes to one ending, industries are resorting more and more to the traineeship system as it is cheaper and affordable, there are contractual bindings with the trainee and they do not lose a lot in the whole training process. Although the traineeship system appears to be an advantage for the industries, it has however been regarded as a way for companies to score cheap labour without decent consideration of the workers needs. The bonus for the trainees is that they do not get to be counted as unemployed, even though they are living on near poverty wages (Google Groups Traineeship are a scam).Apprenticeships and traineeships are available in a diverse range of industries and across a vast variety of occupational groups. Traineeships and apprenticeships also allow for training to be done on a full time or part time basis and can v ary in their duration. In addition although most trainees and apprentices are engaged in a single training contract with a specific employer, some may change employer or the vocation they are training in and so may effectively enter into more than one training contract prior to completing an apprenticeship or traineeship (NCVER 2001). Facts about apprenticeships and traineeships apprenticeships and traineeships combine work with structured training * traineeships vary in length from 12 months to three years * apprenticeships can take up to four years to complete but many apprenticeships can now be completed more quickly than the traditional four years * apprenticeships and traineeships can be full-time, part-time, or school-based where some of the training is undertaken while the apprentice or trainee is in high school * existing employees may undertake an apprenticeship or traineeship * apprenticeships and traineeships require employers to enter into a training contract with the a pprentice or trainee * Employers work with a training organization and the apprentice or trainee to draw up the training plan (ApprenticeshipInfo n. d. ). Training can be delivered using one or more of the following options * In an appropriate environment, such as an employers premises. * Using flexible delivery methods, such as video link, teleconference, correspondence, work books, online self-paced learning, or an net profit classroom link, where training is delivered by the training organization * In the workplace, where training is delivered by the employer (ApprenticeshipInfo n. d. Where can an apprenticeship or traineeship take you? On completion of an apprenticeship or traineeship you will have learnt new skills and gained experience and confidence working in a real job. This puts you in a great place to keep working, to go on to further study or even start your own business (ApprenticeshipInfo n. d. ). The afore-stated argument, if looked at the current direction at which the world is aimed and the use of technology and how much industries requires specialisation in fields and more critical on theoretical knowledge when planning and achieve, the replacement of the apprenticeship system will not solve the vocational education in Namibia.A trainee graduates with a lower or unrecognized qualification whereas an apprentice graduates and qualifies in his/her field. It would therefore be wise and advisable that the two systems run side by side, where the traineeship prepares trainees for the apprenticeship system. The NYS (national youth service) under the Ministry of Youth runs a traineeship programme, where young men and women from all walks of life undergo a training programme and upon completion they get integrated into apprenticeships. A person who does t he apprenticeship is according to the findings, guaranteed a job unlike the one who goes through the traineedhip. Conclusion The deliberations in the assignment looked at main topic of the apprentice ship system.The apprenticeship system was an early form of education or transfer of skills from a craftsman to an apprentice or a learner in a number of years, however hence the early apprenticeship system was a one-on-one training, these whole system started to change from a one-on-one transfer of skills to one-on-many form of education and the duration minimised to a more shorter time frame due to industrial revolution and technology. The apprenticeship system has entirely changed from its original form due to historical events and industrial revolution. In the deliberations, an emphasis was made on the advantages and disadvantages of the apprenticeship system.The other part of the assignment took a focus on the apprenticeship system in Namibia in particular The recruitment of police officers changed from skill training to a 50-50 theory and skills training due to an industrial demand for more educated law enforcement officers. Although Namibia calm practices the apprenticeship s ystem, compared to the early apprenticeship system, trainees are not entirely attached to their masters and, they are paid a salary based o the type of work performed. genuine apprentices are being trained on job. The point of concern was the question asked, will the replacement of the apprenticeship system with the traineeship system solve the vocational education and training problem in Namibia.For Namibia to remain competitive to other nations the introduction of the trainee system to replace the apprenticeship system will just diminish the values of the