Somali Culture Lifestyle and How It Affects on Housemaids

CHAPTER ONE THE PROBLEM AND ITS SCOPE Background of the Study Describes the prevailing problem situation at the global, national and local levels (broad perspectives to narrow perspectives). Explains what the study is all about. Should arouse the interest of the readers. Statement of the Problem The researcher has to identify the specific problem existing within the specific area of interest which his research will seek to address. The statement should provide the researcher with considerable direction in pursuing the study. Purpose of the Study This refers to the general aim for wanting to carry out the study.The purpose should not be a reproduction of the title, but should be a summary statement of the reason why the study is being proposed. Research Objectives These are finer statements of what is to be accomplished, which emanate from the purpose of the study. They specify more directly what the researcher is going to do. While the purpose is a general statement of the aim of the study, the objectives must be specific. Should state properly and clearly the general and specific objectives that should jive with the research questions. Ideally, the research objectives should be measurable, attainable and feasible.Research Questions The research questions must be stated in question form and in a way that they are synchronized with the research objectives. Hypothesis The research hypothesis is a tentative explanation of the research problem. It is also a tentative answer to the research problem and can be an educated guess about the research outcome. Not all researches need a hypothesis, therefore, if the study is hypothesis free, an ASSUMPTION may take its place. The hypothesis must be stated where it is applicable. Ideally, the hypothesis can be in null or alternative form. Scope This specifies the boundaries of the research.The geographical scope defines the location or site of the study. The theoretical scope defines the issues to be covered; the content sco pe defines the factors and variables to be considered. Significance of the Study This provides the justification of the study. It spells out who the probable beneficiaries of the study findings might be (country, government, local community, agency, curriculum developers, researchers etc. ), and how they might benefit. It also shows how the research findings will contribute to general knowledge and what is its impact on development towards better life .It should reflect on knowledge creation, as well as on technological or socio-economic value to the community. Operational Definitions of Key Terms This gives the definitions of major terms as they are used in the study. Key terms are ideally found in the research title, research instrument and other parts of the study where the terms need to be operationally defined in this section. CHAPTER TWO REVIEW OF RELATED LITERATURE Introduction This gives a short introduction on the coverage of this chapter. Concepts, Ideas, Opinions From Aut hors/ ExpertsThis section deals with the analysis of the literature related to the subject of the study with the objective of seeing the concepts, ideas and opinions of scholars/experts. The review must be focused on the study variables by reviewing literature under the sub-themes which synchronize with the research objectives or questions or hypothesis. It should show relationships identified by previous researchers. When the literature review is so structured it would be easy when discussing the researcher's findings to relate and compare these findings with previous findings in the reviewed literature.The review should identify the gaps existing in literature and specify the ones that the research will focus on. Proper citations/end noting must also be reflected. Theoretical Perspectives This should discuss the theory to which the study is based (one for each independent and dependent variable or combined). One or more theories may need to be discussed in this section if the topi c is a well-researched area with various antecedents before arriving at a theory or synthesis of two or more theories that will serve as the pivot for the study.In some cases where few studies have been undertaken, there may be no theories to draw upon. In such a case, the conceptual framework shall be used. Related Studies This portion discusses past empirical investigations similar to or related to the present study. CHAPTER THREE METHODOLOGY Research Design It is the strategy used in the study. A researcher should be able to identify and isolate the design most appropriate for a study. It could be experimental, quasi-experimental, descriptive survey, historical, ex post facto, action research, evaluation research, etc.A researcher should make the form or design of investigation explicit and provide a justification for the choice. He can also indicate if the approach he is adopting is quantitative or qualitative or both. Research Population A population is the complete collection of all the elements that are of interest in a particular investigation. A target population is the population to which the researcher ultimately wants to generalize the results. This target population is the population from which the sample will be drawn. The result can best be generalized to the accessible population.They can, at times be generalized to the target population also, if the two populations are very similar. The sample drawn from the target population become the research subjects (if they are inanimate objects or animals) or the research respondents of the study (if they are humans/individuals who answers the research instrument administered). Relevant characteristics of the subjects or respondents must be stated as well as the inclusion and exclusion criteria in selecting the subjects or respondents identified. Sample Size What size of sample can represent the accessible population?The ideal size varies with the population size. There are laid down rules and tables to assist in determining the size of a representative sample. Researchers are to indicate the population size and the corresponding sample size and quote an authority that supports the sufficiency of the sample size. There are various formula used for sample size calculation depending on the research design. How the sample size is arrived at should be clearly stated. Sampling Procedure The sample should be a representation of the population. In other words most characteristics of the population should be represented in the selected sample.This calls for the use of a suitable sampling strategy. The procedure adopted should ensure that the selected sample represents the population. This should be clearly explained. Research Instrument There are varieties of research instruments or tools that can be used to collect data. Examples include the Questionnaire, Interview Guide, and Observations Checklist. The researcher needs to indicate the research instrument(s) he intends to use. whether r esearcher devised/structured by the researcher or standardized research instrument.The basis for the options/content in a standardized or researcher devised instrument are the aspects discussed in the Review of Related Literature. The researcher should try not to develop his own questions or select a standardized instrument without any basis then. A researcher devised instrument can be pre- tested to 5-10 subjects or respondents not included in the actual study to test its reliability and should also be tested for its validity. If a standardized instrument is to be adopted, the name of the author of the instrument and permission to use must be mentioned in this section.This is to avoid plagiarism and legal suits from the author of the instrument. Whether the instrument is researcher devised or standardized the response modes, scoring and interpretation of scores need to be discussed in this part of the study. Validity and Reliability of the Instrument Data quality control refers to validity and reliability of the instruments. Validity refers to the appropriateness of the instruments while reliability refers to its consistency in measuring whatever it is intended to measure.The researcher needs to describe how he intends to establish the validity and reliability of the research instrument before using them. For purposes of triangulation more than one instrument can be used. Data Gathering Procedures In this part of the study, the collection of data step by step, before, during and after the administration of the research instrument should be described. Data Analysis This section presents how the data generated in the study are to be organized and analyzed. The technique to be used to analyze each group of data should be specified.While thematic analysis can be employed for qualitative data, the use of such statistical techniques as chi-square, correlation, ANOVA etc. are appropriate for quantitative data. Spell out the particular statistical treatment/ techniqu e and formula to use with reference to each research question or type of data set. Ethical Considerations This refers to the moral justification of the investigation. How do you ensure the safety, social and psychological well being of the person and/or community involved in your study?This may involve getting clearance from the ethical body/ethics committee and consent of the respondent (Appendices II and III respectively). Limitations of the Study This considers potential sources of bias/ threats to the validity of the findings in the proposed study. Whatever may limit the validity of the findings constitute limitations. However, they need not prevent the study from being carried out. The confession of the limitations only serves to warn the reader of the amount of trust to place in the findings. The researcher should mention in this study how the limitations were minimized/reduced.CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Start with narrative statements of the data in answer to the specific research questions then a graphic or tabular presentation of the data. Below the tables/graphs, discuss the meaning and practical implications of the findings with consideration on the results of similar studies. Include also the findings of other investigators both in agreement or disagreement with the findings of the study on hand. CHAPTER FIVE FINDINGS, CONCLUSIONS, RECOMMENDATIONS Introduce this chapter and its coverage. FINDINGSClearly state in this portion the overall results in answer to the specific research questions. CONCLUSIONS This should state clearly the researcher's stand on the research problem based on all evidences presented. The conclusion/s should be sound, and logical and answers any of these: the main research problem, if the hypothesis is accepted or rejected or if the theory to which the study is based is proven or not. RECOMMENDATIONS 1. Should be sound and logical based on the findings of the study. 