Video Games Effects On Children - 972 Words

According to Merriam Webster Dictionary, as defined the word video game is an electronic game in which players control images on a television or computer screen. Playing video games is fun that we make as entertainment to divert all the stress and pressure that we have been experiencing. But, video games can have detrimental effects on children, teenagers, and adults when they spend too much time sitting in front of the computer, as they cannot get enough sleep and often times forget to eat. Video games can destroy people’s lives, as it badly influences the player’s moral values leading to improper decision and prioritization in their lives. In the article â€Å"Negative Effects of Video Games,† Raise Smart Kid states, â€Å"Studies have shown that the more time a kid spends playing video games, the poorer is his performance in school.† This shows that students who spend too much time in video games loss interest in doing home works and worst going to scho ol, which will result to low grades. That is why video games are detrimental because it can cause addiction, distraction, and aggression. Video games are detrimental because people become addictive to it and do not have the limits when to stop playing. When children, adolescents, and adults are drawn to video games, usually they do not have respect for themselves because they allow their body to deteriorate when they do not rest. According to Jack Flanagan, author of â€Å"The Psychology of Video Game Addiction,† the â€Å"largest reportedShow MoreRelatedThe Effects Of Video Games On Children Essay1279 Words   |  6 PagesIntroduction Video games have always been a controversial type of entertainment, that may come from how relatively new video games are compared to other mediums of entertainment[1]. Maybe because of that when a violent crime occurs and the culprit has played a lot of games the media is quick to point at violent games as the reason for the crime, but is that true or are the media just biased or looking for quick views, this report aims to answer that question. Do games affect our way of thinkingRead MoreEffects Of Video Games On Children Essay1357 Words   |  6 PagesScreening to a halt: Are parents in New Zealand able to identify signs of dependency or addiction in their children due to over use of screen-time from the recreational use of video games? Digital technology and the vast amount of video games have increased the amount of screen time consumption in contemporary New Zealand society. The saturation of smart phones, ipad’s, tablets, computers, game consoles and the Internet are devices with the means of connection to gaming. Many New Zealand families integrateRead MoreThe Effects of Video Games on Children1288 Words   |  6 PagesThe Effects of Video Games on Children Technology today has progressed rapidly from generation to generation. Children and young adults are both into video games and the latest gadgets out there. Video games have been available to customers for the last 30 years. They are a unique way to entertain individuals because they encourage players to become a part of the games script. Victor Strasburger an author of â€Å"Children, Adolescents, and the media† stated â€Å"The rising popularity of video games hasRead MoreThe Effects of Video and Video Games on Children2043 Words   |  8 Pagesaction, usually in a cartoon, movie, or video game. For many of us, Disney is where we refer back to early forms of animation with the idea of using thousands of consecutive drawings; through Disney, we can now see how far this idea of breathing life into static objects has advanced. Today, animation is becoming more and more realistic. With highly advanced technology and computer programs, it has become easier for simple cartoons to develop into what children see as real life. These animated cartoonsRead MoreThe Effects Of Video Games On Children1548 Words   |  7 PagesVideo Games Introduction Today video games are a staple in most households. It is pretty amazing to know that the first creation of games date all the way back to the 1900s. They were not originally invented to make a profit, but to give patients something to do while waiting in the lobby of an office. One inventor had a simple idea of using the monitor not just as a television set, but as a way to play games. College students were just playing around with equipment and happened upon something greatRead MoreVideo Games And Its Effects On Children927 Words   |  4 PagesVideo games are a more interesting form of entertainment for the simple reason that players may become part of the game’s plot. Video games were invented for many years now. However, the current variety of games raised concerns about how they affect the children s behavior due to the fact that the games are becoming more sophisticated. Children spend most of their free time playing video games. Sometimes children refrain from completi ng important duties and dedicate all of their time playing videoRead MoreVideo Games And Its Effects On Children940 Words   |  4 Pageswas bored they went outside to play, they created new games, or they played with friends. But, for the past three decades, video games and other digital media have been persuading many adolescents and children to spend the majority of their time playing them. Video games seem to satisfy children’s natural need to interact socially, however more often than not, they lead to social isolation. Overexposure to digital media, such as video games is detrimental to the health and function of a child’sRead MoreVideo Games And Its Effects On Children1519 Words   |  7 PagesVideo games in the 21st century have transformed from friendly competing into guns, explosions, and major violence. Video games are getting away with more violence every year and the games are becoming more extreme. The consistence and severity of violence is at an a ll-time high leading the most popular games in the gaming community to have a ‘mature’ rating due to the considerable amount of violence involved. For example, one of the highest selling video games of all time grossing one billion itsRead MoreThe Effects of Video Games on Children1656 Words   |  7 PagesIntroduction For more than 30 years, video gaming has been a popular activity amongst many of America’s children. With over $63 billion (Reuters, reuters.com) worth sold each year, video games are here to stay. While much controversy has arisen over the subject, video games have benefited the United States of America and its citizens to a great degree. For example, the military and CIA use gaming to train soldiers (Davidson, www.ehow.com), and classrooms use video games to teach students. The potentialRead MoreThe Effects Of Video Games On Children1034 Words   |  5 PagesThe world of today has developed in a way that even children are affected by technology. They enjoy video games in their leisure time and even prefer them to studying that, in its turn, can contribute to their poor performance in the class. These days, video games have become an issue that has brought concern to many people from parents to scholars about their potential effect on the future of children through influenci ng their conduct. They feel that the violent behavior or any other negative consequence

The Power of the Human Brain Essays - 842 Words

Introduction Humans have been considered the highest form of living things on earth . This is not attributed to the fact that the human body is strong or agile , because there are multiple animals that possess strength and agility far beyond the imagination of humans . The main characteristic that distinguishes humans from all other organisms is the brain . The brain is the powerhouse of the body . However this is also the site of the mind . The mind has been said to give humans superior status over other creatures . With this one significant characteristic, humans have the ability to reason , feel and adapt . Man has crossed many miles stones beyond the capabilities of any other living thing ad there are many more feats to be reached†¦show more content†¦The Cerebellum is located at the back of the brain , under the occipital and temporal lobes of the cereral cortex . and contains about 50% of the neurons in the brain and has been nicknamed the motor structure of the brain, due to the fact that a damaged cerebellum affects motor control and posture .The cerebellum performs the following functions †¢ Maintains Balance and Posture †¢ Coordination of voluntary movement †¢ Motor Learning †¢ Cognitive functions The Cerebellum is built from four different types of neurons which include granule cells, Purkinje cells and two types of inhibitory interneurons (Golgi cells and basket cells) The Brain Stem is on the bottom of the brain and is between the deeply rooted structures of the cerebral hemisphere and the cervical spinal cord. It is split into three sections or departments , midbrain(mesencephalon), pons(metencephalon and medulla oblongata 9myelencephalon). The brainstem which is storage for many control houses of the body that include functions like swallowing, breathing and vasomotor control. Cranial nerve nuclei is located in the brainstem with the exception of the ones associated with the olfaction and vision, these provide motor and sensory functions to the different structures in the cranium, e.g. facial muscles, tongue ,larynx and pharynx , it also serves the purpose of supplying the senses of taste, equilibrium and hearing . Complete loss of brainstem has been regarded byShow MoreRelatedThe Power Of The Human Brain1278 Words   |  6 PagesMotivate The human mind has the ultimate power and limitless potential to create results, aspiration, and knowledge. As Swami Vivekananda said, â€Å"We are responsible for what we are and whatever we wish ourselves to be, we have the power to make ourselves.† The power of the human brain is what one wants it to be. Society expects a great deal from individuals, but this is only a motivator. The influence of society and personal experiences both cause people to gain further intelligence from power of one’sRead MoreCharles Bukowski s Poem, A Genius, And Power Of The Human Mind1513 Words   |  7 Pagesabout the human brain and disrespects the good that comes from it, yet does not hold back on describing its power. He uses dark, extreme examples to describe hidden truths in today s society. In Emily Dickinson’s poem, â€Å"[The Brain—is wider than the Sky—],† she talks about the power of the human brain, complimenting and respecting it to things thoug ht to be incomparable. Both Dickinson’s and Bukowski’s poems show the strength and power of the human mind, but their views on what the brain accomplishesRead MoreTechnology And The Computer System760 Words   |  4 PagesThe brain has the capacity to recall information that was forgotten for a long space of time, regardless of deleted information; the brain experiences some kind of traces that leave sequel remaining in the neuron. It is the same thing that happens in the computer system after information are deleted. For instance, after an address is programmed on the GPS to retrieve and lead to a destination, the information is automatically encoded and released to track the direction leading to the desired addressRead MoreAnalysis Of The Book Searle s Chinese Room 1487 Words   |  6 PagesJohnson Lai (400014979) TA: Andrew Lavigne Philos 1E03 Searle s Chinese Room The Turing Test is a test described by Alan Turing to define whether a robot has indistinguishable human intelligence or behaviour. John Searle attempts to disprove the theory of the Turing Test through his Chinese Room thought experiment. In this experiment, Searle proposes that a man unwittingly communicates to a native speaker through the use of a program. Searle presents the prepositions that artificial intelligenceRead MoreCommon Criminal Tendencies1558 Words   |  6 Pagesattempting to change human behavior. Murder is one of the biggest why questions; why did he kill her or why attack innocent children. We never know what is the problem; is it revenge, is it jealousy, are they psychopaths? Criminal Tendencies consist on three main topics, emotions, control, mental illness; of the three mental illness is most potent. Mental illness isnt only based on your brain, is more than that, is the way our brain send signals to our bodies. Our brain is the main power source of ourRead MoreThe Criminal Psycology1046 Words   |  4 Pagessociety in past years until today, we hear about kidnaping, rape and murder. All these are horrible things that are going on in our world today. We’ve tried to decrease these crimes in our society reaching out to the people and attempting to change human behavior. Murder is one of the biggest why questions; why did he kill her or why attack innocent children. We never know what is the problem; is it revenge, is it jealousy, are they psychopaths? The answer in never clear, the questions are so vagueRead MoreA Robotic Body Via Remote Neuron Detectors1438 Words   |  6 Pagesscientific advances, rat brain cells have been extracted and then grown independently of a body. These cells have been used to control a robotic body via remote neuron detectors. The researcher l eading the study, Kevin Warwick, is confident that as technology progresses, the size of these human-created biological brains will increase dramatically, soon reaching the level of approximately 60 percent of a human brain (Warwick 230). This indicates the possibility of eventual human brain transplant to a roboticRead MoreA Critical Evaluation Between Technology And The Human Brain1467 Words   |  6 PagesArtificial Intelligence: A critical evaluation between Technology and the Human brain Humans are continuously trying to develop a technology that will give artificial intelligence to machines (Gupta, 2013). People have been comparing the human brain to different technologies such as computers and smart devices. Recent years have seen an explosion in mobile web use (Entertainment close-up, 2013). Most devices and apps are capable of completing multiple tasks such as; entertainment, communication,Read MoreWhat are Optical Illusions? Essay1082 Words   |  5 Pagesreality.