vocational training institutions as they will be forced to enrol unqualified trainees upon the completion of the traineeship. A suggestion is then made that the apprenticeship and the traineeship system runs together as there is a thin line of difference between the two systems. References * A. Du Preez (2012). Educational Theory and Practice A. Unit 1 1-26 Published by centre of spread and life-long learning, Windhoek, Namibia . * History of apprenticeship (n. d). Retrieved on 14 February 2013 from * http//. Ini. wa. gov/TradesLicensing/Apprenticeship/About/History/default. sp * Advantages and disadvantages of apprenticeship system. (n. d. ) Retrieved on 14 February 2013 from http//www. allaboutcareers. com/careers-advice/apprenticeship/advantages-of-apprenticeship * Traineeship. (n. d. ) Retrieved on 26 February 2013 from http//www. bbc. co. uk/news/education-20961113 * Apprenticeship and traineeship. (n. d. ) Retrieved on 27 February 2013 from http//www. bafensw. edu. au/courses/types/apptrain. htm * Apprenticeship and traineeship. (n. d. ) Retrieved on 27 February 2013 from http//www. apprenticeshipsInfo. gld. gov. au/apprentices/index. html * Apprenticeship (n. d. ) Retrieved on 27 February 2013 from http//en. wikipedia. org/wiki/Apprenticeship

Computer Hacking Essay

AbstractRecent discussions of figurer hacking make explicit reference to the disproportionate inter-group communication of juveniles in this degree of computer crime. While criminal justice, computer security, popular and popular reections on hacking s eldom refer to formal criminological analyses of callowness pique, they nvirtuosotheless offer a bleed of explanations for the everyplace-representation of young people amongst computer hackers. Such accounts of hacking can be seen to converge with criminological analyses, by stressing a range of causal factors related to gender psychology, adolescent moral development, family dysfunction and peer-group and subcultural association. The homologies between lay, administrative, expert, popular and criminological discourses, it is suggested, offer considerable field for developing a critical, academically-informed, and policyoriented debate on young peoples spellicipation in computer crime.It has been noted that younkerfulness or being a teenr appears as a constant source of fascination and concern for politicians, media commentators and academic analysts (Muncie 1999, p.2), not least when involvement in supposedly criminal, pervert and anti-social activities is concerned. Whenever anxieties erupt about new threats to the moral and social order, early days atomic number 18 seldom removed away from the line-up of familiaritys usual suspects. Societys perennial fascination with youth and crime has itself become the object of sociological and criminological analysis, furnishing numerous explorations of the ways in which young people and their cultural commitments go for become the folk devils in successive waves of moral panics about crime and disorder (Young 1971 Cohen 1972 Hall et al. 1978 Pearson 1983 Hay 1995 Springhall 1998).Since the 1990s, academic commentators have observed how the Internet has emerged as a new locus of criminal activity that has become the object of public and political anxieti es, slightlytimes leading to over-reaction (Thomas and Loader 2000, p.8 Littlewood 2003). Yet again, the category of youth has gured centrally in discussions of the threat, especially in relation to computer hacking, the unauthorised access to and manipulation of computer systems. Politicians, law enforcement ofcials, computer security experts and journalists have identied hacking as a form of criminal and aberrant behaviour closely associated with teenagers (see, inter alia, Bowker 1999 DeMarco 2001 Verton 2002).This association has been cemented in the realm of popular cultural representations, with Hollywood lms much(prenominal)(prenominal)(prenominal) as Wargames (1983) and Hackers (1995) constructing the hacker as a quintessentially teenage miscreant (Levi 2001, pp.467). While hacking in general has garnered considerable attention from academics working in the emergent eld of cybercrime studies (see Taylor 1999, 2000, 2003 Thomas 2000), and some attention has been given to questions of youth (see Furnell 2002), few connections atomic number 18 made with the rich and extensive criminological literature of delinquency studies. On the other hand, those specialising in the study of youth crime and delinquency have largely neglected this apparently new area of juvenile offending (for an exception, see Fream and skinner 1997).The aim of this article is not to offer such a new account of hacking as juvenile delinquency nor is it to contest or deconstruct the public and popular association between youth and computer crime. Rather, the article aims to map out the different modes of reasoning by which the purported involvement of juveniles in hacking is explained across a range of ofcial, expert and public discourses. In other words, it aims to reconstruct the folk aetiology by which different commentators seek to account for youth involvement in hacking. Substantively, I suggest that the kinds of accounts offered in fact map clearly onto the existing explan atory repertoires comprising the criminological canon.Implicit within most non-academic and/or non-criminological accounts of teenage