2. Shortcomings of the stud y are addressed and constructive suggestions given for future research. . Two to three titles of related studies are suggested for the future researchers. REFERENCES This is the list of all works cited in the study. It should be written according to approved format. For uniformity the approved format for KIU is the format of the latest edition of American Psychological Association (APA) Publication Manual. Only cited authors in the study should be given in the reference section. All authors in the reference section should appear in the body of the study. Present the references in alphabetical order. Book on referencing available with the DVC, SPGSR. APPENDIX 1TRANSMITTAL LETTER Attached here is an original copy of the letter/ communication from the School of Postgraduate Studies and Research (SPGSR) through its Director stating the request for the candidate to be given consideration to conduct his/her study as specified. APPENDIX II CLEARANCE FROM ETHICS COMMITTEE A legitimate attac hment is a clearance from the Ethics Committee for the purpose of ensuring the safety, social and psychological well being of the person and community involved in the study. May or may not be there depending on the nature of the study. APPENDIX III INFORMED CONSENTThis is an original copy of the form where the subjects/ respondents sign as proof of approval to be involved in the study. May or may not be there depending on the nature of the study. APPENDIX IV RESEARCH INSTRUMENT A copy of the research instrument must be attached . RESEARCHER'S CURRICULUM VITAE To document the details of the researcher, his competency in writing a research and to recognize his efforts and qualifications, this part of the research report is thus meant. The researcher's bio-data is categorized as follows: Personal Profile Educational Background Work Experience Other Relevant Data Somali Culture Lifestyle and How It Affects on Housemaids CHAPTER ONE THE PROBLEM AND ITS SCOPE Background of the Study Describes the prevailing problem situation at the global, national and local levels (broad perspectives to narrow perspectives). Explains what the study is all about. Should arouse the interest of the readers. Statement of the Problem The researcher has to identify the specific problem existing within the specific area of interest which his research will seek to address. The statement should provide the researcher with considerable direction in pursuing the study. Purpose of the Study This refers to the general aim for wanting to carry out the study.The purpose should not be a reproduction of the title, but should be a summary statement of the reason why the study is being proposed. Research Objectives These are finer statements of what is to be accomplished, which emanate from the purpose of the study. They specify more directly what the researcher is going to do. While the purpose is a general statement of the aim of the study, the objectives must be specific. Should state properly and clearly the general and specific objectives that should jive with the research questions. Ideally, the research objectives should be measurable, attainable and feasible.Research Questions The research questions must be stated in question form and in a way that they are synchronized with the research objectives. Hypothesis The research hypothesis is a tentative explanation of the research problem. It is also a tentative answer to the research problem and can be an educated guess about the research outcome. Not all researches need a hypothesis, therefore, if the study is hypothesis free, an ASSUMPTION may take its place. The hypothesis must be stated where it is applicable. Ideally, the hypothesis can be in null or alternative form. Scope This specifies the boundaries of the research.The geographical scope defines the location or site of the study. The theoretical scope defines the issues to be covered; the content sco pe defines the factors and variables to be considered. Significance of the Study This provides the justification of the study. It spells out who the probable beneficiaries of the study findings might be (country, government, local community, agency, curriculum developers, researchers etc. ), and how they might benefit. It also shows how the research findings will contribute to general knowledge and what is its impact on development towards better life .It should reflect on knowledge creation, as well as on technological or socio-economic value to the community. Operational Definitions of Key Terms This gives the definitions of major terms as they are used in the study. Key terms are ideally found in the research title, research instrument and other parts of the study where the terms need to be operationally defined in this section. CHAPTER TWO REVIEW OF RELATED LITERATURE Introduction This gives a short introduction on the coverage of this chapter. Concepts, Ideas, Opinions From Aut hors/ ExpertsThis section deals with the analysis of the literature related to the subject of the study with the objective of seeing the concepts, ideas and opinions of scholars/experts. The review must be focused on the study variables by reviewing literature under the sub-themes which synchronize with the research objectives or questions or hypothesis. It should show relationships identified by previous researchers. When the literature review is so structured it would be easy when discussing the researcher's findings to relate and compare these findings with previous findings in the reviewed literature.The review should identify the gaps existing in literature and specify the ones that the research will focus on. Proper citations/end noting must also be reflected. Theoretical Perspectives This should discuss the theory to which the study is based (one for each independent and dependent variable or combined). One or more theories may need to be discussed in this section if the topi c is a well-researched area with various antecedents before arriving at a theory or synthesis of two or more theories that will serve as the pivot for the study.In some cases where few studies have been undertaken, there may be no theories to draw upon. In such a case, the conceptual framework shall be used. Related Studies This portion discusses past empirical investigations similar to or related to the present study. CHAPTER THREE METHODOLOGY Research Design It is the strategy used in the study. A researcher should be able to identify and isolate the design most appropriate for a study. It could be experimental, quasi-experimental, descriptive survey, historical, ex post facto, action research, evaluation research, etc.A researcher should make the form or design of investigation explicit and provide a justification for the choice. He can also indicate if the approach he is adopting is quantitative or qualitative or both. Research Population A population is the complete collection of all the elements that are of interest in a particular investigation. A target population is the population to which the researcher ultimately wants to generalize the results. This target population is the population from which the sample will be drawn. The result can best be generalized to the accessible population.They can, at times be generalized to the target population also, if the two populations are very similar. The sample drawn from the target population become the research subjects (if they are inanimate objects or animals) or the research respondents of the study (if they are humans/individuals who answers the research instrument administered). Relevant characteristics of the subjects or respondents must be stated as well as the inclusion and exclusion criteria in selecting the subjects or respondents identified. Sample Size What size of sample can represent the accessible population?The ideal size varies with the population size. There are laid down rules and tables to assist in determining the size of a representative sample. Researchers are to indicate the population size and the corresponding sample size and quote an authority that supports the sufficiency of the sample size. There are various formula used for sample size calculation depending on the research design. How the sample size is arrived at should be clearly stated. Sampling Procedure The sample should be a representation of the population. In other words most characteristics of the population should be represented in the selected sample.This calls for the use of a suitable sampling strategy. The procedure adopted should ensure that the selected sample represents the population. This should be clearly explained. Research Instrument There are varieties of research instruments or tools that can be used to collect data. Examples include the Questionnaire, Interview Guide, and Observations Checklist. The researcher needs to indicate the research instrument(s) he intends to use. whether r esearcher devised/structured by the researcher or standardized research instrument.The basis for the options/content in a standardized or researcher devised instrument are the aspects discussed in the Review of Related Literature. The researcher should try not to develop his own questions or select a standardized instrument without any basis then. A researcher devised instrument can be pre- tested to 5-10 subjects or respondents not included in the actual study to test its reliability and should also be tested for its validity. If a standardized instrument is to be adopted, the name of the author of the instrument and permission to use must be mentioned in this section.This is to avoid plagiarism and legal suits from the author of the instrument. Whether the instrument is researcher devised or standardized the response modes, scoring and interpretation of scores need to be discussed in this part of the study. Validity and Reliability of the Instrument Data quality control refers to validity and reliability of the instruments. Validity refers to the appropriateness of the instruments while reliability refers to its consistency in measuring whatever it is intended to measure.The researcher needs to describe how he intends to establish the validity and reliability of the research instrument before using them. For purposes of triangulation more than one instrument can be used. Data Gathering Procedures In this part of the study, the collection of data step by step, before, during and after the administration of the research instrument should be described. Data Analysis This section presents how the data generated in the study are to be organized and analyzed. The technique to be used to analyze each group of data should be specified.While thematic analysis can be employed for qualitative data, the use of such statistical techniques as chi-square, correlation, ANOVA etc. are appropriate for quantitative data. Spell out the particular statistical treatment/ techniqu e and formula to use with reference to each research question or type of data set. Ethical Considerations This refers to the moral justification of the investigation. How do you ensure the safety, social and psychological well being of the person and/or community involved in your study?This may involve getting clearance from the ethical body/ethics committee and consent of the respondent (Appendices II and III respectively). Limitations of the Study This considers potential sources of bias/ threats to the validity of the findings in the proposed study. Whatever may limit the validity of the findings constitute limitations. However, they need not prevent the study from being carried out. The confession of the limitations only serves to warn the reader of the amount of trust to place in the findings. The researcher should mention in this study how the limitations were minimized/reduced.CHAPTER IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA Start with narrative statements of the data in answer to the specific research questions then a graphic or tabular presentation of the data. Below the tables/graphs, discuss the meaning and practical implications of the findings with consideration on the results of similar studies. Include also the findings of other investigators both in agreement or disagreement with the findings of the study on hand. CHAPTER FIVE FINDINGS, CONCLUSIONS, RECOMMENDATIONS Introduce this chapter and its coverage. FINDINGSClearly state in this portion the overall results in answer to the specific research questions. CONCLUSIONS This should state clearly the researcher's stand on the research problem based on all evidences presented. The conclusion/s should be sound, and logical and answers any of these: the main research problem, if the hypothesis is accepted or rejected or if the theory to which the study is based is proven or not. RECOMMENDATIONS 1. Should be sound and logical based on the findings of the study. 2. Shortcomings of the stud y are addressed and constructive suggestions given for future research. . Two to three titles of related studies are suggested for the future researchers. REFERENCES This is the list of all works cited in the study. It should be written according to approved format. For uniformity the approved format for KIU is the format of the latest edition of American Psychological Association (APA) Publication Manual. Only cited authors in the study should be given in the reference section. All authors in the reference section should appear in the body of the study. Present the references in alphabetical order. Book on referencing available with the DVC, SPGSR. APPENDIX 1TRANSMITTAL LETTER Attached here is an original copy of the letter/ communication from the School of Postgraduate Studies and Research (SPGSR) through its Director stating the request for the candidate to be given consideration to conduct his/her study as specified. APPENDIX II CLEARANCE FROM ETHICS COMMITTEE A legitimate attac hment is a clearance from the Ethics Committee for the purpose of ensuring the safety, social and psychological well being of the person and community involved in the study. May or may not be there depending on the nature of the study. APPENDIX III INFORMED CONSENTThis is an original copy of the form where the subjects/ respondents sign as proof of approval to be involved in the study. May or may not be there depending on the nature of the study. APPENDIX IV RESEARCH INSTRUMENT A copy of the research instrument must be attached . RESEARCHER'S CURRICULUM VITAE To document the details of the researcher, his competency in writing a research and to recognize his efforts and qualifications, this part of the research report is thus meant. The researcher's bio-data is categorized as follows: Personal Profile Educational Background Work Experience Other Relevant Data