† (Eifrig, 2014, n.p.). There are so many different types of optical illusions in which play with the brains of people. Optical illusions are normal because the majority of humans experience them. Humans’ vision tries its best to figure out what is happening to the picture, which then creates an image contradicting reality. Sometimes illusions can be entertaining because it fools the brain and one tries to figure out the image shown. Illusions cannot only be in a form of art but sometimes it happensRead MoreUnderstanding The Brain s Physical Operation948 Words   |  4 PagesUnderstanding the brain’s physical operation is essential to frame the relationship between brain and mind. The brain functions as a result of many complex processes; however, Jeeves and Brown narrow the brain’s activity into eight critical principles. These principles provide a background necessary to deduce insightful information from neuroscience’s current research of the correlation between our mental lives and brain systems. The first principle describes the PNS and CNS as action loops. An action loop

Conformity and Obedience Free Essays

Conformity and Obedience. In order to answer the question it is first necessary to define conformity and obedience. According to Woods, (2001 p. We will write a custom essay sample on Conformity and Obedience or any similar topic only for you Order Now 107): ‘ We often adjust our actions or opinions so that they fit in well with those of other people. This is known as social conformity †¦Ã¢â‚¬ ¦ ’ And Gross, (2001 pg. 392) stated that: Obedience is affected by direction (from somebody in higher authority). This essay will explore circumstances in which we are likely to conform; or obey others. This will be done by drawing on research carried out by Milgram, Asch, Crutchfield and Zimbardo. There are many ways in which we conform; some are useful others are not. For example, if we did not conform and adhere to the Highway Code there would be absolute chaos on our roads and lives would be at risk. At the other end of the scale we have the horrific example of ‘blind’ obedience in relation to the Holocaust in Nazi Germany in the 1930’s – 40’s. In this situation Hitler’s soldiers obeyed and carried out their orders without question because their orders came from a legitimate authority. (Mcilveen Gross, 1999, pp. 79-80). In 1963 Stanley Milgram carried out a psychological experiment to try to discover why so many people co-operated and committed such atrocities in the concentration camps. This experiment involved groups of two people one – a confederate – played the part of a student trying to remember different words. The other person who was the subject played the role of a teacher and gave him the test. The teacher was told to ‘shock’ the ‘student’ every time he missed a word. Milgram thought that most people wouldn’t shock another human being and especially not all the way up to deadly levels of electricity. However, I transpired that 63% were obedient to their instructor (since he was the one in a position of power) and went all the way up to 450v which was lethal (Hayes, 2000 pp. 50-51). Experiments carried out by Solomon Asch (1995) showed how easy it is to make people conform. In one of his experiments Asch used groups of 6-8 people who were told they were participating in a study on visual perception. He presented these subjects with 2 cards. On one card was a single ‘standard’ line; on the other were 3 ‘comparison’ lines. Participants were asked to judge which of the comparison lines were equal in length to the ‘standard’ line. Each of Asch’s groups only contained one real subject – the rest were confederates. Asch instructed each of the confederates to give the same wrong answer. There was a 75% conformity rate of the participants, meaning that they gave the same answer as the confederates, showing that people do not want to ‘appear different’ (Gross, 2001 pg. 382). However, researchers discovered that if the participants were alloed to give their answers away from the group, then conformity decreased. If people were allowed to give their answers in private, then it is found that they will be less likely to be swayed by other people’s opinions. Again, in experiments, researchers like Asch (1955) have discovered that if the task is ambiguous or the problem made harder, then conformity levels are likely to increase. Under conditions where the problem is less obvious, then people are likely to go with the majority of the group (Gross, 2001 pg. 383). An experiment carried out by Crutchfield (1954) found that pressure to conform can also occur without face to face communication. In this particular study each participant was placed in a separate booth facing a screen which displayed questions and what they believed were answers of the other participants. The questions were simple and the answers obvious. In around half the cases the answers were incorrect. Each participant was led to believe they were the last to answer having seen the other answers. Crutchfield in fact placed the answers there. This experiment suggests that in certain situations people will conform to avoid being the ‘odd one out’ and labelled as a social outcast. In addition, the fear of rejection by peers helps to assure that conformity is guaranteed. Crutchfields’ experiment found that 37% of the participants conformed all the time which shows that conformity can occur even without face to face contact. Both these experiments show that people will go with a group norm and conform to other people who they might not even know (Mcilveen Gross, 1999 pg. 73). Clearly, there are several reasons why we conform i. e. we don’t want to be seen as troublesome or a nuisance – the psychological term being ‘compliance’. Perhaps we simply wish to be accepted into a group ‘normative influence’ (Gross 2001 p. 386). We may also feel that we are amongst people who are more knowledgeable than us and that we have no right to argue, which is termed ‘information social influence’ (Mcilveen Gross, 1999 pg. 4). It could be argued that conformity studies are often designed to illustrate the dangers of conformity, and the following study could be seen as an example of this. ‘The Stanford Prison Experiment’ was carried out in 1973 by Zimbardo. It involved taking at random 24 men who responded to a newspaper advertisement asking for volunteers to take part in a psychological study on prison life. A mock prison was created and the volunteers were given ‘roles’ of either guards or prisoners. This experiment found that the guards conformed to the roles expected of them in that they took charge of the prisoners and treated them cruelly and the prisoners conformed to their roles in that they allowed this to happen and did not say that they wanted to stop the experiment. Some even asked for parole instead of requesting that the experiment be terminated. The level of conformity in this study was exceptionally high to the extent that the ‘prisoners’ became very distressed and the experiment had to be aborted on day 6 – it was planned to last 2 weeks (Class notes, March 2005). Research also shows that levels of conformity are likely to increase if the status of the people in the rest of the group is high. Low status people are likely to conform more to high status people, especially if those people are in some form of authority (Mcilveen Gross, 1999 pg. 77). Without doubt all societies require a certain level of conformity in order to function as a society. If social norms are not adhered there would be confusion and disorder. However, what research has shown is that anyone is capable of conforming/obeying under the right circumstances or situations. It is also evident that the circumstances in which we conform or obey can be seen as positive or negative and although it is not always the case, it is usually a positive social influence. In the UK today we live in a society which places great value on the individual: ‘†¦Ã¢â‚¬ ¦.. there is a great emphasis on individual responsibility to contribute to society. ’ (Alcock et al, 1999 pg. 41) we are expected to contribute, conform and obey. Following like sheep may be regarded s weak, however, the fact remains that many of us conform i. e. religion, fashion, politics. In addition to these factors it is important to mention that non-conformity also has its place in society because if there were total conformity there would be no change, no improvement, or new ideas. For many, life may well be a struggle – battling with the desire to be an ‘individual’ and also having to ‘conform’ to how society expects them to be, think and do. It could be argued that conformity and obedience are necessary elements of society as conformity and obedience helps create a stable society. From an early age we have been instructed to obey and conform as we grow up we continue to be exposed to these pressures i. . our parents demand obedience, friends require us to be ‘part of the crowd,’ teachers demand homework, our religion tells us what to believe and the government expects us to obey the law and pay our taxes. Culturally too we are expected to conform i. e. arranged marriages, customs, traditions and dress. In conclusion, with regard to the experiments that have been discussed in this essay it is important to remember that they are just that – experiments, and it is difficult to know for certain what would actually happen in the ‘real world. References. WOODS, B. Basics in Psychology. 2nd edn. London. Hodder Stoughton Educational. GROSS, R. 2001. PSYCHOLOGY. The science of the mind behaviour. 4th edn. London. Hodder Stoughton Educational. MCILVEEN, R GROSS, R. 1999. Social Psychology. 