hacking are recognisable criminological assumptions relating, for example, to adolescent psychological disturbance, familial breakdown, peer inuence and subcultural association. Drawing out the latent or implicit criminological assumptions in these accounts of teenage hacking will help, I suggest, to gain both greater critical purchase upon their claims, and to introduce academic criminology to a set of substantive issues in youth offending that have thus far largely escaped sustained scholarly attention.The article begins with a brief discussion of denitional disputes about computer hacking, arguing in particular that competing constructions can be viewed as part of a process in which deviant labels are applied by authorities and contested by those young people subjected to them. The second section considers the ways in which motivations are attribut ed to hackers by experts and the public, and the ways in which young hackers themselves construct alternative narrations of their activities which persona vernacular understandings of the problematic and conict-ridden relationship between youth and society.The third section considers the ways in which discourses of addiction are mobilised, and the ways in which they make associations with extracurricular drug use as a behaviour commonly attributed to young people. The fourth section turns to consider the place attributed to gender in explanations of teenage hacking. The fth part explores the ways in which adolescence is used as an explanatory category, drawing variously upon psychologically and socially oriented understandings of developmental crisis, peer inuence, and subcultural belonging. In concluding, I suggest that the apparent convergence between lay and criminological understandings of the origins of youth offending offer considerable scope for developing a critical, acad emically-informed debate on young peoples participation in computer crime.Hackers and Hacking Contested Denitions and the Social Construction of DevianceA few decades ago, the terms hacker and hacking were cognise only to a relatively small number of people, mainly those in the technically specialised world of computing. Today they have become common fellowship, something with which most people are familiar, if only through hearsay and exposure to mass media and popular cultural accounts. Current discussion has coalesced around a relatively clear-cut denition, which understands hacking as the unauthorised access and subsequent use of other peoples computer systems (Taylor 1999, p.xi). It is this widely accepted sense of hacking as computer break-in, and of its perpetrators as break-in artists and intruders, that structures most media, political and criminal justice responses.However, the term has in fact undergone a series of changes in centre over the years, and continues to be deeply contested, not least amongst those within the computing community. The term hacker originated in the world of computer programming in the 1960s, where it was a positive label used to describe someone who was highly skilled in developing creative, elegant and effective solutions to computing problems. A hack was, correspondingly, an modernistic use of technology (especially the production of computer code or programmes) that yielded positive results and benets. On this understanding, the pioneers of the Internet, those who brought computing to the masses, and the developers of new and exciting computer applications (such as mental picture gaming), were all considered to be hackers par excellence, the brave new pioneers of the computer revolution (Levy 1984 Naughton 2000, p.313).These hackers were said to form a community with its own clearly dened value orientation, one closely associated with the social and political values of the 1960s and 1970s counter-culture and protes t movements (movements themselves closely associated with youth rebellion and resistance Muncie (1999, pp.178 83)). Their ethic emphasised, amongst other things, the right to freely access and commute knowledge and information a belief in the capacity of science and technology (especially computing) to enhance individuals lives a distrust of political, military and corporeal authorities and a resistance to conventional and mainstream lifestyles, attitudes and social hierarchies (Taylor 1999, pp.246 Thomas 2002). While such hackers would often engage in exploration of others computer systems, they purported to do so out of curiosity, a believe to learn and discover, and to freely share what they had found with others damaging those systems while exploring, intentionally or otherwise, was considered both incompetent and unethical. This precedent understanding of hacking and its ethos has since largely been over-ridden by its more contradict counterpart, with its stress upon intr usion, violation, theft and sabotage.Hackers of the old tutor angrily refute their depiction in such terms, and use the term cracker to distinguish the malicious type of computer enthusiast from hackers proper. Interestingly, this conict between the old and new is often presented in inter-generational terms, with the old school lamenting the ways in which todays youngsters have lost touch with the more principled and idealistic motivations of their predecessors (Taylor 1999, p.26). Some have suggested that these differences are of shrimpy more