Living Facades Can Be Grown Environmental Sciences Essay

The existent construction of populating frontages varies between providers, with a battalion of different patented systems out at that place. However, there are three chief structural systems that most living frontages will adhere to, each with their ain advantages and disadvantages. Modular Panel System Panels of pre-planted flora are fitted on to a support system that provides construction and a mechanical lacrimation system. Pre-planting means that an instant green consequence can be achieved upon completion. Composition of the faculties will change depending on the demands of the flora, but will necessitate to incorporate foods and stuff for the roots to keep. Soil can be used, but due to its weight it can merely realistically be of usage for little graduated table walls. ( see figure 1 ) Man-made Felt Pioneered by Patrick Blanc, this system uses man-made felt as a base for the flora, with H2O and foods provided automatically. A metal frame is used for the construction, with a 10mm PVC bed riveted to it and the felt stapled to this. The metal frame allows the construction to be attached to a frontage leting an air spread between the two beds which prevents flora from impacting the edifice structurally while helping the thermal and acoustic belongingss of the frontage. The PVC bed prevents wet get awaying and provides rigidness to the full construction. The polymeric amide felt layer consists of two overlapping sheets with assorted pockets that secure the workss. The pick of stuff is determined by its opposition to decompose and a high capillary action leting H2O and foods to be distributed good. This frontage has the benefit of merely weighing 30kg per meter squared. ( see figure 1 ) Container and Trellis A series of containers house the workss with trellis mediate, leting the flora to mount and make an uninterrupted face of flora. Water and foods can once more provided automatically with either a man-made or dirt based turning medium. ( see figure 1 ) ( Figure 1. Different Populating Facade Structures, 2008 ) Positive Effectss The bulk of the positive effects of life frontages are environmental, although aesthetic, societal and economic benefits can besides be identified. Air Quality It has long been recognised that indoor workss can assist better the air quality in offices and an internal life wall can supply a similar consequence and assist rejuvenate ‘sick ‘ edifices. The workss absorb C dioxide and other particulates sublimating the air. The external air quality can besides be improved by a life frontage as it is able to absorb the C dioxide and pollutants from traffic. It has been shown that a life frontage can hold a major impact on the degrees of Nitrogen Dioxide ( NO2 ) and particulate affair ( PM ) in urban countries in which there are street canons ( tallness of edifices exceeds distance between them ) . The street canons cause the air to twirl and purl around the flora enabling increased degrees of atoms to be absorbed. A survey carried out by Lancaster University found a decrease in street flat concentrations of up to 40 % for NO2 and 60 % for particulate affair. With NO2 and particulate affair doing up a big measure of air pollutants, a decrease in concentrations of this magnitude would hold a positive consequence on air pollution in urban countries. Thermal Performance The thermic effects of life frontages are really similar to those of green roofs. Internet Explorer, decrease in surface temperatures due to shadowing from flora, evapotranspiration and increased thermic mass can take to: a ice chest internal clime a decrease in urban heat island consequence However, surveies have shown that populating frontages may be more effectual than green roofs in these countries. Building Performance The surface temperatures and hence the internal temperature of edifices can be affected in many ways by the presence of life walls and flora: The flora shades the solid wall behind it, forestalling solar additions. Vegetation absorbs radiation hence cut downing contemplation. The increased thermic mass of the flora and infrastructure reduces flow of temperature through the edifice tegument: ice chest inside in summer and heater in winter. Transpiration: the consequence of H2O loss from flora by vaporization. Heat is carried off in the signifier of H2O vapor. Protection from cold air currents A 2010 survey by the National University of Singapore found that the surface temperature of life walls was significantly reduced compared to a concrete control wall, with decreases of 6 to 10 grades recorded. Analysis of the consequences concluded that shadowing and transpiration seemed to be the chief subscribers to this lessening. In another survey at the Chinese University of Hong Kong, decreases in both external and internal wall temperatures were found when a concrete wall was clad with vegetated facing. Urban Heat Islands An Urban Heat Island is the localized addition of temperature in urban Centres as opposed to environing rural countries due to a profuseness of heat retaining surfaces. It is thought that the decrease in surface temperatures due to populating frontages could assist cut down the temperatures in urban countries. A computing machine theoretical account based analysis at the University of Cardiff found a important decrease of the temperature in urban canons when the edifice envelopes are to the full ‘greened ‘ . A similar decision was reached in a survey by the University of Manchester, who found that an addition in green screen of 10 % in urban countries could take to a decrease in maximal temperatures. Biodiversity It is thought that populating frontages may lend to an addition in biodiversity in urban countries by supplying a home ground for insects and birds. Although specific proving on the biodiversity of life frontages has non yet been exhaustively undertaken, there are illustrations of wildlife such as birds utilizing populating walls as their place. Any study would hold to admit the possible disadvantages of increased biodiversity on a edifices frontage. Acoustic Control Vegetation is widely used to cut down the noise degrees from busy roads or railroad lines and it is thought that populating walls may be used to command the acoustics of edifices. A survey at the National University of Singapore found that life walls had a higher sound soaking up coefficient than many regular edifice stuffs and that the noise decrease was besides important. However, the survey pointed out that these consequences varied greatly depending on the frequences used, types of works, per centum screen of wall and type of substrate. Further proving on existent edifices is needed to set up the true acoustic virtues of life frontages. Aestheticss Bing in consequence a perpendicular garden, the aesthetic qualities of a life frontage are obvious and there are many illustrations where the primary aim is aesthetic consequence. Some of the ocular benefits include: Rejuveinating bland frontages Softening of the urban landscape and leting edifices to look more ‘natural ‘ Changing aesthetics with season Light: softening and diffusion of visible radiation can heighten infinites ( when used in concurrence with glazing ) . Social The effects of flora in urban countries on well-being are good documented and surveies have found that people view verdure as really of import in these countries. Economic Although full cost analysis is yet to be done for a edifice with a life frontage, it is possible that populating frontages could hold a good economic impact on edifices. The countries these benefits could be found are: cut downing warming and air-conditioning costs added commercial value to the edifice increased productiveness Negative Aspects Lack of surveies and research into populating frontages means that the true benefits and negatives are yet to be discerned. Of the few surveies available, most are either computing machine theoretical accounts or proving is carried out in controlled environments. To genuinely understand the effects of life frontages, proving demands to be carried out long term on edifices. However, since the construct of life frontages is reasonably new, there is presently really small informations available and most living frontages are still reasonably immature. Populating walls can necessitate a high degree of care depending on the system chosen, and at that place have been documented jobs with: Root putrefaction Plants deceasing Need for paring Future/Incorporation with Sustainability There are many other countries of sustainability that populating walls have the possible to be integrated with. These thoughts are still at the experimental phase, but could practicably work: Integration with air purification and airing eg Queens University Biowall Vertical agriculture/farming: veggies or fruit could be grown on life walls and so harvested, increasing the surface countries available for agribusiness. Water re-use: since life walls rely on automatically supplied H2O, there is the chance to utilize rain H2O or gray H2O as this supply. The systems can be attached to a H2O butt. Code for Sustainable Homes and BREEAM Planing governments can see developments of populating walls as positive and they may even number towards local be aftering marks. Due to populating facade engineering being rather new, at present there are no specific mentions in the sustainable codification or BREEAM. However, populating walls may be able to lend towards other countries of the codification, assisting to gain credits. Sustainability Code/BREEAM: Combined with a rainwater crop armored combat vehicle – Wat /W01 Native species planted – Eco 2 ( ecological sweetening ) /LE05 If important country of belongings covered – Eco 4 ( alteration of eco value ) Possible betterment of thermic public presentation – Ene1 ( Brooding Emission Rate ) /E1

The Nanking Massacre

The Nanking Massacre The Rape of Nanking was a tragic time in Chinese history. This event will never be forgotten by the people in the once capital of China. An estimated 300,000 innocent people were killed in a matter of months. The Japanese have never apologized for the disturbing event and to this day the Japanese deny that the massacre ever took place. The Rape of Nanking will never be forgotten for this city has been scared with tragedy since this gruesome massacre. Is this Massacre actually Genocide, or is this just a result of poor command over Japanese soldiers?I believe that this event is in fact genocide, and it was a terrible event in time. It was a tragic December day in the beautiful city of Nanking. Japanese soldiers were making their way into the unprepared city. All the residents fled to the safety, a small area where tourists and German soldiers could not be harmed by the Japanese (Genocide in China. ) Only a few citizens were able to flee to the safety zone, for the re was only enough room for a few hundred people. The roads were empted, and everyone locked the selves in their homes.The Japanese soldiers had surrounded the city, there was no way the refugees could escape the now taken city. Once the Japanese had surrounded the city, they began their violent rampage. The soldiers began to raid the banks, government offices, and the warehouses. Once all important buildings were taken, the soldiers started killing civilians. (Genocide in China. ) Once the citizens heard the gun fire, most ran out of their homes in an attempt to leave the city. There were two main roads which lead out of the city; the Japanese had set up areas throughout the streets to shoot the fleeing citizens. 0,000 people were killed the first day the Japanese intruded this capital city. Numerous war crimes were committed during the massacre. Some of the worst war crimes in history were committed during the raid on Nanking. A few days after the Japanese invaded Nanking they beg an to run amuck. The soldiers were out of line, and weren’t following the rules of battle. Japanese soldiers captured the surviving Nanking soldiers, and sent them to a large camp outside of the city limits. Case Study: The Nanjing Massacre) The Japanese soldiers soon were running out of food for the soldiers, so the thought there only option was to kill off the remaining Nanking soldiers. The Japanese soldiers would starve the war prisoners and when the Chinese were near death they would march them into fields. (Case Study: The Nanjing Massacre) On the way toward the fields the Japanese soldiers told the captives they would receive food and work. The Japanese lied to the soldiers, for when they reached the fields, the prisoners were killed in a line of machine gun fire.Group by group the captives were lined up and shoot down into massive graves. If the enemy soldiers ran out of ammunition, they would burn the prisoners of war alive. So many practices of execution were perfor med it is hard to keep track of here are some less used forms of executing the prisoners. Chinese soldiers were used for bayonet practices, shooting practice, and were beheaded in the streets. Japanese soldiers would often have contests to see who could kill the most people. There are accounts of Japanese men killing as many as 150 men, women and children on their own.The women citizens had it far worse than the men did. (Genocide) Women were often raped and killed. If a woman was to survive, she would often be made a sex slave for the Japanese soldiers. Females from the age of 9 to 80 were raped and killed. (Case Study: The Nanjing Massacre) The dead bodies of the women were thrown into the street, and were left there for days. Some many atrocities took place throughout the Nanking Massacre that’s it is hard to mention all of them. A total of 300,000 Chinese soldiers, and civilians were killed in the Nanking Massacre.This might seem like a small number compared to other mass acres, but when you look closer at it, it becomes even more tragic. The city of Nanking wasn’t even captured for a year. The survivors tell such terrible stories, of the horror that was swept across the thriving town of Nanking, China. For the remaining survivors this event will never leave their memory. This brings up the question, why did the Japanese do this? This terrible massacre is one that was not as widely broadcasted. This is due to the fact that the Japanese Government had denied this event ever took place.The Japanese people believe that the Chinese people are unclean. The Japanese think this because they think the Chinese people don’t keep themselves clean. The Japanese felt that the Chinese are dirty people who pollute the environment and destroy the fertile land. The Japanese also believed that it was their destiny to obtain the land of China. So why is this massacre considered Genocide? This massacre is considered genocide for many reasons. Japanese peop le had killing contests, in order to kill as many Chinese civilians as possible. Two Roads of Blood) In order to kill more Chinese civilians, the Japanese soldiers would have competitions to see who could kill the most civilians. They had no respect for any of the Chinese people, as if they treated the Chinese as pests they needed to kill. This method wasn’t working for the extermination, so the Japanese soldiers began sending men to work camps, where they would work the men almost to death, then march them to killing fields. This is a clear example of genocide. The final example of genocide is the fact that they took no prisoners. Genocide) If a Chinese soldier decided to surrender the Japanese soldier would kill the man on the spot. Through all this gruesome events, this massacre is considered to be genocide by people around the world. The Nanking massacre was a terrible event in history. Through years of hatred toward China the Japanese committed this terrible genocide. Th rough killing contests’, killing fields, and not giving prisoners this event is technically considered genocide. The Japanese wanted to exterminate the Chinese people in order to take land, which the Japanese thought was rightfully theirs. This event will never be forgotten.