2nd edn. London. Hodder Stoughton Educational. HAYES, N. 1994. Principles of Social Psychology. East Sussex. Psychology Press Ltd. ALCOCK, P. , ERKSINE, A. , MAY, M. 1998. The Students Companion to Social Policy. Oxford. Blackwell Publishers Ltd. How to cite Conformity and Obedience, Papers Conformity And Obedience Free Essays This Essay will discuss the factors influencing the behaviour of Mark, in relation to conformity and obedience. Should he comply and obey with his officer’s strict instructions to work alone, or will he stop to help a fellow trainee. Mark is a soldier on training in the Brecon Beacons, he is under order to work alone and not to stop to help anyone. We will write a custom essay sample on Conformity And Obedience or any similar topic only for you Order Now Mark is working well and is on track with about 5 other soldiers who he already knows. Whilst running through the country, Mark hears a colleague (whom he has not met before) shouting for help. Conformity is a type of social influence involving a change in behaviour, attitude or belief in order to fit in, these changes are in response to either real or imagined group pressure, such as the fear of rejection from a group, lack of information, belief that others are right or not wanting to upset others within the group, this occurs in situations, whereby individuals or small groups are exposed to a majority view. Obedience is not a social influence or response to group pressure, but a following of instruction usually by someone we see as higher authoritative status than ourselves, obedience is deeply implemented from an early age, when we are taught to obey parents, teachers and elders ( Pennington and Mcloughlin, 2008) Through looking at studies and experiments of conformity and obedience it is plausible to suggest that in this case Mark will obey the orders of his officer and not stop to help the trainee. Mark will adapt to the expectations of his role, and continue without stopping this is known as identification Kelman(1958). There is no need for Mark to agree as he is simply playing to his role. Another influential factor on Marks decision will be, he is alongside a small group of friends in which he will not want to be seen to go against the group, for fear of rejection or ridicule and will also wish to gain the approval of his commanding officer, this is Normative conformity in which we are driven by the need or desire to gain approval and acceptance, Man (1969) as demonstrated in Solomon Asch’s conformity experiment, Mark may publicly accept but privately disagree with the decision to continue. (Mcleod, 2007) In Asch’s experiment, students were told that they were participating in a ‘vision test.’ Lines were presented onto a screen and the students were asked to answer which line out of three possibilities matched the target line. The students were unaware that the rest of the group in the experiment were fake (confederates) and had been asked prior to the experiment to give wrong answers and agreed on which answers to give. At first the confederates answered the questions correctly, but eventually began to give wrong answers, when the pre-planned incorrect answers were given over 70% of participants conformed to the group’s majority false views at least once (Heroic Imagination Project, 2013). During the debrief at the end of the test, students were asked why they had given a wrong answer, when the correct answer was clear, the majority of students stated that although they knew the answers were in fact wrong they did not want to risk ridicule from the rest of the group, whist others actually thought there answers were correct. This evidence supports that Mark will conform as he will want to be accepted and not upset his fellow colleagues and also avoid rejection ( Pennington and Mcloughlin, 2008). Asch’s experiment may be criticised as the individuals may have been more inclined to give wrong answers to avoid conflict rather than fit in. Another criticism of the experiment is that it was conducted in a laboratory and did not replicate a real life situation; however, some expert opinions support these results stating that although real life situations may not be as clear cut as the laboratory environment, real life social pressure is far greater, resulting in increased conformity (Cherry, 2013). This can be supported by the social impact theory which predicts that conformity will increase in the presence of three influential factors, first being strength, the strength of the person giving the order, as the order came from his officer, Marks view will be as he is more experienced he is also more knowledgeable, numbers, refers to the number of social forces present, as there are only around 5 other trainees at the same pace as Mark, conformity will be higher making him more likely to conform to the behaviour of his colleagues, immediacy refers to the closeness of the other soldiers as Mark works with them regular he will view them as close friends and therefore conform to the majority to keep harmony within the group. (University, 2012) As Mark is a trainee he will be unclear of how to react in this situation, he may question if this is actually a test and be confused on what he should do, he will look to see how his fellow trainees react and follow, by doing this Mark will show informational conformity, as studied in an autokinetic effect experiment by Muzafer Sheriff (1963). Sheriff conducted a visual illusion experiment to demonstrate the level of conformity when a person is put in an ambiguous situation, when tested on an individual basis, participants answers varied considerably. Sheriff then placed the participants in groups of three (two of the participants had previously given similar estimates, this differed significantly to the remaining participant) each person had to state there answer aloud to the group, over several trials the results showed that the person who’s estimate differed conformed to the group majority (Mcleod, 2007). Mark will also want to display obedience, as these orders came directly from an officer of higher authority than himself. He will continue and not stop; this can be supported by looking at Milgrams agent theory, Milgram believes we operate on two levels, as autonomous individuals we are conscious and aware of our behaviour and the consequences of our actions. Secondly as agentic individuals, were by we see ourselves as â€Å"puppets† of others and no longer responsible for our actions. Generally we see ourselves as autonomous individuals, however in some circumstances we shift to agentic level, we are then only responsible to the person giving orders and our responsibilities to others disappears. This theory supports the suggestion of Mark to continue, he will detach himself from the injured trainee as he believes he is not responsible for his own actions. Milgram believes this shift takes place due to us being conditioned from an early age to obey orders without question, once in an agentic state there are two binding factors which keep us there as demonstrated on Milgrams experiment; these factors are fear of being rude or disrespectful and the fear of increasing anxiety by disobeying. (waring, 2006) In the 1960’s Milgram designed an experiment to test obedience to authority, he wanted to know if the Germans had a particular personality which made them carry out the brutal acts in world war two, or could an â€Å"ordinary person† also behave the same. Participants were asked to administer shocks each time a subject gave a wrong answer, the shocks ranged from 15 volts (mild shock) to 450 volts (danger severe shock), whilst administering shocks participants were continually prompted by an authoritive figure in a white laboratory coat. The participants could not see the subjects but could hear the effects of the apparent shocks, in which the subjects acted accordingly, throughout this experiment no real shocks were ever given. During the experiment many participants showed signs of tension, three participants actually had seizures and although most felt uncomfortable a huge 65% of participants administered shocks to the full 450 voltage, and every participant admitted to administering shocks above the level that they personally felt was ethical. (Heroic Imagination Project, 2013) This experiment raised several ethical issues; no measures were taken to protect participants from physical or psychological harm, The right to withdraw was not made clear as participants were continually prompted to continue with phrases such as â€Å"you have no choice you must go on†. Deception was used as the participants believed the shocks were real, Other criticisms of Milgrams experiment are that all the participants were men and the experiment was set in an important setting (Yale university) thus not replicating real life situations also all of the participants were paid in advance of the experiment giving them an imagined obligation to carry on, all the participants were self-selected as they had replied to a newspaper ad, some may argue this is a particular type of personality. (Volunteer personality) Milgram strongly defended these criticisms, stating the results were unexpected as in a survey carried out prior to the experiment, asking the opinion of professionals, most believed the participant would stop when the learner protested, Milgrams main defence centres around the debrief, during which all participants were reassured about their behaviour and given reports of the findings on the experiment. They were assured no shocks were ever given, in a questionnaire filled in by 92% of participants only 2% regretted taking part, a massive 84% were happy to have taken part and 74% said they had learnt a lesson of self-importance. One year after the experiment all the participants were interviewed by a psychiatrist who confirmed none of them had suffered any long term harm. It is this study that largely contributed to the introduction of the ethical guidelines and codes of conduct and significantly contributed to the psychological understanding of obedience, demonstrating, how easily human beings can hurt each other even against their own morals and judgments and with no motivation of personal gain or even malice towards the other person, when in the presence of an authority figure (Bradley, 2002). Milgrams experiment has been replicated around the world with very similar findings of high obedience to authority figures, apart from Australia were the obedience levels fell to 16% however this was a woman giving a shock to other women. Zimbardos, Stanford prison experiment is a perfect example of how situational factors effect a person, Mark has been assigned the role of a soldier and will obey to the expectations of that role, as did the students given the role or prisoners in Zimbardos experiment, they immediately became submissive and obedient towards t he guards. Five prisoners actually began to experience severe negative thoughts and emotions and had to be released from the experiment and when questioned could not believe their own levels of obedience towards the guards (Cherry, K, 2013) Taking in to account these results and the effects of social influence and situational factors on a person’s behaviour, it is the conclusion that Mark will definitely continue his training and not stop. As an individual being given orders by someone he sees as a legitimate source of authority figure such as his officer, obedience to the system will be high, this is known as legitimacy of the system ( Pennington and Mcloughlin, 2008). Mark will show  obedience to his officer, and conform to what his fellow soldiers are doing; he will also adapt to his role and therefore detach himself from the responsibility of the injured soldier and carry out his training as instructed. It would not be possible for these experiments to be conducted today, due to not meeting the requirements of BPS ethical guidelines, which sets out the code of ethics researchers must follow when conducting experiments. All of the studies mentioned in this essay breach at least two of these ethical issues, The most prominent and criticized being, informed consent and deception, however had these guidelines been in place it would not have been possible to achieve such informative findings on human behavior. How to cite Conformity And Obedience, Papers

Mutual Friends by BOY free essay sample

A chance suggestion by YouTube brought this band to my attention. A warning though, plugging their moniker into Google without knowing the names Valeska Steiner and Sonja Glass will yield the dictionary definition of â€Å"boy.† Dont even try adding â€Å"band† into the search box or youll just get pages and pages on the Backstreet Boys, N*Sync, and One Direction. This German-Swiss indie-pop duos debut album, â€Å"Mutual Friends,† was released recently for American audiences on iTunes. The music video for the single â€Å"Little Numbers† depicts the two young women frolicking around Barcelona, and its almost impossible not to smile or dance when you hear the song. By no means a pounding, nightclub track, and lacking the digital finagling weve grown accustomed to, â€Å"Little Numbers† is a simple, cheerful song that can be appreciated in any season, and can be counted on to make you happy. Other choice tracks include the dreamy, percussion-heavy â€Å"Waitress,† the mournful and nostalgic â€Å"Drive Darling,† the curiously seductive and cautionary â€Å"Boris,† and the indescribable, mellifluous â€Å"Skin. We will write a custom essay sample on Mutual Friends by BOY or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page † Boy is already gaining popularity in Europe, and with this release they will surely capture an audience here. If youre into light, easy listening and artists like Death Cab for Cutie and Norah Jones, or more poppy singers like Ed Sheeran, Id suggest giving Boy a chance.