than historical interest, and insist that the current, negative and criminal denition of hacking and hackers should be adopted, since this is the dominant way in which the terms are now understood and used (Twist 2003). on that point is considerable value to this pragmatic approach, and through the rest of this article the terms hacking and hackers will be used to denote those illegal activities associated with computer intrusion and manip ulation, and to denote those persons who engage in such activities.The contested nature of the terms is, however, worth bearing in mind, for a good criminological reason. It shows how hacking, as a form of criminal activity, is actively constructed by governments, law enforcement, the computer security industry, businesses, and media and how the equation of such activities with crime and criminality is both embraced and challenged by those who engage in them. In other words, the contest over characterising hackers and hacking is a prime example of what sociologists such as Becker (1963) identify as the labelling process, the process by which categories of criminal/deviant activity and identity are socially produced. Reactions to hacking and hackers cannot be understood independently from how their meanings are socially created, negotiated and resisted. Criminal justice and other agents propagate, disseminate and utilise negative constructions of hacking as part of the war on compute r crime.Those who nd themselves so positioned may reject the label, insisting that they are misunderstood, and try to persuade others that they are not criminals alternatively, they may seek out and embrace the label, and act accordingly, thereby setting in motion a process of deviance amplication (Young 1971) which ends up producing the in truth behaviour that the forces of law and order are seeking to prevent. In extremis, such constructions can be seen to make hackers into folk devils (Cohen 1972), an apparently urgent threat to society which fuels the kinds of moral panic about computer crime alluded to in the introduction. As we shall see, such processes of labelling, negotiation and resistance are a central feature of ongoing social contestation about young peoples involvement in hacking.Hacker Motivations Insider and Outsider Accounts Inquiries into crime have long dwelt on the causes and motivations tramp offending behaviour in the words of Hirschi (1969), one of the most frequently asked questions is why do they do it?. In this respect, deliberations on computer crime are no different, with a range of actors such as journalists, academics, politicians, law enforcement operatives, and members of the public all indicating what they perceive to be the factors underlying hackers dedication to computer crime. Many commentators revolve around upon motivations, effectively viewing hackers as rational actors (Clarke and Felson 1993) who consciously choose to engage in their illicit activities in expectation of some kind of reward or satisfaction. The motivations variously attributed to hackers are wide-ranging and often contradictory.Amongst those concerned with combating hacking activity, there is a tendency to emphasise maliciousness, vandalism, and the desire to commit wanton destruction (Kovacich 1999) attribution of such motivations from law enforcement and computer security agencies is unsurprising, as it offers the most clear-cut way of denying hack ing any socially recognised legitimacy. Amongst a wider public, hackers are perceived to act on motivations ranging from self-assertion, curiosity, and thrill seeking, to greed and hooliganism (Dowland et al. 1999, p.720 Voiskounsky, Babeva and Smyslova 2000, p.71). Noteworthy here is the convergence between motives attributed for involvement in hacking and those commonly attributed to youth delinquency in general the shut in of hacking in terms of vandalism, hooliganism, curiosity and thrill seeking clearly references socially available constructions of juvenile offending and offenders (on hooliganism see Pearson (1983) on thrill seeking see Katz (1988) Presdee (2000)).One way in which commentators have attempted to rene their understandings of hacker motivations is to elicit from hackers themselves their reasons for engaging in computer crimes. There now exist a number of studies, both popular and scholarly in which (primarily young) hackers have been interviewed about their ill icit activities (for example, Clough and Mungo 1992 Taylor 1999 Verton 2002). In addition, hackers themselves have authored texts and documents in which they elaborate upon their ethos and aims (see, for example, Dr K 2004). Such insider accounts cite motivations very different from those cited by outsiders. In fact, they consistently invoke a rationale for hacking that explicitly mobilises the hacker ethic of an earlier generation of computer enthusiasts.In hackers self-presentations, they are motivated by factors such as intellectual curiosity, the desire for expanding the boundaries of knowledge, a commitment to the free ow and exchange of information, resistance to political authoritarianism and corporate domination, and the aim of improving computer security by exposing the laxity and ineptitude of those charged with safeguarding socially sensitive data. However, such accounts straight from the horses mouth do not necessarily furnish insights into