Canadian troops must not be in Afghanistan Essay

Canadian troops must not be in Afghanistan - Essay Example The other nations which have been involved in active fighting in Afghanistan are U.S, Britain, Denmark and Netherlands. However recently it has been seen that the support for the Canadian forces deployment in Afghanistan has been criticized by many (Power 2008). A question has thus arose regarding its deployment as to if they should remain in Afghanistan or should they be withdrawn ? This essay would revolve around this question and give a probably answer regarding the deployment of the forces. Surveys in Canada shows that 47% of the Canadians want their forces to be withdrawn whereas only 17% of the total want the force to be engaged in active combat. Most importantly it can be seen that Canada has never been attacked by the Afghans in anyway. It is only because of Canada’s peace-making efforts that it has engaged the forces into a heavy combat against the Afghans. Moreover concerns have also raised as to if the deployment of the troops in Afghanistan would help in maintainin g the peace in Canada or not. Active involvement of troops in Afghanistan can rather attract the attention of the Taliban to attack the country which has been involved in ground attacks over them. Hence it can be said that the Canadian forces should immediately withdraw from Afghanistan. ... Above all the people of Afghanistan should also support the armed forces for their involvement in the affairs of the country but it has been found that most of the population there is against the involvement of foreign countries in the national affairs (Power 2008). The war waged on Afghanistan has bought no good to the whole society as it can be still seen that the terrorist attacks remain in the world. An example of the bombings in London can be cited as a proof that the war on terrorism has brought no fruit (BBC News 2005). In the war against Taliban it has been seen that many civilians in Afghanistan have also died and this can be cited as a great failure of the army. A report has shown that the Canadian forces are suffering the most in Afghanistan with regard to their proportion. Since 2006 the Canadian forces have lost 5.1% of their officers during the war. Most of the troops of Canada are deployed in a very sensitive area of Kandahar because of which they have to suffer from l osses. All these reasons together make up a strong proposal for which the Canadian troops should withdraw from Afghanistan (Jodi Lai 2010). It has been seen that the casualties of the Canadian force are increasing by every passing year and this should be taken into notice by the relevant authorities. Moreover the war waged of Afghanistan was apparently for the betterment of the people living there but it has been seen that the people are not content with the interference of foreign military in the region. Deploying the Canadian troops in the region just makes the issue deeper as the Taliban would notice their involvement in the war and attack their nation which has been thus far safe from these sort of attacks. Lastly the

Monetary policy Research Paper Example | Topics and Well Written Essays - 1750 words

Monetary policy - Research Paper Example It lays a vital role in opening up the financial market of a country. It also has supervisory powers, aimed at limiting banks and financial intermediaries from reckless behaviour. In developed nations Central banks are independent so that they operate under rules made to help them operate in a political free management (Kurgan and Wells 387). Therefore, this paper aims at obtaining a deep analysis on the role of central bank in use and implementation of monetary policy to stabilize the economy. This will be with respect to the great depression of 1929 to early 1940s. Monetary policy is the mean through which the monetary tools of a country control the flow of money. It mostly focuses on the rate of interest with an aim of promoting economic growth and stability. It is key role is to sustain, stable prices and maintain low levels of unemployment. Monetary policy can either be expansionary of contractionary. Expansionary policies increase the supply of money in the economy while the co ntractionary measurers reduce the total money supply to the economy (Bofinger, Reischle and Schachter 123). Expansionary policy is theoretically used to control unemployment in a recession by lowering interest rates in the view that easy credit will motivate businesses into expanding. Contractionary policy is intended to slow inflation in a view of curbing the resulting deterioration and distortions of asset values. The Monetary policies advocated by the central bank helps in fostering the growth of financial market by encouraging open market operations. It is the most used tool by the central bank of each country to correct any economic disorder or to set the pace of a country economic growth (Bofinger, Reischle and Schachter 170). Economic depression is an economic slowdown where the gross domestic product is expected to decline at around 10%. To give rise to greet economic depression, the gross domestic product was believed to have declined by at least 33% per annum. This is the worst in history so far. Economic depression is characterized by; reduced consumption by individuals and the government, increased liquidation of the banking system or narrowing of financial market to the extent that it cannot allocate capital inflow to various sectors of the economy, high levels of unemployment expressed in two digits, insolvency of economic driving companies, a reduction in the wage rate for example, during the great economic depression it reduced sixty percent and acute shortage of money supply in the economy. Thus, depression can be defined as a recession that lasts longer and has a massive decline in business activity thus a slowdown in economic growth (Bofinger, Reischle and Schachter 213). Central bank and monetary policy with respect to the great depression of 1929 to early 1940s can be analyzed from different views. The great depression lasted for 10 years. This occurred when the shares traded in a day tripled followed by a drastic fall in price by about 24 %. The great economic depression was characterized by an increased rate in unemployment which increased by 22% of the total country workforce. The total gross domestic product reduced by half as the price fell by 10%. The depression also caused farmers to lose their farms, and this made them together with the unemployed to move to urban areas in search of daily earnings, this lead to development of shanties thus creation more problems. There were massive bank failures and

Buy USA Essay Example | Topics and Well Written Essays - 750 words - 2

Buy USA - Essay Example Moreover, the website highlights things that need to be avoided by the exporters when it comes to an improper marketing strategy. The website assists the exporters in giving information based on how an export plan should be organized and processed to gain the target goal. The website is so substantial to address the effectiveness of export plan, which includes objectives and specific time-frame for each activity. Hence, the website contains a wide array of resources that could be gathered in order to gain knowledge as well as to save time and money. Moreover, export.gov highlighted how important it is to evaluate a product for its potential to be an export product. One of the most important qualities of an export product is its ability to meet the demands of the customers especially if the sales in the U.S bugs down (Export, 2011). The website is generous to share the motivational factors (e.g. long-term expansion) and organizational factors (e.g. management commitment) as needed in considering the potential of an export product. One of the two sources of short-term planning is the export credits. Export credits would make the convenience of a customer to delay order payments. For exporters, it is very important to manage a credit risk of the exported products to avoid the deterioration of amount in the world of business (â€Å"Principles,† n.d.). One of the main things that should be managed in this style as part of short-term process in exporting products is to make sure that the bank for the money transaction is well developed, organized, and safe. Thus, the export business lies on how accurate the bank is. For example, if the senior management of the bank did not implement and develop policies to identify the risk factors of an export credit card, then the very possible thing to happen would result to a delay of service for the export product. Thus, the need of a foreign customer would not be granted, and the delay would cause the

Seminar question unit 4 Assignment Example | Topics and Well Written Essays - 250 words

Seminar question unit 4 - Assignment Example Nutrition screening can benefit the prevention of heart diseases through identifying the nutritional characteristics related to the heart diseases (Bernstein & Luggen, 2011). Studies have indicated that one of the key prevention measures to reduce the alarming rate of mortality due to heart diseases is through good understanding of the right diet for the body. Consequently, nutrition screening in this area will identify individuals with high level of density lipoprotein (LDL) cholesterol that is responsible for accumulation of plaque in the arteries increasing the risks for heart attack. The identification of the heart related nutritional problems would use a criteria based on diet, height and weight, obesity, and diagnosis to determine the blood pressure level. This will benefit the patient by primarily determining their vulnerability to the heart diseases (Bernstein & Luggen, 2011). In addition, the patient will learn on how to adopt an appropriate diet strategy for sufficient vitamins, nutrients, and calories in the body. Consequently, patients will not only reduce risk of heart diseases, but also improve the body’s immune

Employment practices and employment law Assignment

Employment practices and employment law - Assignment Example Similar to the court’s position, the name that workers use does not necessarily identify them as employees. Workers, therefore, are not necessarily employees to any company. This implies that by referring to themselves as employees is invalid. However, they still enjoy the protection of the law as workers assigned specific roles to conduct during certain period of their involvement with Friendly. This mean that employment laws are not biased on certain groups of workers and or employees regardless of where they work (Bennett-Alexander & Hartman, 2012). An employer refereeing to workers as independents contractors or employees does not affect or influence the law. This is because; the responsiveness of the employment law does not discriminate between naming system, rules, laws and policies of the company relating to its workers. On the other hand, it somewhat matters how the employer calls his/her employees. If the laws were very strict, referring to the employees would be by relevant designations to easen compliance monitoring (Walsh, 2013). According to Bennett-Alexander and Hartman (2012), one factor that is critical in the determination of the employment status within Friendly is the company’s prohibition of the drivers from operating the business autonomously and developing or creating entrepreneurial opportunities with the prospective and existing customers. It pre-empts a form of molestation in which the drivers (employees) lacked freedom to make free decision and socially interact with prospective customers. The drivers were to follow strict orders from above and probably follow the same without questioning. The best advice that that a person can offer to the Friendly Cab include changing the existing employee operational means that encompass a complete lack of autonomy in going about the daily works. It should also undertake to control the rate of regulation of how the drivers should operate

Bullying Essay Example | Topics and Well Written Essays - 250 words - 3

Bullying - Essay Example The individuals may fail to expose the emotional hurt, but this may affect their academic and social aspects. Physical bullying is the most common among schools. This usually occurs when the perceived stronger pupils inflict physical pain to their vulnerable and inferior friends, who are unable to defend themselves. Physical bullying may include punching, thrusting and hitting among others. This may also include destroying an individual’s property (Mishna, 73). Covert is an indirect form of bullying, where the perpetrator spreads unwarranted rumors, reveals an individual’s secrets attempts to spoil another’s reputation. Currently, owing to kids’ adoption of the internet cyber bullying has also emerged. The perpetrators may send threatening messages to the kids, send insulting messages, change an individual’s profile, and post obscene photos to individuals among other forms. Involved parties ought to look for ways of eliminating various forms of bullying. To begin with, they ought to identify the challenge of bullying. The affected children need to report such cases to the teachers and parents for action. Later the perpetrators need to receive immediate punishment, in order to deter recurrence of the

Corporate Responsibility for Childhood Obesity Essay - 2

Corporate Responsibility for Childhood Obesity - Essay Example The authors of these two articles are supporting the same cause but in different ways. First and foremost is the length of the material, Zinczenko’s article is rather brief and reads very much like a discussion or a conversational blog posting. However, Linn and Novosat’s article is much more scientific and literary representation of their very similar arguments. Zinczenko takes the most direct route and blames the consumption of fast food directly is the cause of the childhood obesity. He argues that as a child he was a â€Å"latchkey kid,† a term in the 1970s and 1980s to describe children of, usually, single parent households, who are left to care from themselves when their guardian is at work; they used to keep the house keys are a string around their necks, hence the nickname (Zinczenko, 391-392). He offers a number of supporting factors that do benefit his argument. Firstly, he explains that his personal experience as a latchkey child, he understood how fast food becomes the quickest, most convenience, and, often, the cheapest way to feed hungry children. The greater statistics of children in economically depressed environments are even more likely to consume larger portions of the fast foods available. However, the flaw in Mr. Zinczenko argument is that no one is likely to deny that if a child or anyone was to consume fast food for every meal of the day may ultimately develop health problems and obvious weight gain. He, also, makes the correlation between childhood obesity, fast food, and the ever increasing numbers of diabetes cases among children (Zinczenko 391-393). Linn and Novosat’s article is a much more scientific and formal research work. It is considerably longer, detailed, offering statistics, and averages of test and studies performed. They do not blame the fast food items and products directly, the way that Zinczenko’s article did, but rather the specific advertising that is geared specifically towards children regarding fast food