Suzuki Case Study free essay sample

This analysis provides the background, SWOT analysis and different marketing alternatives such as positioning the vehicle as a car, compact truck or sports utility vehicle. Later the recommendation is made on which marketing strategies are suitable for the success of the Suzuki Samurai in US market. The analysis has also highlighted in detail the pros and cons of the â€Å"unpositioning† that we propose versus three options of positioning that were considered earlier. We have also evaluated the strength of the marketing research done by Pearlstein in terms of ensuring market of success in US market. In this analysis, there is also the recommendation on how the $2. 5 Million six-month adverting budget should be spent in accordance to the positioning strategy chosen. 2. 0 Situation Analysis 2. 1 The company 2. 1. 1 Company Background Starting business in 1909 as Suzuki Loom Works, the firm was incorporated in 1920 and was to produce textile looms that would surpass the innovation and quality of other competitors. We will write a custom essay sample on Suzuki Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Since foundation Hamamatsu, Japan, SUZUKI has steadily grown and expanded. In 1952, Suzuki created a new type of motor vehicle, a motorized bicycle call the â€Å"Power Free†. This motorized bicycle featured a 36cc two-stroke engine with a double sprocket gear system that enabled the rider to pedal with the engine assisting, pedal without the engine assisting. Suzuki’s first mass produced car in 1955, the Suzulight, was a technical marvel. It included radical innovations for the time such as front-wheel drive, four-wheel suspension, and rack-and-pinion steering. In 1963, Suzuki brings its innovation motorcycle line-up to the U. S. A fast growing line enables them quickly to become a major player in the motorcycle market. Suzuki takes the lead in the all-terrain vehicle market in 1983 by introducing the first four-wheeled ATV. In 1985, Suzuki introduces its automotive line to the U. S, with the arrival of the Samurai. SJ 413 as an upgraded model of SJ410 and designed especially for US market. Today, constantly going forward to meet changing lifestyles, the SUZUKI name is seen on a full range of motorcycles, automobiles, outboard motors and related products such as generators and motorized wheelchairs. The mark trademark is recognized by people throughout the world as a brand of quality products that offer both reliability and originality. More than 45,000 Suzuki people worldwide now create and distribute their work in over 120 countries. Worldwide Suzuki Automotive sales now reach over 2 million each year, surpassing the sales of many other renowned companies such as BMW, Mercedes and Saab. Additionally more than 2. 5 million motorcycles and ATVs are sold each year. Sales of the Suzukis outboard motors also continue to grow. SUZUKI stands behind this global symbol with a sure determination to maintain this confidence in the future as well, never stopping in creating quality products. 2. 2 Product of Suzuki Samurai The Suzuki Samurai was introduced to the U. S. market in November 1985. It appealed to younger consumers with its inexpensive and fun-oriented positioning. This marketing strategy was successful, since over 160,000 Samurais were sold in just three years. The Suzuki Samurai was introduced as an inexpensive multi-purpose sport/utility vehicle. These vehicles were light pickup trucks with back seats, an extended roof, and part-time four-wheel drive intended for use on snow, ice, mud, or off-road driving. Sport/utility vehicles do not have to conform to the same safety regulations that apply to passenger cars. 2. 3 Positioning According to Douglas Mazza, he wanted a fresh approach for his company’s new products, he assigned advertising task to an agency which had no experience in developing campaign for automobiles. The advertising agency found out that the industry practice was to position vehicles according their physical characteristics. They also found out that most advertising was feature/benefit or price oriented. Based on its physical characteristics, the major three positioning for Samurai SJ413 were position as a compact sport utility vehicle, as a compact pickup truck and as a subcompact car, so it should be advertised as a â€Å"tough ittle cheap jeep†. Moreover, the samurai’s size and price distinguished it from all other sport utility vehicles sold in the U. S in 1985. The Samurai was smaller and lighter than the other vehicles, and its $5995 suggested retail price was well below the other vehicles’ $10,000 to $13,000 price range. 2. 4 SWOT Summary 2. 4. 1 Strengths : Suzuki Company followed selective distribution strategy, which allowed the company to achieve higher profitability, dealer loyalty, greater sales support and also higher degree of control over the retail market. Also, their pricing strategy was to sell high volume with low profit margin, which helped company to gain market response for its high quality with low price advantage. Suzuki Samurai has been positioned as a compact sport utility vehicle, a compact pickup truck and a subcompact car. This positioning would be good to place their brand in the particular part of the market where it would receive reception compared to competing products. It also well explained Samurai’s physical characteristics. 2. 4. 2 Weaknesses: Suzuki Samurai set their very low price, which meant it will came up with very low profit margin. The planned dealer invoice rice was $5095, only 7. 5%higher than ASMC’s own landed cost for the vehicle. And they planned to limit the number of samurai dealers, so each dealer might be stressed on as they needed to sell approximately 30 Samurai per month to cover its costs. Samurai was positioned as a sport utility vehicle; however, the market for sport utility vehicle was relatively small. In 1984, it was les than 3% in the U. S market. And it was positioned as a subcompact car, then it might not meet the expectations of the consumers because the Samurai was built on a truck platform, its ride was stiffer and less comfortable than the least-expensive subcompact cars. On the other side, if other consumers start to use it as subcompact car or pick up truck, it will lose its brand image. Thus it might lose potential market, bring trouble for the sales people and increase market confusion among customers. 2. 4. 3 Opportunities: Suzuki Samurai should be unpositioned in the market to get the opportunity to target the entire potential consumers segment. The unpositioned Suzuki Samurai will appeal the users of sports utility vehicles, pick up truck and subcompact cars. That ensures higher consumer acceptance and consumer satisfaction by offering a car for various needs. It would also increase sales and thus add large profit to the company’s income statement by targeting a large customer segments. The unpositioning strategy is better combined with company’s goal that is to establish ASMC as a major car company in the U. S market. The low price of the Samurai can be used as a strategy to impress consumers and to capture great share of the market. And this low price and also encouraged dealership investment in which expanded and increased sales. There will be a good opportunity for Samurai if can build a strong brand image among the potential customers such as some TV advertisement or promotion, in which creating and increasing buyer awareness of the car influencing buyer attitude toward the Suzuki Samurai. 2. 4. 4 Treats: Suzuki Samurai will bring some treats to its competitors if offering a car with different purpose. The broader appeal of the car can reduce sales of its competitors’ who are in the same industry. In addition, it will quite risky for Samurai’s sales if Suzuki overdefine the vehicle, because a product should broad enough to attract a wide range of consumers and meet consumers with different needs. 2. 5 Historical Results According to Appendix 6. 1, in 1984, there were approximately 25100 Japanese vehicles sole among the total of 424810 sport utility cars in U. S market, which was only 5. 9% of the market share. And Suzuki Samurai only had 8. 4% to the Japanese imported cars in the U. S market. In another words, Samurai did not have much market share compared with other Japanese competitors in the U. S automobile industry. In 1985, Samurai has decreased to 4. 6% market share among the Japanese car industry, and only 0. 46% market share of the whole compact sport utility vehicle in the U. S market. However, as compact pickup trucks and subcompact cars, it did not shown any Samurai products in which meant the sales could be very low and unsuccessful during the year of 1984 and 1985. 3. 0 The Market 3. 1 Background Since the introduction of its first production car, the â€Å"Suzulight†, in 1961, Suzuki had sold cars and trucks only in Japan until 1979. It took Suzuki only 5 years to export and distribute its automobiles into more than 100 countries including Hawaii (US). As a global firm, Suzuki captured and maintained its production and R D momentum to succeed in international marketing. Aiming at opening the continental US Market, Suzuki Samurai, designed with the US market specifically in mind, was introduced in 1985 in order to establish Suzuki’s brand presence in the United States. 3. 2 Market Entry 3. 2. 1 Exporting Before projecting the Samurai, Suzuki had cooperated with General Motors on a model named under GM as Chevrolet Sprint. Exporting Japanese cars to the US was subject to voluntary restraint agreement (VRA). In 1984, Suzuki’s total VRA quota of 17,000 cars went to GM as Sprints and Sprint’s distribution was limited to its West Coast dealers. GM’s success with Sprint showed Suzuki that a market existed for its cars in the continental United States. 3. 2. 2 Joint Venture – Suzuki + GM (Production in Canada) Japan’s VRA quotas made it impossible for Suzuki to export any cars other than the Sprint to the United States in the foreseeable future. In 1985, Suzuki and GM began negotiations with the Canadian government to build a plant in Ontario producing approximately 200,000 subcompact cars per year. This initiative could help launching more Suzuki automobiles into the US market under its own name by early 1989. 