hacker motivations that are an y more objectively true than those attributed by outside observers. As Taylor (1999) notes it is difcult . . . to separate cleanly the ex ante motivations of hackers from their ex post justications (p.44, italics in original). In other words, such self-attributed motivations may swell up be rhetorical devices mobilised by hackers to justify their law-breaking and defend themselves against accusations of criminality and deviance. Viewed in this way, hackers accounts can be seen as part of what criminologists Sykes and Matza (1957) call techniques of neutralisation. agree to Sykes and Matza, delinquents will make recourse to such techniques as a way of overcoming the inhibitions or guilt they may otherwise feel when embarking upon law-breaking activity. These techniques include strategies such as denial of injury, denial of the victim, condemnation of the condemners and appeal to higher loyalties. The view of hackers self-narrations as instances of such techniques can be supported if we demonstrate hacker accounts. A clear illustration is provided by a now famous (or infamous) document called The Conscience of a Hacker authored by The Mentor in 1986, now better know as The Hackers Manifesto.In the Manifesto, its author explains hackers motivations by citing factors such as the boredom experienced by insolent kids at the mercy of incompetent school teachers and sadists the experience of being constantly dismissed by teachers and parents as damn kids who are all a want the desire to access a service that could be dirt-cheap if it wasnt run by proteering gluttons the desire to explore and learn which is denied by you who build atomic bombs, . . . hire wars, . . . murder, cheat and lie (The Mentor 1986). Such reasoning clearly justies hacking activities by re-labelling harm as curiosity, by suggesting that victims are in some sense getting what they deserve as a consequence of their greed, and turning tables on accusers by claiming the moral high ground through a consultation of real crimes committed by the legitimate political and economic establishment. Again, we see an inter-generational dimension that references commonplace understandings of misunderstood youth and the corrupt and neglectful nature of the self-aggrandising world.Thus young hackers themselves invest in and mobilise a perennial, socially available discourse about the gulf between society and its youth. Discourses of Addiction Computers, Drugs and the Slippery Slope A second strand of thinking about hacking downplays motivations and choices, and emphasises instead the psychological and/or social factors that seemingly dispose sure individuals or groups toward law-breaking behaviour. In such accounts, free choice is sidelined in favour of a view of human actions as fundamentally caused by forces acting within or upon the offender. From an individualistic perspective, some psychologists have attempted to explain hacking by viewing it as an extension of compulsive compu ter use over which the actor has limited control.So-called Internet Addiction Disorder is viewed as an addiction akin to alcoholism and narcotic dependence, in which the sufferer loses the capacity to reading restraint over his or her own habituated desire (Young 1998 Young, Pistner and OMara 1999). Some accounts of teenage hacking draw explicit parallels with drug addiction, going so far as to suggest that engagement in relatively innocuous hacking activities can lead to more serious infractions, just as use of soft drugs like marijuana is commonly claimed to constitute a slippery slope leading to the use of hard drugs like crack cocaine and heroin (Verton 2002, pp.35, 39, 41, 51).

How Serfdom Save the Women’s Movement: A Summary

Flanagan in this article expresses the different roles that women play in this society. This was told in point of view of a woman once and innocent girl of 15 years girl, later grew and got married to realize her predicament which the society prescribe her to be. The article speaks of her observations and experiences and talked of a nanny, a nurse, a waitress, a mother, a single mother, a domestic helper, a factory worker, and herself as a working mother.several(prenominal) characters where in fact introduced and their features ar sometimes presented but they all revolved to the theme that women in the society are relegated to a lesser class charitable being as compared to their male counterpart. The women worked hard but received meager pay and seldom get better positions in a company. The article speaks of wives and mothers who are expected to raise their children, do the household chores, but do not get so much in return. It speaks of the desire of women to have professional d eeds while they perform their roles as loving mother and a good wife.The presence of a nanny in the house provides more freedom for a working mother to have more time for herself and for her outside work for the home. Nanny or domestic helper or workers are most have by working mothers this is so because they unburden the mother of the tasks and responsibilities of taking care of the needs of the children. Nanny, or domestic helper, or a nurse in the house, or a secretary in an office is still a form of slavery. It is a serfdom that inspired the women to organize and empower themselves to gain freedom and science in this society.