Cash Flow and Profit Essay Example | Topics and Well Written Essays - 250 words

Cash Flow and Profit - Essay Example In most cases, cash flow is much important for small scale business than profits. Because of cash flow, a business may run properly. It is that money that is essential in running and managing a business without it,  a firm may be sent out of business. Additionally, cash flow is that money that a firm needs to continue paying its bills at the end of each month (Rosemary, 2015). Also, it is necessary to have cash flow as opposed to profits. Without cash flow, you may make profits but that would not be good for a company with long term goals. Profits may be good for a company, but cash flow is something that is a must for every business as it puts the company in a position to stand on its own even in times that are hard. A good example of a company that had much cash flow was Amazon (Stever Robbins Inc 2015). Despite making losses for some time, the cash flow available made it possible for the company to run for long enough to start realizing profits. Despite the differences between cash flow and profits, these two items are important to any business. Cash flow ensures that a business can stand on its own and profits put a business in a better position to expand its

On a personal experience of cultural adaptation Essay Example for Free

On a personal experience of cultural adaptation Essay Adaptation, originally as a biological concept, is an alteration or adjustment in structure or habits, by which a species or individual improves its condition in relationship to its environment. Every creature on the earth, including human beings, has the essential and innate capacity of adapting to the outer environment. That is on the level of biological adaptation. The evolution of human beings makes them outmatch all the other creatures to develop their own language and culture, which is unique only among themselves. At this time, the adaptation of human beings could not only be confined in the scope of biological one. Cultural adaptation, at this point, is necessary and indispensable for the further development of human beings. The significance and importance can be represented especially when the cultural contexts or environments have changed no matter it is a change of international, intercultural, interethnic, inter-religion, or inter-region, etc. The term â€Å"microculture†, the counterpart of â€Å"macroculture†, can refer to a social group that shares distinctive traits, values, and behaviors that set it apart from the parent macroculture of which it is a part (Gollnick Chinn, 1998). The identity of microculture can be based on traits and values of different ethnic origin, religion, gender, age, socioeconomic status, geographic region, place of residence conditions, and so on, among which, geographic region and place of residence will be what I give my focus on in this paper. The change of geographic region and place of residence will evoke the change in psychology and behavior to adjust and adapt oneself to the new environments. 2. Cultural Adaptation 2. 1 Cultural Adaptation versus Biological Adaptation Human beings, like other living creatures in the world, also have biological and psychological needs. Other animals fill their needs primarily through biological adaptation, for example, a lion uses speed and sharp teeth and claws to capture and eat its prey. However, our human beings develop forms of knowledge and technologies that enable them to get the necessary energy from the environment and make life more secure. This knowledge and technology forms a core of culture that can be passed from generation to generation and group and group, so human beings adapt to their world culturally (Nanda Warms, 2002). Cultural adaptation has some distinct advantages over biological adaptation. Because human adapt through learned behavior, they can change their approach to solving problems more quickly and easily. However, creatures whose adaptations are primarily biological change slowly (Nanda Warms, 2002). Adaptation, coming being into one of the basic characteristics of culture, makes people develop to accommodate environmental conditions and available natural and technological resources (Gollnick Chinn, 1998). Culture, in fact, is the way human beings adapt to the world (Nanda Warms, 2002). 2. 2 The Definition of Cultural Adaptation From the aspect of sociology and anthropology, cultural adaptation is the long-term process of adjusting and finally feeling comfortable in a new environment (Kim Gudykunst, 1988). Immigrants who enter a culture more or less voluntarily and who at some point decide to adapt to the new cultural context experience cultural adaptation in a positive way. Cultural adaptation, especially intercultural adaptation is broadly used in the literature of intercultural communication studies, and according to Kim, it refers to the process of increasing the level of fitness of people to meet the demands of a new cultural environment. It deals with how sojourners or new immigrants experience the distress caused by mismatches or incompatibility between the host culture and the culture of birth (Fan, 2004). 2. 3 Models of Cultural Adaptation 2. 3. 1 The Anxiety and Uncertainty Management Model This model was put forward by communication theorist William Gudykunst. He stresses that the goal of effective intercultural communication can be reached by reducing anxiety and seeking information, the so-called uncertainty reduction (Gudykunst, 1995). The uncertainty can be classified into different types. Predictive uncertainty is the inability to predict what someone will say or do. Explanatory uncertainty is the inability to explain why people behave as they do (Martin Nakayama, 2000). In fact, some level of anxiety is optimal during an interaction. Too little anxiety may convey that we don’t care about the person. Too much anxiety causes us to focus only on the anxiety and not on the interaction. This model assumes that to communicate effectively we will gather information to help us reduce uncertainty and anxiety. The theory predicts that the most effective communicators are people who have a solid self-concept and self-esteem, have flexible attitudes (a tolerance for ambiguity, empathy) and behaviors and are complex and flexible in their categorization of others (Martin Nakayama, 2000). 2. 3. 2 The U-Curve Model This model, applied to many different migrant groups, is based on research conducted by a Norwegian sociologist, Sverre Lysgaard, who interviewed Norwegian students studying in the United States. The main idea is that migrants go through fairly predictable phases in adapting to a new cultural situation. The first phase is the anticipation or excitement phase. The second phase, culture shock, happens to almost everyone in intercultural transitions. During this phase, migrants experience disorientation and often a crisis of identity. Because identities are shaped and maintained by one’s own cultural context, experiences in new cultural contexts often raise questions about identities. The third phase is adaptation. In this phase, how much of the migrants should be changed and to what degree should he or she to adapt is what should be pay attention to (Martin Nakayama, 2000). 2. 3. 3 The Transition Model Culture shock and adaptation have been viewed as a normal part of human experience, as a subcategory of transition shock. Janet Bennett (1998), a communication scholar, says that culture shock and adaptation are just like any other transition, such as going away to college, getting married, or moving from one part of the country to another. Psychologists have found that in this model most individuals prefer either a â€Å"flight† or â€Å"fight† approach to unfamiliar situations. The first preference, the â€Å"flight† approach, is to hang back, get the lay of the land, and see how things work before taking the plunge and joining in. The second preference, the â€Å"fight† approach, is to get in there and participate. Migrants who take this approach use the trial-and-error method. Individual preference is a result of family, social, and cultural influences. An alternative to fight or flight is the flex approach, in which the migrant uses a combination of productive fight or flight behaviors (Martin Nakayama, 2000). 3. Microculture or Subculture Microculture, as a counterpart of macroculture, refers to these groups which exist within the context of a larger society and share political and social institutions as well as some of the traits and values of the microculture. It can also be called subsocieties or subcultures. These cultural groups are called microcultures to indicate that they have distinctive cultural patterns while sharing some cultural patterns with all members of the macroculture and their unique patterns will identity themselves as members of their particular group. Cultural identity is based on several traits and values learned as a part of the national or ethnic origin, religion, gender, age, socioeconomic status, geographic region, place of residence conditions and so on (Gollnick Chinn, 1998).