3. 3 Direct Investment – ASMC Market share of Japanese imports in the U. S. automobile market and the overall automobile industry in the US surged during 1984 – 1985. Facing the upcoming entries of other overseas brands, Suzuki was unwilling to wait until 1989 to introduce the Suzuki name into the continental United States. With SJ413 (Samurai), Suzuki had the right product for the market whereas the continental United States was a piece of new land – a dealer network needed to be established, since there was no guarantee that GM would market any Suzuki vehicles other than the Sprint in the US market. Customs clearance issue was solved by exporting SJ413 without a back seat, under which circumstance the vehicle was classified as a truck by the US government. Trucks were not subject to Japanese VRA quotas; instead, they were subject to a 25% tariff, much higher than that on cars (2. 5%). Suzuki management was convinced that the time was right to enter the continental US market and believed the high tariff was worth paying. American Suzuki Motor Corporation (ASMC) was established for the development of a Suzuki dealer network in the United States. 4. 0 Marketing Strategy Analysis 4. 1Entry Strategy The market strategy used by Suzuki varies in accordance to the nature of the Market. This can be evidenced by looking at the strategy used in entering Canadian Market and the entry strategies used in the US market which in some way varied in different times. In Canada the entry strategy was a joint venture which also involved opening the manufacturing company in Canada. In US, the first strategy was to export the Suzuki Samurai manufactured in Japan to the US market meanwhile the later strategy was to export Suzuki Samurai from Canada under its own name, American Suzuki motor Corporation (ASMC) which would keep them competitive in the automotive industry. 4. 2 Distribution Strategy The ASMC under Mazza formulated a strategy to ensure the company achieves its goal of being a major car company in the US. The strategy was: †¢To build exclusive sales facilities for the Samurai which would include showroom, sales office, customer waiting and accessories display area. †¢A minimum of two service stalls dedicated to Suzuki and operated by Suzuki trained mechanics for service and parts. †¢A minimum of three sales people, two service technicians, one general manager and one general office clerk dedicated to the Suzuki dealership. †¢In the long run, with the growth of the product line dealer requirements would expand to include a full, exclusive facility complete with attached parts and services. Limit the number of Samurai dealer network to 47 so that ASMC could guarantee the minimum supply of 37 units per month to enable the dealer to breakeven and earn some profit. Assumption: Dealer has to sell 30 cars per month to breakeven. -If the dealer sells all allocated 37 cars in a month he will be expected to earn a monthly profit of $6300 (See Appendix 1) 4. 3 Pricing Strate gy ASMC’s pricing policy was to sell the basic Samurai at a retail price of $5995 and a dealer price of $5095 which was only 7. 5% higher than ASMC landed cost. The contribution expected by ASMC from each unit sold was $382 (See Appendix 6. ). The ASMC pricing strategy was to sell its high quality product at a competitive price of $5995 which was far below competitors’ price ranging from $10,000 to $13,000. This strategy would enable the company to sell higher volume at considerably low margin. 4. 4 Promotion and Advertising Strategy 4. 4. 1 Product and Positioning Strategy Samurai was planned to be poisoned in the market in three different categories based on its physical characteristics. It could be either, a compact sport utility vehicle (SUV), a compact pickup truck or a subcompact car. See the figure below: Table 4. 4. 1: Market Share 19841985 Ratio of Suzuki to Total Japanese cars import in US8. 5%4. 6% Ratio of Suzuki to Compact Sport Utility Vehicles0. 5%0. 5% Note: The Suzuki sales were only for Hawaii excluding the grey market in Florida and other markets in Puerto Rico, Guam, the US Virginia Islands and Panama. Douglas Mazza wanted a fresh approach for his companys new product so he gave the responsibility to keye/ donna/ pearlstein advertising agency, which had no experience in developing campaign for automobiles. After accepting he offer, Pearlstein and his associates scanned the industry practice for automobile advertising. They found out that the industry practice was to position vehicles according their physical characteristics. They also found out that best advertising strategy was to base on either its feature, benefit or price. It was from physical characteristics that they positioned Suzuki Samurai as a compact sport utility vehicle (SUV), a compact pickup truck or a subcompact car. Suzuki Case Study free essay sample This analysis provides the background, SWOT analysis and different marketing alternatives such as positioning the vehicle as a car, compact truck or sports utility vehicle. Later the recommendation is made on which marketing strategies are suitable for the success of the Suzuki Samurai in US market. The analysis has also highlighted in detail the pros and cons of the â€Å"unpositioning† that we propose versus three options of positioning that were considered earlier. We have also evaluated the strength of the marketing research done by Pearlstein in terms of ensuring market of success in US market. In this analysis, there is also the recommendation on how the $2. 5 Million six-month adverting budget should be spent in accordance to the positioning strategy chosen. 2. 0 Situation Analysis 2. 1 The company 2. 1. 1 Company Background Starting business in 1909 as Suzuki Loom Works, the firm was incorporated in 1920 and was to produce textile looms that would surpass the innovation and quality of other competitors. We will write a custom essay sample on Suzuki Case Study or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Since foundation Hamamatsu, Japan, SUZUKI has steadily grown and expanded. In 1952, Suzuki created a new type of motor vehicle, a motorized bicycle call the â€Å"Power Free†. This motorized bicycle featured a 36cc two-stroke engine with a double sprocket gear system that enabled the rider to pedal with the engine assisting, pedal without the engine assisting. Suzuki’s first mass produced car in 1955, the Suzulight, was a technical marvel. It included radical innovations for the time such as front-wheel drive, four-wheel suspension, and rack-and-pinion steering. In 1963, Suzuki brings its innovation motorcycle line-up to the U. S. A fast growing line enables them quickly to become a major player in the motorcycle market. Suzuki takes the lead in the all-terrain vehicle market in 1983 by introducing the first four-wheeled ATV. In 1985, Suzuki introduces its automotive line to the U. S, with the arrival of the Samurai. SJ 413 as an upgraded model of SJ410 and designed especially for US market. Today, constantly going forward to meet changing lifestyles, the SUZUKI name is seen on a full range of motorcycles, automobiles, outboard motors and related products such as generators and motorized wheelchairs. The mark trademark is recognized by people throughout the world as a brand of quality products that offer both reliability and originality. More than 45,000 Suzuki people worldwide now create and distribute their work in over 120 countries. Worldwide Suzuki Automotive sales now reach over 2 million each year, surpassing the sales of many other renowned companies such as BMW, Mercedes and Saab. Additionally more than 2. 5 million motorcycles and ATVs are sold each year. Sales of the Suzukis outboard motors also continue to grow. SUZUKI stands behind this global symbol with a sure determination to maintain this confidence in the future as well, never stopping in creating quality products. 2. 2 Product of Suzuki Samurai The Suzuki Samurai was introduced to the U. S. market in November 1985. It appealed to younger consumers with its inexpensive and fun-oriented positioning. This marketing strategy was successful, since over 160,000 Samurais were sold in just three years. The Suzuki Samurai was introduced as an inexpensive multi-purpose sport/utility vehicle. These vehicles were light pickup trucks with back seats, an extended roof, and part-time four-wheel drive intended for use on snow, ice, mud, or off-road driving. Sport/utility vehicles do not have to conform to the same safety regulations that apply to passenger cars. 2. 3 Positioning According to Douglas Mazza, he wanted a fresh approach for his company’s new products, he assigned advertising task to an agency which had no experience in developing campaign for automobiles. The advertising agency found out that the industry practice was to position vehicles according their physical characteristics. They also found out that most advertising was feature/benefit or price oriented. Based on its physical characteristics, the major three positioning for Samurai SJ413 were position as a compact sport utility vehicle, as a compact pickup truck and as a subcompact car, so it should be advertised as a â€Å"tough ittle cheap jeep†. Moreover, the samurai’s size and price distinguished it from all other sport utility vehicles sold in the U. S in 1985. The Samurai was smaller and lighter than the other vehicles, and its $5995 suggested retail price was well below the other vehicles’ $10,000 to $13,000 price range. 2. 4 SWOT Summary 2. 4. 1 Strengths : Suzuki Company followed selective distribution strategy, which allowed the company to achieve higher profitability, dealer loyalty, greater sales support and also higher degree of control over the retail market. Also, their pricing strategy was to sell high volume with low profit margin, which helped company to gain market response for its high quality with low price advantage. Suzuki Samurai has been positioned as a compact sport utility vehicle, a compact pickup truck and a subcompact car. This positioning would be good to place their brand in the particular part of the market where it would receive reception compared to competing products. It also well explained Samurai’s physical characteristics. 