Consumer Behaviour on Social Networking Website

content 1 Background1 2 Motivation and Value2 2. 1 Attributes2 2. 2 Outcomes2 2. 3 Values3 3 Reference conference3 3. 1 Aspiration reference group3 3. 2 Informal group4 4 Culture and consumption5 4. 1 Supranational assimilation5 4. 2 field of study last5 4. 3 Subculture5 4. 3. 1 Family6 4. 3. 2 voice communication6 5 Conclusion6 1 Background Social networking has brought a great change in to the way pile build coitions with others. These sites argon online platforms where users potbelly clear profiles to provide in-person information, exchange individual ideas and sh are their inte inhabits with the others.Through social networking sites, hoi polloi green goddess keep in touch with friends despite the long outgo and unremarkable bustle. In this way, networking sites change the old communication pattern that race employ to communicate face to face. In addition, more net income users accept this unexampled-made way to build their social ties. According to the Pew Internets report on social networking(2011), the amount of people using social networking sites raised from 34 of internet users in 2008 to 59% in 2010. Weibo, the second-largest social networking site in China, heap be used as a good example to clearly dispute this huge victory.It operated by SINA corporation and launched in August 2009. As a microblogging platform, Weibo enables customers publishing, broadcasting and achieving instant information based on their relationship. It does non take withal much time for Weibo to get a large number of users. On the second quarter financial report released by SINA Weibo 2012 (cited in LU, 2012), in that respect are 368 millions registered users and 36. 5m perfunctory active users on Weibo by the end of June this year. The first driving force of Weibo to attract massive users is its ideally integrating the functions of Twitter and Facebook.Weibo require people to publish posts within 140 Chinese characters and enables people to view embedded pictures and media without leaving the original page. The second appealing feature of Weibo is its Micro topics page that groups up all twinges on a certain topic. Similarly, the hottest trends categorization page and the famous people collection page, named Board of Fame and Hall of Celebrity respectively, are third attributor to the success of this site. In sustaining, the means-end chain theory, perceptual model and the self will be applied to develop the exploit of Weibo Motivation and Value Gutman (1982) presents the Means-end chain that take inr buying look determines by fulfilling sought after values which could be obtained from the consequence of enjoying the crop or service attributes. Desire values could be obtained due to satisfaction of customers in product or services attributes. More specifically, the reason why people consume a certain product/ service is that the nature of the product/ service can generate some outcomes that can achieve individuals values. This theory can be used to illustrate the success of Weibo. 2. 1 AttributesEach product has its own attributes. However, as a microblogging service, the attributes of Weibo is different from that of physical products. What has been provided by the service, rather that what it looks like, is the features for Weibo. According to Sohn and kim (2012), s blush features can be used to identify social networking sites information, share, communication, interaction, entertainment, intimacy and connection. However, in this case, interaction with other users can be regarded as a two way communication and connection to their friends can be described as the result of communication.Therefore, main attributes for Weibo are information, communication and entertainment. Regards to information, each profile contains personal information like hometown, interests and schools, etc. And individuals can publish feeds about what they think and what they read trainn. Users can possibly follow eve ryone who they are interested in, like super star, corporation CEO, organization. Then, all the new feeds will be shown once customers log on their account. Meanwhile, people can Retweet the pass on they like, providing such information to their friends who may not receive it. By this way, Weibo provides much information for its users.The second function is communication users can send immediate heart and soul to have chat with friends. Besides this, the opinions of customers are clearly expressed via commenting and replying upon a specific feed. With providing a two way communication among users, people can likewise enhance their offline social network. Lastly, Weibo provides entertainment functions for users. For instance, there is a medal reward system, where medals can be earned by some simple actions like tweet containing a certain word. Similarly, a gaming portal consisting of various mini web games is provided by this site. 2. 2 OutcomesAfter experiencing all functions of Weibo, customers can enjoy serval results. Firstly, people can widen their horizon of knowledge and expand their social network through information attribute. As numerous consumers from all fields of life have opened accounts in Weibo, people can get huge amount of information like business intelligence activity, social issues and fashion trends. And through sharing personal information and emotions in profiles, Weibo makes it easy to find friends with the same interest. Secondly, with various ways to communicate with others, it is convenient for customers to sustain offline relationships and strength online friendships.Finally, with a variety of entertainment activities, hanging around Weibo have begin a good way for recreation among netizens. 2. 