Schema Theory: Usefulness For Language Teaching

Schema Theory: Usefulness For Language Teaching There can be no doubt that all our knowledge begins with experience, Immanuel Kant (1781: 41). What is schema and schema theory? A schema (plural schemata) is termed as a mental structure (which) derives from all the particular experiences we have had (Nuttall 1982:7). Schema theory was first proposed by the gestalt psychologist Bartlett (1932), who observed that when people were asked to repeat a story from memory, they often filled in details which were not included in the original but related to what they already knew based on their cultural background. Schema then is culturally bound, as shall be shown in this essay. The concept of schema can be found from anthropology to philosophy and has been considered for both instruction and assessment in language learning, examples of which will be referred to and considered later. Kant (1781) claimed that new information, concepts and ideas can only have meaning when they can be related to something already known by the individual. This exemplifies how the idea of background knowledge in language-related performance has been around for centuries, if not actually co ined as a term at the time. McNamara, Miller and Bransford (1991) in Clapham (1996), who referred to the theory as mental models which consist of mental tokens, agree that schemata are used in comprehension but that it is not clear what we do with them. There are two main types of schema that have since been termed by theorists (Cook 1997). The first is formal schema and is based on the background knowledge of the structure of any given text. The second is content schema and relates to the background knowledge of the content area. We can see then that all schemata relates to background knowledge of some kind. A similar distinction can be made with processing skills used for reading, which is discussed later. Carrell (1998) states that these processes are not understood well. In this essay I will, however, attempt to address the issue of schema theory along with its practical application in relation to studies that have been carried out in the area. In doing so, I will also attempt t o focus on the main skills involved and the factors that affect its usefulness from the perspective of a language teacher. As teachers of English, we are constantly attempting to activate schematic knowledge for all skills work, and indeed, any work at all done in class. Within the context of a multi-skills approach, it more often than not leads to processing via receptive skills (reading and listening) and then progresses to productive skills work (speaking and writing). Research on schema theory has had a great impact on understanding both reading and listening skills, with the amount of research done seemingly focussing on the former. Thus, for the purposes of this essay I shall refer mainly to the evidence as it is applied to reading skills. Most methodologies investigating the role of schemata or background/prior knowledge are variations on Carrell’s (1987) paradigm. Traditionally in the study of second language comprehension, the emphasis has been focussed almost exclusively on the language itself rather than the individual attempting to interpret it (Cook 1997). It seems that more recently the language learner themselves, with the knowledge and ideas that they bring from the outside world, is perhaps as important a factor as the language itself. Carrell and Eisterhold (1983:80) point out that one of the most obvious reasons why a specific content schema may fail to exist for a reader is that the schema is culturally specific and is not part of a reader’s cultural background. Aebersold and Field rather philosophically describe it when they say, if the topic†¦is outside of their experience or base of knowledge, they are adrift on an unknown sea (1997:41). It is then surely the teachers responsibility to help learners and make sure that they are guided in the right direction by providing that which may be missing, or at the very least, helping to stimulate what is already there. In an ideal scenario, it would include a combination of both factors. Application to skills processing Processing a text can be seen as a two-way process between the text and the background knowledge or memory schemata of the listener or reader (Carrell 1982). This again stresses the need to take the learner into account and suggests a more holistic approach to skills work. Cook (1989) states that the mind, when stimulated by key words or phrases in the text or by the context, activates a knowledge schema. The emphasis here is on the cognitive characteristics of schema which allow us to relate incoming information to existing information. The reading process, therefore, involves such things as identification of genre, formal structure and topic; all of which activate schemata and allow readers to comprehend a text (Swales 1990:89). In turn, as well as allowing for the organisation of information and knowledge, schemas also allow us to make predictions on the continuation of discourse and check whether our fit matches (Carrell 1998). If it does not, then it would be common sense that w e are able to add to our already existing schema. It also makes sense that the more experience (both life and classroom) a learner has, the more available schemata they will have at their disposal and thus the better equipped they will be. Focussing as we are mainly on reading skills, a useful distinction can be made here between top-down and bottom-up processing. The former relates to making predictions based on background knowledge (knowledge-based) and the latter to building textual meaning from the individual linguistic units (text-based) (Carrell 1982:101). This has also been referred to by Anderson Lynch (1988) as schematic knowledge, which is background knowledge that includes factual/sociological factors and procedural knowledge or how the language is used in discourse; versus systemic knowledge, which is the knowledge of the language system and includes semantic, syntactic and phonological features. All of which, when related by context, combine to provide comprehension. So then, in relation to schema theory, it is with the former of both the above that we are most concerned. At times it can seem that theorists are overly concerned with this being some kind of battle and hence, the use of the word versus abov e, with one aspect winning over the other. However, evidence points to reading skills involving both equally, working hand-in-hand in order to achieve the best results possible. This view is supported by Spiro (in Carrell 1998), who believes that skilled readers constantly adapt their mode of processing, changing to meet the demands of a particular text/reading situation; less skilled readers tending to rely overly on processes in one direction and thus experiencing negative effects on overall comprehension. Overreliance on top-down processing has been referred to as schema interference, or a lack of understanding (Carrell 1998). When faced with unfamiliar topics, some students may overcompensate for absent schemata by reading in a slow, text-bound manner; other students may overcompensate by wild guessing (Carrell 1988:101). Swaffar, Arens and Byrnes (1991) in Clapham (1996) argue that most reading comprehension items only test bottom-up skills and fail to actually measure the way a reader understands, advertising the use of recall protocols in tests of reading comprehension. This view is supported by Carrell (1998) and has certainly been my experience as a teacher of English. We can surmise then that it is our responsibility as teachers to help make learners aware of the importance of both types in relation to one another and attempt to provide the right balance in order to achieve the greatest degree of comprehension possible. The form of detrimental processing mentioned here is supported by a good deal of related studies, some of the most significant of which I will now present in order to provide further validity to the concept of schema and schema theory. Studies Research carried out by Johnson in Carrell and Eisterhold (1983) suggests that a text on a familiar topic is better recalled than a similar text on an unfamiliar topic. Swales (1990), believes that this and other research supports the expectation that when both content and form are familiar the texts will be relatively accessible. It seems evident then that the greater the difference between the L1 and L2, the greater the difficulty in interpretation. Carrell and Eisterhold state that some key concepts may be absent in the schemata of some non-native readers or they may have alternate interpretations (1983:87). An obvious example we can choose to better exemplify this idea, are life rituals, such as celebrations that include weddings and festivals. One cultures concept of Christmas, for example, may contrast completely with anothers or may not, in fact, exist at all. These gaps or differences in cultural knowledge then need to be bridged in order to comprehend relevant information t o be considered and worked on. In Carrell’s (1987) study mentioned previously, subjects remembered the most when both the content and rhetorical form was familiar to them. However, when only content or only form was unfamiliar, unfamiliar content caused more difficulty for the readers than did unfamiliar form. This has obvious implications for the classroom and language learning, and suggests the common sense idea that teachers should attempt to choose topics and texts which learners have some concrete understanding of, especially when it comes to actual content involved. The form of a text then is something that learners are perhaps better able to deal with and which can be analysed, in the form a model for example, and then compared with the concept of form in relation to what they already know or are aware of or vice-versa. A conclusive study was conducted by Steffensen and Joag-Dev (1984) using two descriptions of weddings, which found that readers comprehended texts abo ut their own cultures more accurately than the other, which is no real surprise. Similarly, studies by Johnson (1981) and Kang (1992) have revealed that cultural origin of a text/story has a greater effect on comprehension than syntactic or semantic complexity. Also, results suggested that prior cultural experience prepared readers for comprehension of familiar information in a text. This again puts the emphasis on the importance of cultural background and how necessary it is for teachers to spend a good amount of time making sure that cultural concepts are considered and understood, whatever the form may be. However, the previous study showed that exposure to any unfamiliar words does not seem to have a significant effect on reading comprehension. This would then perhaps suggest that we do not need to give similar weight to the consideration of vocabulary, though we should, of course, bear this in mind when approaching texts. Carrell (1998:245) asks the relevant pedagogical question: Can we improve students reading by helping them build background knowledge on the topic prior to reading, through appropriate pre-reading activities? This then, for whichever theme and skill we are about to introduce and practise, is the key question. Were it not true, the implications for current methodology, and indeed ELT materials would be vast. Fortunately for all involved, this does not seem to be the case. The available research shown above, along with the likes of Stevens (1982) and Hayes and Tierney (1982) in Carrell (1998), suggest that all the effort of activating schema or schemata, is actually worthwhile. The latter study found that presenting background information related to the topic to be learned helped readers learn from the text regardless of how that background information was presented or how specific