2. 4. 2 Weaknesses: Suzuki Samurai set their very low price, which meant it will came up with very low profit margin. The planned dealer invoice rice was $5095, only 7. 5%higher than ASMC’s own landed cost for the vehicle. And they planned to limit the number of samurai dealers, so each dealer might be stressed on as they needed to sell approximately 30 Samurai per month to cover its costs. Samurai was positioned as a sport utility vehicle; however, the market for sport utility vehicle was relatively small. In 1984, it was les than 3% in the U. S market. And it was positioned as a subcompact car, then it might not meet the expectations of the consumers because the Samurai was built on a truck platform, its ride was stiffer and less comfortable than the least-expensive subcompact cars. On the other side, if other consumers start to use it as subcompact car or pick up truck, it will lose its brand image. Thus it might lose potential market, bring trouble for the sales people and increase market confusion among customers. 2. 4. 3 Opportunities: Suzuki Samurai should be unpositioned in the market to get the opportunity to target the entire potential consumers segment. The unpositioned Suzuki Samurai will appeal the users of sports utility vehicles, pick up truck and subcompact cars. That ensures higher consumer acceptance and consumer satisfaction by offering a car for various needs. It would also increase sales and thus add large profit to the company’s income statement by targeting a large customer segments. The unpositioning strategy is better combined with company’s goal that is to establish ASMC as a major car company in the U. S market. The low price of the Samurai can be used as a strategy to impress consumers and to capture great share of the market. And this low price and also encouraged dealership investment in which expanded and increased sales. There will be a good opportunity for Samurai if can build a strong brand image among the potential customers such as some TV advertisement or promotion, in which creating and increasing buyer awareness of the car influencing buyer attitude toward the Suzuki Samurai. 2. 4. 4 Treats: Suzuki Samurai will bring some treats to its competitors if offering a car with different purpose. The broader appeal of the car can reduce sales of its competitors’ who are in the same industry. In addition, it will quite risky for Samurai’s sales if Suzuki overdefine the vehicle, because a product should broad enough to attract a wide range of consumers and meet consumers with different needs. 2. 5 Historical Results According to Appendix 6. 1, in 1984, there were approximately 25100 Japanese vehicles sole among the total of 424810 sport utility cars in U. S market, which was only 5. 9% of the market share. And Suzuki Samurai only had 8. 4% to the Japanese imported cars in the U. S market. In another words, Samurai did not have much market share compared with other Japanese competitors in the U. S automobile industry. In 1985, Samurai has decreased to 4. 6% market share among the Japanese car industry, and only 0. 46% market share of the whole compact sport utility vehicle in the U. S market. However, as compact pickup trucks and subcompact cars, it did not shown any Samurai products in which meant the sales could be very low and unsuccessful during the year of 1984 and 1985. 3. 0 The Market 3. 1 Background Since the introduction of its first production car, the â€Å"Suzulight†, in 1961, Suzuki had sold cars and trucks only in Japan until 1979. It took Suzuki only 5 years to export and distribute its automobiles into more than 100 countries including Hawaii (US). As a global firm, Suzuki captured and maintained its production and R D momentum to succeed in international marketing. Aiming at opening the continental US Market, Suzuki Samurai, designed with the US market specifically in mind, was introduced in 1985 in order to establish Suzuki’s brand presence in the United States. 3. 2 Market Entry 3. 2. 1 Exporting Before projecting the Samurai, Suzuki had cooperated with General Motors on a model named under GM as Chevrolet Sprint. Exporting Japanese cars to the US was subject to voluntary restraint agreement (VRA). In 1984, Suzuki’s total VRA quota of 17,000 cars went to GM as Sprints and Sprint’s distribution was limited to its West Coast dealers. GM’s success with Sprint showed Suzuki that a market existed for its cars in the continental United States. 3. 2. 2 Joint Venture – Suzuki + GM (Production in Canada) Japan’s VRA quotas made it impossible for Suzuki to export any cars other than the Sprint to the United States in the foreseeable future. In 1985, Suzuki and GM began negotiations with the Canadian government to build a plant in Ontario producing approximately 200,000 subcompact cars per year. This initiative could help launching more Suzuki automobiles into the US market under its own name by early 1989. 3. 3 Direct Investment – ASMC Market share of Japanese imports in the U. S. automobile market and the overall automobile industry in the US surged during 1984 – 1985. Facing the upcoming entries of other overseas brands, Suzuki was unwilling to wait until 1989 to introduce the Suzuki name into the continental United States. With SJ413 (Samurai), Suzuki had the right product for the market whereas the continental United States was a piece of new land – a dealer network needed to be established, since there was no guarantee that GM would market any Suzuki vehicles other than the Sprint in the US market. Customs clearance issue was solved by exporting SJ413 without a back seat, under which circumstance the vehicle was classified as a truck by the US government. Trucks were not subject to Japanese VRA quotas; instead, they were subject to a 25% tariff, much higher than that on cars (2. 5%). Suzuki management was convinced that the time was right to enter the continental US market and believed the high tariff was worth paying. American Suzuki Motor Corporation (ASMC) was established for the development of a Suzuki dealer network in the United States. 4. 0 Marketing Strategy Analysis 4. 1Entry Strategy The market strategy used by Suzuki varies in accordance to the nature of the Market. This can be evidenced by looking at the strategy used in entering Canadian Market and the entry strategies used in the US market which in some way varied in different times. In Canada the entry strategy was a joint venture which also involved opening the manufacturing company in Canada. In US, the first strategy was to export the Suzuki Samurai manufactured in Japan to the US market meanwhile the later strategy was to export Suzuki Samurai from Canada under its own name, American Suzuki motor Corporation (ASMC) which would keep them competitive in the automotive industry. 4. 2 Distribution Strategy The ASMC under Mazza formulated a strategy to ensure the company achieves its goal of being a major car company in the US. The strategy was: †¢To build exclusive sales facilities for the Samurai which would include showroom, sales office, customer waiting and accessories display area. †¢A minimum of two service stalls dedicated to Suzuki and operated by Suzuki trained mechanics for service and parts. †¢A minimum of three sales people, two service technicians, one general manager and one general office clerk dedicated to the Suzuki dealership. †¢In the long run, with the growth of the product line dealer requirements would expand to include a full, exclusive facility complete with attached parts and services. Limit the number of Samurai dealer network to 47 so that ASMC could guarantee the minimum supply of 37 units per month to enable the dealer to breakeven and earn some profit. Assumption: Dealer has to sell 30 cars per month to breakeven. -If the dealer sells all allocated 37 cars in a month he will be expected to earn a monthly profit of $6300 (See Appendix 1) 4. 3 Pricing Strate gy ASMC’s pricing policy was to sell the basic Samurai at a retail price of $5995 and a dealer price of $5095 which was only 7. 5% higher than ASMC landed cost. The contribution expected by ASMC from each unit sold was $382 (See Appendix 6. ). The ASMC pricing strategy was to sell its high quality product at a competitive price of $5995 which was far below competitors’ price ranging from $10,000 to $13,000. This strategy would enable the company to sell higher volume at considerably low margin. 4. 4 Promotion and Advertising Strategy 4. 4. 1 Product and Positioning Strategy Samurai was planned to be poisoned in the market in three different categories based on its physical characteristics. It could be either, a compact sport utility vehicle (SUV), a compact pickup truck or a subcompact car. See the figure below: Table 4. 4. 1: Market Share 19841985 Ratio of Suzuki to Total Japanese cars import in US8. 5%4. 6% Ratio of Suzuki to Compact Sport Utility Vehicles0. 5%0. 5% Note: The Suzuki sales were only for Hawaii excluding the grey market in Florida and other markets in Puerto Rico, Guam, the US Virginia Islands and Panama. Douglas Mazza wanted a fresh approach for his companys new product so he gave the responsibility to keye/ donna/ pearlstein advertising agency, which had no experience in developing campaign for automobiles. After accepting he offer, Pearlstein and his associates scanned the industry practice for automobile advertising. They found out that the industry practice was to position vehicles according their physical characteristics. They also found out that best advertising strategy was to base on either its feature, benefit or price. It was from physical characteristics that they positioned Suzuki Samurai as a compact sport utility vehicle (SUV), a compact pickup truck or a subcompact car. The pros and cons of positioning the samurai in each of these segments individually are given below.