3 Values As above-mentioned attributes and outcomes offer a clue, people consume this microblogging service with the hope to achieve these values belonging, fun and entertainment, warm relations with others, being well respected, self- respect and security, based on the nine consumer values by Kahle(1989). Firstly, Maslow (1943) defines belonging as a observeing of accepted by other members in a friendship. As in Weibo, individual can be know as a unique person by other users through personal page.Then, all new friends and old friends form a special community for that user. What the user post will receive friends comments, serving as a indicator of acceptance. Next, people can obtain pleasure and recreation in their lives on Weibo. Having a chat with friends, sharing and viewing opinions on current affairs, playing mini online games, and seeing what their friends are doing can make consumers have a rest from their works or studies. Thirdly, people can enhance friendships by using Weibo. Viewing others feeds can provide users information about friends interests, happiness and sorrows.People can know clearly what to talk about with each friend. Furthermore, customers can feel respectable from friends. In Weibo, p eople show their concerns about what you post by viewing and commenting, even retweeting when they like it. 3 Reference group Reference group means groups that have influence on an individuals attitudes, behavior, beliefs, opinions and values (Thompson & Hickey, 2005). If people in reference group have a positive attitude towards a certain brand, they can use their federal agency to attract more users for that brand.Therefore, it is essential for one brand to material body out reference groups that exert effects on its target customers and to give a good impression on those groups. In the case of Weibo, the company has fortunately used two reference groups, which are aspiration group and informal group, to increase user number. 3. 1 Aspiration reference group Those people who are admired by the public, like actors, athletes, business people, make up the aspiration group (Solomon et. Al 2010). Many companies have used these celebrities in their advertisements or endorsements to in voke its brand.Not surprisingly, Weibo have adopted this tactic along its development to appeal more users. At the initial testing arcdegree, Weibo enhanced its brand awareness by dis emerge out exclusive registration codes to celebrities. The SINA company firstly invited notables, opinion leaders and industry leaders, who are existing customers of SINA blog, to open account in Weibo. Then, each invited celebrity would be asked to send out 20 special invitation codes to his/her friends, encouraging them to log in Weibo. Then, Weibo used those available notable accounts to attract massive fans to open accounts on Weibo.Consumers hope to get up-to-date information about their idols from following idols Weibo profile. I was a early adopter of Weibo. said Iris, a Chinese girl from steering major in Leeds University, I opened my Weibo account in November 2009. Wanting to know more about my idolAshin, a Taiwanese singer, is the main stimulus for me to register in Weibo. With just tw o or ternion sentences in a feed, Weibo keep me informed about the daily routines of my idol and let me feel more closer to his life. As another attraction to customers, Weibo guarantees authenticity of idol accounts to customers.All those celebrity accounts would be verified through real-name system before opening, and be added V after their user names to distinguish with ordinary users. Furthermore, owing to facilitate users to find their idols easily, Weibo gathered all these approved accounts into one page, named Hall of Celebrity. Until March 2012, there are 165,000 celebrity accounts in Weibo. On 2nd declination 2012, the number of fans for the top one celebrity is oer 27 million. As can been seen from these features and data, Weibo has give huge attention on reference groups and gained plenty of users from these groups. . 2 Informal group Besides using aspiration group, Weibo took advantage of informal group to charter more users. Thanks to more involvement in others eve ryday lives, informal group poses tremendous effects on their consumer behavior, such as whether or not using social networking sites, which specific site to be used. Weibo, just as other social networking sites, want to enable consumers to get connected with their offline friends and meet new friends with same interests. So as to be successful, large customer database should be provided for new users to find friends.Most of Weibo users firstly know this networking sites from their friends. Another three users experiences are used to support this statement. Juliet, a Chinese girl in Advertising and Marketing in Leeds University, said, I knew Weibo from several friends recommendations. They had already opened accounts. With sharing feelings and interesting news no more than 140 characters, my friends found it user-friendly and amusing. So they hoped I could join with them. After one trial, I fell in love with this site. And I have recommended this site to my friends who have not had Weibo account yet. The same with Juliet, other two users opened their accounts because of their friends influence. They said, It is just a habit to keep logging into Weibo to see new feeds from friends. And, if I have not used Weibo while others have, I would feel very outdated. And I also persuaded some of my friends to use Weibo. As verbalise above, individual can be influenced by his/her reference group to register in Weibo, and then become one member of reference group to exchange others attitude. With this process goes on, Weibo gets an increasing number of users, which leads to its success. Culture and consumption Culture is the learned and overlap beliefs and values that influence the formation of attitudes and behaviors among members of a society(). There are three different level of culture supranational culture, national culture and subculture. The success of Weibo can be explained by these levels. (Baldwin, 2006) 4. 1 Supranational culture Supranational culture aspect can indicate that the success of Weibo is not a exception. Before the launch of Weibo, Twitter, an American microblogging service, has be prevalent in a global scale, with over 18 million users in 009 (Wolfe, 2011). With global growth of internet usage, people have shared a cosmopolitan culture with same beliefs time-conscious(Hongladarom, 2005). Caring more about time has a strong impact on the habit of writing and reading. People are more willing to write and read posts of daily lives within few sentences. That is a big driving force to the invention of microblogging sites, which provide people to publish feeds in just 140 characters. 