or general it was. As Stevens says: A teacher of reading might thus be viewed as a teacher of relevant in formation as well as a teacher of reading skills (1982:328). Levels Different pre-reading activities may be more or less effective with different proficiency levels. Hudson (1982) in Carrell (1998) found that a more explicit pre-reading activity, such as discussing pictures and making predictions, had a significantly greater facilitating effect on reading comprehension when compared to another less specific type; for example, vocabulary related. However, close analysis of the data showed that the effect was only significant for beginner and intermediate level ESL readers, with no real difference for advanced levels. This might then suggest that higher level learners are better able to deal with a lack of schema activation. Another significant issue is that, as lower level students may have the background knowledge but not the language skills to discuss them in English, their L1 might be used to access schemata but teachers should present the related vocabulary or otherwise a schema has been activated but learning the L2 has not been facilitated (Aebe rsold and Field 1997:77). ELT materials design When I first considered exactly what schema theory was, while admittedly not being fully sure, I was aware that it must have something to do with how, as language teachers, we are encouraged to warm up learners with an introduction that they can relate to and to ascertain exactly what it is that they know in relation to the subject matter and the coverage of a lesson and then to provide that which may be missing. So let us first begin by considering the actual activities that are used to introduce a topic. Carrell (1998) offers a variety of means in which relevant schemata may be constructed, including: discussion, real-life experiences, visual aids, text previewing, introduction and discussion of key vocabulary, and key-word/concept association activities. I would add brainstorming and use of quotations to this list. Although helpful, Carrell (1998) is of the opinion that these pre-reading activities are probably insufficient to be used only by themselves and teachers will almost c ertainly need to supply additional information; going on to suggest that it is probably wise to assume that pre-reading activities work best when used in a variety of combinations, believing that such activities must both build both new background knowledge, as well as activating existing background knowledge. So then, they are to be considered as a starting point and a springboard or foundation for teachers to utilise and learners to work from. The utilisation of schema theory in materials design is, in my opinion, completely evident and there for all to see. I do not feel it is necessary to include an extensive list of ELT materials in order to provide such examples, as there is such a great amount available. I think it can safely be stated that the introductory activity types do not vary too greatly and can be found in most good ELT textbooks; examples of which are Cutting Edge and (New) Headway, which are now considered classic ELT coursebooks and are widely used in the field along with many others that I have used myself in the past. Thus, I will instead focus on an example that I am currently using in my own teaching. As a teacher of English for Academic Purposes, I tend to use the Language Leader series of coursebooks along with other related materials, such as teachers books and so on, which I find both effective and user-friendly. I currently teach mid to high level learners who have an arts background and are worki ng towards arts related courses in higher education such as degree courses, and so it is appropriate that I choose material that focuses specifically on this area. The beginning of Unit 9 in Language Leader Upper-Intermediate (see appendix 1) provides examples of the activities mentioned above and include, for example, a picture of a Dali painting along with a quote to consider with some related questions for discussion, before moving onto what constitutes art and asking the students to read a text (leaflet: p.91) related to the theme of art This is a typical example of how schema theory is utilised in ELT materials and very similar activities can, in fact, be seen at the start of each unit. However, as Carrell (1998) suggests, this is not enough; and so, we as teachers are handed the responsibility of deciding exactly what to do with it. There are, of course, teachers books that help to provide ideas for usage which can be highly beneficial for inspiring ideas, especially for teach ers without the experience that helps to know how to approach such an activity. In using the material in the classroom myself, I have taken what is there and, as Carrell (1998) has suggested, added variety to it and attempted to bring it to life. For example, rather than just using one picture that is in the coursebook, show learners a range of examples that include a variety of genres and will then link into later activities that require learners to consider what constitutes art and include such examples (see activity 1b). Learners might also be encouraged prior to the lesson to bring in their own examples and thus start the activation and thinking process before the lesson has even begun. It could, and arguably should, link to work done in previous lessons that may include visits to art museums and galleries. This then is a kind of controllable variable in that we hopefully already have an idea of the background knowledge that learners will bring in from previous learning and the outside world. Thus, the more we know our students, the more it makes sense that we are in a position whereby we are better able to know what might work best. This is an area that I feel could be expanded upon and explored in greater detail by those who carry out studies pertaining to the area of schema and schema theory. While the learner is indeed now taken into account, the actual relationship and depth of shared and common knowledge between the teacher and their learners, plus amongst learners themselves, is something that rarely seems to be mentioned. Further application As well as in relation to teaching, schema theory can be applied to testing also; whether it be for diagnostic or assessment purposes. Of course, there are far too many examples of testing for us to consider here but it can be said that many of these forms of testing are very limited. As an IELTS examiner, it can sometimes seem as though one is preparing learners with strategies and techniques in order to pass a test, rather than to actually improve their English language skills. With all the skills being tested individually, we could apply schema theory across the board and suggest that the test-taker is not always prepared with necessary schematic knowledge before actually taking the exam. However, not all will be aware of the usefulness of this, and instead take the test(s) cold. They will then be expected to respond to and answer questions that they have a very limited knowledge of, which is a major criticism of the exam. For example, if they have not previously considered the ef fects of globalisation, they will not have the necessary schematic knowledge needed to answer the question. A better method, in my opinion, would be to make the exam more integrative and thus testing more than one skill at a time. For example, rather than testing receptive and productive skills separately, a combination could be used in which learners read a text or listen to an extract and then have to respond by writing or speaking about that which they have just been exposed to. That way we are then better able to actually provide the necessary information which might not be there in the first place. For example, learners might be asked to summarise a text or extract after reading or listening to it. It makes sense that test-takers will more likely come with the formal schema but not necessarily the content schema required. It will be interesting to see how the new Pearson Test deals with this aspect, especially being a computer based exam. Conclusion Despite the current popularity of pre-reading/listening activities, there might be restrictions to their use in ELT and they may not always work as intended. Cook (1994) stated that schemas can be restrictive even if they allow us to process communication. It has been proved that applications of schema theory do not always mean that comprehension has been improved, particularly where there is insufficient attention to the details of a given text, or where schema-interference increases due to the activation of dominant or negative schemata (Stott 2001). Also, there is evidence that the contextual and background information given may not always necessarily be adopted by the learners. However, there is little doubt that schema theory has positively influenced the teaching of reading and listening and that pre-activities can help to improve a learners comprehension in many situations. Therefore, it makes sense for teachers to use such activities but not be assumptive that what we expect is in fact reality. In other words, teachers should make sure that they check the usefulness of the activities used and pay close attention to possible schema-interference or non-activation. In essence, we must do the most possible in order to increase comprehension, and thus, maximise overall performance. Bibliography Aebersold, J. and Field, M. (1997) From Reader to Reading Teacher. Cambridge: Cambridge University Press Anderson, A. and Lynch, T. (1998) Listening. Oxford: Oxford University Press Bartlett, F. (1932) Remembering. Cambridge: Cambridge University Press Carrell, P. (1982) Cohesion is not coherence; TESOL Quarterly: Vol. 16, No. 4 Carrell, P. and Eisterhold, J. (1983) Schema Theory and ESL Reading Pedagogy, in Carrell, P., Devine, J. and Eskey, D. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press Carrell, P. (September, 1987) Content and Formal Schemata in ESL Reading; TESOL QUARTERLY. Vol. 21, No. 3: Southern Illinois University Carrell, P. (1988) Some Causes of Text-boundedness and Schema Interference in ESL Reading, in Carrell, P., Devine, J. and Eskey, D.E. (eds) (1988) Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press Carrell, P. (1998) Interactive Approaches to Second Language Reading. Cambridge: Cambridge University Press Clapham, C. (1996) Studies in Language Testing: The Development of IELTS 4. Cambridge: Cambridge University Press Cook, G. (1994) Discourse and Literature. Oxford: Oxford University Press Cook, G. (January, 1997) Key concepts in ELT; ELT Journal. Volume 51/1: Oxford University Press Cook, G. (1989) Discourse in language teaching: A scheme for teacher education. Oxford: Oxford University Press Johnson, P. (1981) Effects on reading comprehension of language complexity and cultural background of a text; TESOL Quarterly: 15(2), 169-181. Kang, H. (1992) The effects of culture-specific knowledge upon ESL reading comprehension: School of Education Review, 4, 93-105. Kant, I. (1781) Critique of pure reason Maslow, A. (July, 1943) A theory of human motivation; Psychological Review: Vol. 50(4), 370-396. Nuttall, C. (1982) Teaching Reading Skills in a Foreign Language. Heinemann Singhal, M. (1998) A Comparison of L1 and L2 Reading: Cultural Differences and Schema, http://iteslj.org/Articles/Singhal-ReadingL1L2.html [last accessed on: 14.11.09] Swales, J. (1990) Genre Analysis. Cambridge: Cambridge University Press Steffensen, M. and Joag-Dev, C. (1984) Cultural knowledge and reading, In J. Alderson A. Urquhart (Eds.), Reading in a Foreign Language (pp. 48-61). New York: Longman Stott, N. (November 2001) Helping ESL Students Become Better Readers: Schema Theory Applications and Limitations; The Internet TESL Journal: Vol. VII, No. 11 Tannen (1993) Framing in Discourse. Oxford University Press US