New Galaxy essays

New Galaxy essays By utilizing various stylistic elements that evoke feelings in people, Alma Thomas creates an aesthetic painting that is not only pleasing to the eye, but also to the soul. The painting, cleverly named, New Galaxy, was done in 1970 with acrylic paint. Thomas painted New Galaxy on a 54 x 54 inch canvas. Through the use of a monochromatic blue color scheme, vertical lines, and impressionistic brush strokes, Alma Thomas conveys feelings of calmness, strength and renewal in her painting New Galaxy. The first element that caught my eye when I came across the painting was the mostly monochromatic color of the painting. Although a very small portion of the left side of the painting is painted with light pinks and whites, the vast majority of New Galaxy is painted in about three different blues. After contemplating the title of the painting, I figured that the artist used the small light pink and white part of the painting to represent the old part of an ancient galaxy. The bright blue portion of the painting represents calmness and confidence in the New Galaxy. The artist juxtaposed the small portion of light pink and white and the much larger portion of blues to emphasize the change from feelings of confusion to feelings of tranquility. The color blue resembles water. Water is usually calm and the sound of water flowing is very soothing to the ear. The calm and soothing characteristics of water are clearly presented with Thomas use of a monochromatic blue color scheme i n her painting. The painting itself is expressed in a number of tiny vertical lines. The lines are carefully placed very close together, both side-by-side and on top of one another. Not only does the use of vertical lines provoke feelings of strength, they also convey feelings of stability. When I looked at New Galaxy, the plethora of vertical lines overwhelmed me with feelings that the fresh galaxy was going to outlast the old one, surpa ...

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Demonstrate understanding of the events, circumstances, causes, and effects of the significant events of U.S. History Since 1877 - Essay Example One of the events that shaped America history is the 15th amendment that prohibited discrimination or denying the right to vote by American on the excuse of race or colour. This event happened after the whites had passed a legislation that disallowed people of black origin not to vote in elections. Black human rights activists, who put pressure on the government to amend the legislation opposed this move. As a follow up to the 15th amendment, a 19th one was made on the constitution that allowed women to vote in national and local elections. These amendments were made under the congressional reconstruction, which saw the southern states divided into military districts. Under this period, Andrew Johnson was impeached for violating the tenure of office act by removing Staton but the main reason was his defiance for reconstruction of the congress; 18th amendment was also enacted in 1930’s , and it banned production and sale of alcohol in United States of America. Although this ame ndment received huge support from the masses, there were not enough police officers to enact it, and therefore the leaker takers found a way to brew their own beer. With time, the authorities found out that prohibition of production and sale of alcohol contributed a lot to law breaking, this led to the abolishment of the regulation. During the period from 1877 to 1913, United States grew in terms of industrialization to become the leading industrial nation with well-organised railroads, labour and industries. The income of non-farm workers grew by about 75 per cent by 1900 and grew further by 33 per cent by 1918. The first industrial revolution that occurred in America saw production move from artisan to factories, while the second revolution saw the expansion of the factories to in terms of size, coordination and organisation to industry level, which was facilitated by advancements in technology and improvements in transport networks1. New technologies in iron and steel manufacturi ng such as Bessemer process and open-hearth furnace combined with other new technologies in other areas led to increase in productivity. In order to finance these large-scale businesses corporations, mergers, joint ventures of competing firms which created monopolies were a common practice. This period of industrialisation also led to emergence of powerful industrialists such as john Rockefeller, Jay Gould and Andrew Carnegie among other industrialists. The period after 1877 is also referred to as the Gilead age, which was enjoyed by a large number of American elites after the recovery from the 1873 panic, which threatened the industrial revolution in the country. This period was characterised by a massive transfer of wealth, which led to changes in the social organisation in the society as it created a class of super-rich individuals, who controlled the industry and whose networks of business, family and friends ruled the Anglo-Saxon white protestants2. Some reformers started to ar gue that the Gilead age had created corrupt and powerful parties and encouraged voters to participate in the elections. This was evident in voter enthusiasm in elections of 1882 where almost all persons allowed to vote participated in the elections where the main issues were modernization, money, corruption and railroads. Immigration of people from other areas of the world characterised this period up to 1918. It is estimated that about 27.4 million people moved to United States of America in this period with 89 per

Vocabulary Learning On Low Proficiency Learners English Language Essay

Vocabulary Learning On Low Proficiency Learners English Language Essay In many research on second language classroom, the role and influences of mother tongue or first language (L1) on second language (L2) learning has always been a hotly debated issue. There have always been contradicting views about whether or not to use L1 of the students in the second language classroom. During the past 30 years, in the late seventies to early eighties, the idea of using mother tongue in language classroom was not a favored one. Majority of the language classroom used solely L2 while the use of L1 is avoided totally (Liu, 2008). In fact, many supported the use of L2 only so as to provide full exposure to that language. The use of L1 in the language classroom is deemed as depriving the learners input in L2 (Ellis, 1984). Despite the many arguments from both proponents and opponents of the use of L1 in the L2 language classroom, linguistic researchers failed to provide a conclusion for this issue and could not reach a common ground on whether the use of L1 is considered as a facilitator or a barrier in the acquisition of second language. According to Nation (2003), L2 should be fully utilized as much as possible in a foreign language classroom (in this context, English). Though L2 should be the core language used in classroom management and learning, the use of L1 should not be abandoned as it has a minute but significant role in language learning (Nation, 2003). Apart from Nation (2003), there are many linguists and researchers in the field of second language acquisition who agreed that L1 should be utilized in the language classroom in particular with students who are not highly proficient in the target language (Swain Lapkin, 2000; Tang, 2002; Mattioli 2004). This suggests that L1 plays an important role in the language classroom especially for the low proficiency learners. However, not many empirical studies have been conducted to examine the effectiveness of using L1 as a tool for low proficiency learners in L2 classroom (Bouangeune, 2009). Therefore, this paper seeks to find evidence to support the theory that L1 can facilitate the learning of L2 in the classroom learning. Classroom learning for languages encompasses four language skills, for example, reading comprehension, writing, and vocabulary learning. As a head start, this paper will examine the use of L1 in L2 vocabulary learning. 1.2 Research Objectives Liu (2008) did a rather straightforward and comprehensive research on the effects of L1 use on L2 vocabulary learning. In his study, he managed to prove that bilingual vocabulary teaching method is actually suitable for Chinese EFL learners (Liu, 2008). Inspired by his research, this study aims to address the problem of low proficiency learners in Malaysian secondary government school. This study will replicate the research done by Liu (2008) to investigate the role of L1 in L2 vocabulary learning. Also, this study intended to identify whether L1 is a facilitator or a barrier to the L2 vocabulary learning in Malaysian context and how L1 facilitates the language learning. The main objective of this study is to examine the effects of L1 use in L2 vocabulary learning on low proficiency L2 learners. 1.3 Research Questions Based on the objective, this study seeks to measure how L1 facilitates the low proficiency L2 learners to understand the meanings of new words. This study aims to answer the following questions: What are the effects of using L1 in L2 vocabulary learning classroom? To what extend does the use of L1 increase the performances of L2 vocabulary learning. From here, we propose the following hypotheses: There are significant differences between the performances of students with different language approach in the vocabulary learning. The bilingual approach (incorporating L1 in L2 classroom learning) is suitable to low proficiency L2 learners. 1.4 Purpose of the Study This study sets to focus on L2 vocabulary learning due to the reason that acquisition of vocabulary has a fundamental role in learning a second language (SÃ ¶kmen, 1997). In other words, vocabulary learning is inter-related to other language skills. A number of studies claimed that L2 learners need to have extensive knowledge of vocabulary as it is useful in the long term run (Nation, 2001). Since the acquisition of vocabulary is so important in learning a second language, effective ways of teaching and learning vocabulary should be emphasized. Research has confirmed that proper application of L1 can effectively assist the memorization of new words during L2 vocabulary learning process. Liu (2008) used the fact that L1 is present in L2 learners mind, therefore, whether the teacher uses L1 or not, the L2 knowledge that is being formed in their mind is linked in all sorts of ways with their L1 knowledge. This observation is supported from the sociocultural theory perspective that L1 meanings continue to have a persistent effect in the L2 learning (Lantolf Thorne, 2006). Therefore, it is hope that through this study, we are able to draw some insights concerning the role of L1 and how L1 provides a familiar and effective way for acquiring and understanding the meaning of new words in L2 vocabulary learning. 