4. 2 National culture In this level, because of its Chinese interface, Weibo is exclusively popular in China.The alteration of national values has led to the success of Weibo. With the affection by western culture, Chinese are becoming increasingly emphasis on liberalism. Freedom has been highly valued in every aspects of life, especially freedom of speech. In the past, only the people with strong power can make their voices heard and it is unable for the public to talk about the government. But Weibo changed this situation by giving the discourse power to common people. In this site, everyone can speak out his/her opinions on trending news and more people can read those ideas with the function of forward.Also, people can become we media to spread out the news around them, which is known by few people but of importance on the society. 4. 3 Subculture Subculture is the same culture shared barely by a small group in a nation/society. It is largely influenced by the personalities of members in that group. In this level, the characteristics of new netizen generation could explain the widespread usage of Weibo. Weibo has designed its website tailoring to characteristics in this subculture. According to the Enfodesk report, customers aged from 2034 accounted for 76. 52 percent for the Weibo users.It means that major customers of Wei bo are innate(p) in 1980s and 1990s, which is a new generation in China after the only one child policy. There are there emblematic elements affecting this culture group. 4. 3. 1 Family In oriental culture, like in China, people put more emphasis on relationships with other. And family is the most important relation that plays a vital role in the formation of personalities. And Child tend to be more self conscious in small families than large families. In China, the structure of family experienced huge changes after the one child policy.The China Population Statistics Yearbook 2000stated that the family size gradually reduced in scale since the policy and the norm number of each family dropped from 4. 51 in 1982 to 3. 58 in 1999. Having only child in their family among the generation of 80s and 90s, parents putted all attention and family resources on their child, which lead to a certain degree of doting on that child. As a result, the new generation is more self-centered, reveali ng a era of self. And, people in this group wanted to be different from their parents generation and tend to more emphasis on the self expression.The customization feature of Weibo satisfies this value by provide a stage for people to show themselves. Individual can differentiate with others by showing own ideas towards fashion and current affairs, display his/her interests and create personalize profile. 4. 3. 2 Language Special language is other component to form the subculture. In culture among the generation of 80s and 90s, people usually use the internet catchword in their daily conversation. This words can be defined as a peculiar way of saying something which has become established after long use in netizens.Because of their simplification and humorous, many youth use these special phrases in their feeds in social networking sites. As a result, more users know these catchphrases and spread them out to create even larger influence. Moreover, people need to frequently surf the internet to keep up with the newest famous words because of its time-sensitive. For Weibo, it provide a free place to enhance the popularity of pop words online and vice verse the pop words would attract more users for Weibo. According to Baidao website, Weibo fueled the prevalence of Internet catchwords in 2011. 5 ConclusionIn brief, this essay has discussed three consumer behavior theories, that are the means-end chain, the power of reference group and the three levels of subjective cultures, to explain the success of Weibo. Firstly, Weibo clearly created its major features catering to the desired values of its target customers. With functions of information, communication and entertainment,this site enables people to build self image, get friends up-to-date information, enhance social network and have a recreation. Consequently, consumers can fulfill their values of self expression, sense of belonging, entertainment life and self-esteem.Then, this site have used the reference pow er of celebrities and friends to attract more users along its development. By firstly encouraging important people to open accounts, Weibo induced thousands of their fans. Similarly, these early users influence their friends to use this service. Finally, supranational culture, national culture and subculture lays a foundation to the achievement of Weibo. The widespread presence of social networking sites could be used to indicate the success of Weibo. And the Chinese national culture and youth culture have speeded up the popularity of Weibo.Though Weibo is successful in certain degree, there are still some measures which could be taken to enhance its publicity. On one hand, Weibo should provide a internal interlingual rendition for foreigners. Only using Chinese as the instructional language is big problem that leads to the limitation of global users. The fact is that there are increasing number of foreign users who access the website in recent time, such as Boris Johnsonthe mayor of London, David Mitchellthe author of Cloud Atlas. However, they can not use the website efficiently because they are not familiar with Chinese language.So it would be beneficial for Weibo to have another vision using global language. On the other hand, Weibo should try to create some culture based features to allure and keep customers. As can be seen from many famous products, people ReferenceBOYD, D. M. , N. B. ELLISON. 2007. 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