Analysis of the Retail Industry in India

Analysis of the Retail Industry in India Many changes have occurred in the marketing environment in recent years. Undoubtedly, the marketing environment will continue to evolve and change, often in very significant ways, in the coming years. Shifts in consumer behavior, competitive strategies, government regulations or other aspects of the marketing environment can profoundly affect the fortunes of a retail sector. Besides these external forces, the industries may engage in a variety of activities and changes in strategic focus or direction that may necessitate minor or major adjustments. The research aim is to highlight the current situation of the Indian Retail Industry as well as to provide facts and figures regarding the probable loopholes and the scope for augmentation. During the recent years of globalization, economies in Asia and the Pacific grew rapidly until the current global economic and financial crisis appeared in mid-2007. This acceleration of growth, in which international trade has played an important role, has helped Asian and Pacific countries to make impressive strides in economic development (ESCAP, 2009). At the same time, empirical evidence suggests that in some supply-constrained larger economies in Asia and the Pacific, such as China, India and Indonesia, wealth through trade has been accompanied by rise in inequality. The basic aim of the paper would be to analyze the retail industry in India and to understand the issues prevailing in this industry and the future prospective of the retail industry. The aim of the paper would be to answer the following research questions; Is Indian retail industry sustainable? How does the Indian retail industry compete with the industries all around the World? Is the retail industry more beneficial than other industries in India? Does the involvement of government in this industry is satisfactory? What improvements could be made in the Indian retail industry ? The Literature Review Like some other retail industries the Indian industry is divided in two sectors i.e. organised and unorganized one. The organised portion deals with the trading activities practiced while possessing licenses and having registrations for sales and income tax. This division includes corporate backed hypermarkets and retail chains and the privately owned large retail businesses. Secondly, the unorganized one who practices traditional style of low-cost retailing like grocery stores named as Kiriana Stores, general stores, Paan / Beedi shops, convince stores, hand carts and pavement, vendors, etc. Moreover, the traditional markets are preparing to adopt new designs like departmental stores, specialty stores and supermarkets. The Indian retail sector is greatly split with 97 % of its being executed by the unorganized retailers like the traditional family run stores and corner stores. The organized retail however is at a very embryonic stage although efforts are being made to boost its share. The sector is the largest source of employment after agriculture, and has deep penetration into rural India generating more than 10 % of Indias GDP. The fact of Chinas retail sector becoming saturated, international retailers considers India as the last retailing frontier left. Though, the Indian Government restrictions on the FDI are creating uncertainties among the international players like Walmart, Tesco and many other retail giants struggling to enter Indian markets. As of now the Government has allowed only 51 per cent FDI in the sector to one-brand shops like Nike, Reebok etc. Therefore, other international players are taking alternative ways to pierce the Indian retail market indirectly via strategic licensing agreement, franchisee agreement and cash and carry wholesale trading (since 100 per cent FDI is allowed in wholesale trading). The structure of Indian retail is emerging swiftly with shopping malls becoming increasingly common in the large cities and development plans being projected at 150 new shopping malls by 2008. However, the traditional formats like hawkers, grocers and tobacconist shops continue to co-exist with the modern formats of retailing. Modern retailing has helped the companies to increase the consumption of their products for example: Indian consumers would normally consume the rice sold at the nearby kiranas viz. Kolam for daily use. With the introduction of organized retail, it has been noticed that the sale of Basmati rice has gone up by four times than it was a few years back; as a superior quality rice (Basmati) is now available at almost the same price as the normal rice at a local kirana. Thus, the way a product is displayed and promoted influences its sales. If the consumption continues to grow this way it can be said that the local market would go through a metamorphoses of a change and the local stores would soon become the things of the past or restricted to last minute unplanned buying. Research Methodology Introduction This section spells out the procedures and the methods that the researcher can employ in achieving the objectives of the project so highlighted in the abstract of this paper. It defines location of the study, research procedures and analysis plan that would be put in consideration when carrying out this particular research. The research is supposed to start with the clear understanding of the research objectives as well as the hypothesis. Success of the project will depend on the provision of satisfying information in line with the objectives and hypothesis (Myers, 2002). The objective of the research just as a recap is to identify the effective mechanisms risk exposure and fÑ–nà Ã‚ °ncÑ–Ã Ã‚ °l policy considering the à Ã‚ °nà Ã‚ °lysÑ–s of à Ã‚ µmà Ã‚ µrgÑ–ng markets used in order to gain the competitive. It is important to note here that this research was mainly based on the questionnaire even though other research methodologies were briefly discussed. Sample questionnaire used is as shown in the appendices. Research methodology is a master plan specifying the methods and procedures for collecting and analyzing the data. It is a strategy or blueprint that plans the action for carrying through the research project data. A research design involves a series of rational decision-making choices depending upon the various options available to the researchers. Broadly it is composed of different elements like: the purpose of the study, the unit of analysis, time dimension, mode of observation, sampling design, observation tools, data processing, and data analysis. Mainly two techniques of research, Qualitative and quantitative are utilized. Though both of the methods have their own significance, the use of exploratory quantitative research design for this study appears to be appropriate. Research Design Research is an endless effort for truth. It certainly bring to light new knowledge or corrects previous errors and misconceptions and adds to the existing body of knowledge in an orderly manner. The research was aimed at highlighting the significance of branding for an organization and to evaluate the importance being given at pizza hut setup. This part deals with procedure adopted to conduct the study. The researcher had to depend on the related literature and structured questionnaires. Descriptive data were typically collected through a questionnaire survey, an interview or observation. Primary research. Primary research is the collection of data that does not exist. This can be through numerous forms: including questionnaires, telephone conversations, surveys, etc. As pertained to this project, the primary sources would likely be the risk exposure and fÑ–nà Ã‚ °ncÑ–Ã Ã‚ °l policy considering the à Ã‚ °nà Ã‚ °lysÑ–s of à Ã‚ µmà Ã‚ µrgÑ–ng markets. The major merit with conducting primary research is that it accurate. However, the disadvantage of primary research is that it may be time consuming, as it involves dealing with people from various regions, the human sources may only become resourceful out of their own willingness, and this may take them quit sometimes before making up their minds to tell you what they know or give you their side stories about your questions (Focardi Fabozzi, 1998). Secondary research on the other hand is the collection of existing data, that is, in contrast to primary research. For example: research on experiments or specific subjects. The merit of secondary research is that its not time consuming however a disadvantage is that the information retrieved may not be relevant. Data Collection In research studies, the source of data is two-fold. Data comes from the inner world of libraries as well as from the outer world of human being. It is either the shelved data or it is the data acquired live from the people involved in the study. This research being in the marketing, and the prime subject of the study is retail sector, the researcher aims to collect data mainly from the respondents. After considering the various methods of data collection such as ethnographic style, survey, experimental style, and narrative enquiry, a questionnaire survey was chosen as it allows the collection of highest opinions within the time span of the project as well as the fact that the results could be accurately mapped and correlated to provide quantitative information. Choice of research philosophy Another aspect that is of great significance in this research would be the research strategy. Its the research strategy shows which methods a researcher adapts to answer the research objectives or questions. There are types of research strategies that can be employed in conducting a research study. These include experiments, case studies, survey, theoretical perspectives, cross-sectional and longitudinal studies. It is imperative to examine some of these strategies while paying particular attention to the case study method which will be applied in this particular research. Survey is another important research strategy that has was popular in conducting this research. Surveys allow the collection of a large amount of data from a large population .This implies that the researcher can conduct surveys and question specific groups of people to obtain large amount of information relevant to the subject of the survey. The data is usually collected from the people either via questionnaire or orally. The purpose of the survey was to establish and analyze views of respondents in order to find what they think about particular situation, case or statement. However, despite the fact that the views from a large number of respondents can be gathered through the survey strategy, the data obtained may not all reflect to the objective of the research at depth (Kendrick, 2009). Case study is a research strategy which involves investigation of a particular contemporary phenomenon in the real life situation using multiple sources of evidence. More elaborate explanation on the nature of the case study as a research strategy was given by Frenkel, Hommel, Dufey Markus, (2005). in whose view case study represents a specific way of collecting, organizing, and analyzing data. Grounded theory represents a strategy which posits that the data is collected through observations and compared to various theoretical frameworks in order to discover which of the data is the most appropriate. This leads the researcher into making predictions about the studied phenomena prior to putting the findings into test. However, the aim of grounded theory is to make studied data records well-developed and understood and to verify relationships between the findings and the case study in question (Frenkel, Hommel, Dufey Markus, 2005). Questionnaires This research was mainly carried out by the use of a questionnaire. The questionnaire enabled the information to be gathered from many respondents who were directly involved in risk exposure and fÑ–nà Ã‚ °ncÑ–Ã Ã‚ °l policy considering the à Ã‚ °nà Ã‚ °lysÑ–s of à Ã‚ µmà Ã‚ µrgÑ–ng markets. Use of a questionnaire as a quantitative method for collecting data from the sources is the most appropriate method of collecting mass responses and as such, providing a good method of comparative analysis. The questionnaire will cover a number of data sources to find out opinions and views regarding the planning strategies required in risk exposure and fÑ–nà Ã‚ °ncÑ–Ã Ã‚ °l policy considering the à Ã‚ °nà Ã‚ °lysÑ–s of à Ã‚ µmà Ã‚ µrgÑ–ng markets. Designing good questionnaires requires significant skills and experience. The researcher embarks on the study by setting up survey questionna ires that address issues relevant to the interviews conducted. It is important to pilot or test the questionnaire as fully as possible before distributing them to the interviewees to fill them. A sample questionnaire is like the one shown in the appendices below. This questionnaire enabled elaborate information to be obtained from the players in the restaurant industry (Lam, 2003). Interviews In order to achieve the purpose of the investigation, the key focus lies on finding out which techniques should be applied. Interviews were the best method for understanding this research. A respondent interview is one where the interviewer directs the interview and the interviewer responds to the questions of the researcher. And to add more weight on this observation, Borodzicz, (2004). added that the standard survey interview is itself essentially faulted and that it therefore cannot serve as the ideal ideological model against which to assess other approaches. He Borodzicz, (2004).also elaborates by describing interviews as the verbal exchange of information between two or more people for the principal purpose of one person or group gathering information from the other. And that Semi structured interviews enable one to fix and control circumstances in order to collect appropriate data while remaining flexible and responsive (Borodzicz, 2004). In order to analyze the psychological and behavioral reasons for decisions of the sources, the collected primary data should be collected through the distribution of questionnaires. They however emphasized it is very important to note that questionnaires should reach the right people, to allow for an appropriate amount of information to be collected. Different types of interviews that the researchers may opt to apply to their studies. The three are inclusive of structured interviews, semi-structured interviews, and unstructured interviews. (Pritchard, 2005). Structured interviews consist of closed-ended questions, where the structure of the questions, responses and the interview itself is decided prior to the interview. The interviewer has more control over the responses, and can lead the interview into the direction they want. However, the responses received are limited. Semi-structured interviews consist of closed and/or open-ended questions, allowing the interviewer to have some control over the responses and the interview. Although the open-ended questions allow the interviewee to express themselves and encourage them to present their views and opinions. Unstructured interviews consist of open-ended questions that do not restrict the interviewees responses, therefore collecting a wide range of information. This kind of interview is more supple in-terms of the questions being asked and their ordering, all depending upon the interviewees responses. After considering these different types of interviews, Questionnaires are considered mor e useful for this study. This is necessary, as it allows gaining a deeper understanding of the participants views. In the usage of the interview the management of organizations in à Ã‚ µmà Ã‚ µrgÑ–ng markets were interviewed to get there view on how they operate (Silva, 1995). Data Analysis Process The process involves the researched applying reasoning in order to understand and interpret the data collected. In simple descriptive research, analysis may involve determining consistent patterns and summarizing the appropriate details revealed in the investigation (Zikmund, 2003, P. 73). Sectors of the market chosen to research and why you chose these sectors Use of research tools such as questionnaires, interviews, relevant journals, periodicals and data sampling and machines would be utilized in the process conducting the interview. Experts would be needed to conduct the research. In implementing the activities, both the quantitative and qualitative approaches was considered, where by qualitative data are those that would be based on the spoken words while the quantitative data would be generated from the overall data collected based of accuracy and efficiency The research project was scheduled to run for a period of one year and a few Months within which industries in à Ã‚ µmà Ã‚ µrgÑ–ng markets would be put under scrutiny and rigorous investigations to ascertain the objectives of the research. Research validity and reliability A debate about the findings of the preceding literatures on retail industry considering the à Ã‚ °nà Ã‚ °lysÑ–s of à Ã‚ µmà Ã‚ µrgÑ–ng markets inevitably includes a discussion of research, normally referring to the way in which the data were collected. This research being a phenomenological, all questions are related to theoretical characteristics discussed in literature preview. The process would therefore be accurate in collecting, analyzing and sampling data; hence the validity of result would be quite high. Considering that there are many different aspects of validity, which influence the validity of the research in general. Relationship between your research aim, research questions, research objectives and research methods. The methodology which was exploited here mainly through the questionnaires and the interviews were most appropriate as they enabled the most information to be obtained. Many respondents could be reached within a short period of time while sampling enabled a comparison to be carried out on the different organizations in à Ã‚ µmà Ã‚ µrgÑ–ng markets. They helped in the real understanding on retail industry considering the à Ã‚ °nà Ã‚ °lysÑ–s of à Ã‚ µmà Ã‚ µrgÑ–ng markets has actually been carrying out its activities which have actually helped it in realizing a competitive in the market (Borodzicz, 2004). Anticipated Outcomes The retail industry in India is currently growing at a great pace and is expected to go up to US$ 833 billion by the year 2013. It is further expected to reach US$ 1.3 trillion by the year 2018. As the country has got a high growth rates, the consumer spending has also gone up and is also expected to go up further in the future. In the last four years, the consumer spending in India climbed up to 75%. As a result, the India retail industry is expected to grow further in the future days. Despite the fact that the Indian retail market is expected to grow but some challenges are still required to be addressed. These challenges include the deficiency of sufficient infrastructure amenities, elevated prices of real estate, divergence in consumer groups, tax structure, limitations in Foreign Direct Investment (FDI), shortage of trained manpower and low retail management skills. The research will focus to highlight all the challenges being faced to the Indian retail market and to suggest the strategies and methodologies to cater these challenges. The effective management of above said challenges will not only enable to achieve the projected growth in the retail sector but will also enable to enhance the factor of consistency in growth. Appropriateness of triangulation to research The essence of applying triangulation is for the sake of indications of applicability of several methods (excess of two) in the course of the study in consideration of checking double or even triples results checking otherwise known as cross examination. The idea behind the concept is for the researcher to express a high degree of confidence in consideration of the results of diverse methods that give similar results. In case a single method was applied by the researcher, there is a higher tendency of believing that the results are valid. The application of more that a single method may result to a clash of the results. The application of about three methods attempting to derive an answer may lead to a similarity of answers from two out of the three methods used. In case of an occurrence of a crash there is then a need of reframing the question (HSE, 2006). Limitations of the research Limitations are usually present in every research and these limitations actually tarnish the results of the research. Certain limitations are also associated with this research. One of the biggest limitations of this research is lack of budget and lack of time. Besides that there are certain other limitations like the non-serious attitude of the respondents might tamper the entire results of the research. The interviews that will be conducted and the questionnaire cannot be fully utilized in this scenario because the respondents are not serious in their attitude when they are filling out the questionnaires or when they are giving the responses to the researcher. The lack of time given by the respondents can also be another limitation of this research. If the respondents have lesser time than it is highly probable that they might not take the research properly and ultimately the final results of the research would be affected in this scenario. Finally, it can be said that certain chun ks or sources of secondary research can also be treated as a limitation of the research. This is because of the fact that these sources are not valid or they are not updated therefore the data that is attained from these sources might affect the entire results of the research. Therefore, the researcher should take utmost care about all these constraints and try to minimize it.