1.5 The Theoretical Framework The theoretical framework for this study is based on three prominent second language acquisition theory, namely the Krashens Monitor Model (1985), Swains Output Hypothesis (1985) and Comprehensible Output (1995) and Longs Interaction Hypothesis (1981, 1996). It has been widely acknowledged that the three constructs of these theories, the input, interaction and output are closely related elements in L2 learning (Zhang, 2009). The input is vital for language acquisition. However, input alone is not sufficient. In addition, interaction comes into play as an equally important role in the process of learning. As for output, it is the final result or the goal in learning L2. According to Krashen , the input and output of L2 learning and production is reflected by the model in Figure 1 below: Figure 1: Krashens combined model of acquisition and production Learners need to receive comprehensible input the L2 acquisition. Before the input is being processed into the Language Acquisition Device (LAD), it may or may not be filtered as the Affective Filter Hypothesis explains. With comprehensible input and low affective filter, learners will be able to acquire the L2 knowledge and produce output. However, the notion of output is not strongly stressed in this model, therefore a model of second language acquisition is also adopted. The model is reflected in Figure 2 below: Figure 2: A model of second language acquisition and use (based on VanPatten, 1995) Based on the above Krashens combined model of acquisition and production (Figure 1) and a model of Van Pattens second language acquisition (Figure 2), the framework below (Figure 3) is conceptualized to represent the relationship between Krashens comprehensible Input and Affective Filter Hypothesis, Longs Interaction Hypothesis and Swains Output Hypothesis in second language acquisition process in the context of using L1 in L2 teaching of vocabulary. Figure 3: Conceptualized framework based on combination of input, interaction and output 1.6 Significance of study Since there has been few studies done by the language teachers and professionals in identifying whether the use of L1 in the learning of L2 vocabulary on low proficiency students, this study will serve as a groundwork to determine the effectiveness and to gain insight of whether there is any differences, of how well the low proficiency students response and improve by using L1 in vocabulary learning. This paper hopes that the result from this study would add to the betterment of interest and motivation among the students and improve their proficiency in second language vocabulary learning. 1.7 Limitation of the Study This study examines only the low proficiency students who are studying in form 5, who are selected because they have been receiving below C grade for their English result. Due to insufficient representations of students of other level, generalization is applicable only to the form five students of the particular school. There is also the matter of class control. Since the students were from low achievement class, they are also the possibilities that they had discussed the answers among themselves. The research also suffers from time constraints. The purpose of this quantitative study is to determine the usage of L1 in L2 vocabulary learning on low proficiency students. Further studies may carry out in different samples for identification of different strategies and method use. 2.0 LITERATURE REVIEW 2.1 History of language learning on L1 use in L2 teaching Throughout the history of second language acquisition both in the context of learning and especially teaching, the role of L1 has long been the most long-standing controversies in the history of language pedagogy and this, according to Stern (as cited in Anh,2010) . This was further supported by Hitotuzi (2006) who stated that first and foremost, to further understand the important and significance of the relationship of L1 and L2 in second language acquisition, one should start as early as one could in the periodic the role of the learners first language in the process of foreign/ second language learning and acquisition. The issues of whether or not to use the L1 in the L2 teaching have left a debate among teachers with some feeling that under certain limitations, the L1 could be used as a tool while the other teachers feel that L1 should not be involved in the teaching of L2 (Stapa Majid,2009). According to Anh (2010), the attention given to this matter has been increasing and ha s garner a lot of interest in research and studies carried out to further develop the methods and issues concerning to the qualities of using L1 as a resource in the language classroom and also among the language teaching profession. The history of L1 usage in L2 teaching can traced thought history and it could be considered to have started as early as in the nineteenth century in the western countries, where the Grammar Translation Method dominated the L2 classroom (Anh, 2010). Howatt (as cited in Hitotuzi, 2006) also stated that the Grammar Translation Method enjoyed a widespread acceptance excessively in the late nineteenth-century until the World War II, this is according to Bowen, Aden and Hilferty (as cited in Hitotuzi, 2006). Here, it can be seen that the usage and issues of L1 usage in L2 language acquisition has long started and practiced throughout history. According to Larsen-Freeman (as cited in Anh, 2010), the Grammar Translation Method derived from the teaching of the classical languages, Latin and Greek, where, through this method, L2 was used in grammar illustration, bilingual vocabulary lists and translation exercises and was a fundamental goal in helping learners be able to read literature (Anh, 2010). Since then, as stated by Hitotuzi (2006), many other significance occurrence can be seen in the development of L1 in L2 acquisition such as of Howatts Direct Method which focused on the extremisms in the usage of the mother tongue a movement that occur in the twentieth century and was according to him, was shortly preceded by Lambert Sauveurs Natural Method and followed by the Armys Method, or the Audiolingual Method (ALM). The matter of L1 usage in L2 teachng has a deep root in Second language and Hitotuzi (2006) further mentioned that During these centuries of controversy over the role of L1 in the L2 learning context, many untested teaching, practice and sinvolving (or excluding!) Learner L1 has been adopted; they rely essentially on popular beliefs. Anh (2010) also stated with the aim of developing post-communicative methods which regard L1 as a classroom resource, several studies connected to the role of L1 in the teaching of L2 have been conducted. 2.2 Krashens Monitor Model In the theories of second language acquisition, the Input Hypothesis by Stephen Krashen (1985) is said to be one of the major theories frequently referred to (Zheng, 2008). This hypothesis aims to explain how learners acquire a second language. It claims that language input (vocabulary) is important to acquisition. For the acquisition of L2 vocabulary, comprehensible input is an essential factor. According to the hypothesis, second language acquisition happens when the learners understand input that contains grammatical forms at i+1 (Zhang, 2009). In simpler terms, if learners are able to understand the explanations and instructions given by teachers, then their current competence i will be promoted to i+1. Learners tend to achieve optimal acquisition when they are able to understand most of the input while being challenged by some new vocabulary (Castro, 2010). It would be a waste of effort for a teacher to keep on speaking in L2 if the students are low proficiency L2 speakers. The teacher might be carrying many classroom activities but without the help of L1, the students cannot understand the instructions and participate in the activities. Therefore, it is crucial for teachers to provide sufficient comprehensible input to their students in the language classroom. When Krashen came out with the Input Hypothesis, he further described acquisition with another closely related hypothesis, the Affective Filter Hypothesis. The Affective Filter Hypothesis explains that learners need to receive the comprehensible input into their brains. However, learners tend to filter or block out the target language if they become tense, confused, angry or bored (Lightbown Spada, 1999). In order to prevent learners from having high affective filter towards target language, they need to be fed with acceptable taste of food. Previous studies have reported that teachers tend to fine students for using their L1 in English language classroom (Weinberg, 1990). If the students speak their L1 (Spanish, Cantonese, Mandarin, Vietnamese, Russian or Farsi) in the English language classroom, they will be fined 25 cents. This reminds me of my primary schooling days where we were made compulsory to communicate in English during the English Week and if we fail to do so, we will b e fined 10 cents for each word spoken in our mother tongue. As a result, many students dared not speak much or speak out loud during that week because they could not converse in English language fluently. This situation clearly explains that when learners become frustrated, upset, angry and resentful at the environment of the language classroom, their learning stops. Therefore, it is critical for teachers to consider the barriers faced by the L2 learners especially lower proficiency learners and provide comprehensible input to lower their affective filters. 2.3 Longs Interaction Hypothesis The other important element in L2 learning is interaction. Long (1981, 1996) influenced by Krashens theory on input developed the Interaction Hypothesis. In addition, Long (1981, 1996) focused on the link between the language learners and their language development. Since early 1980s, researchers have been concentrating on studying the role of interaction and considered it as important for second language acquisition (Xu, 2010). The central focus of the Interaction Hypothesis is on the negotiation for meaning (Castro, 2010). Comprehensible input must be accompanied by interactions to yield a more desirable output. The occurrences of interaction produce significances, feedbacks and input modifications that help to increase comprehension of content. Long (1996) noted that interaction facilitated comprehension and acquisition. In other words, interactive input is more important than non-interactive input (Ellis, 1994). Interactions in the language classroom are very important for both teachers and students. L2 learners should be given chances to interact with the teachers for clearer understanding. There should be possibilities for L2 learners to clarify requests, check comprehension and request for repetition in the classroom learning. Long (1981, 1996) noticed the differences in communication exchange between the native speakers and non-native speakers. For native speakers, they tend to continue communication despite the non-native speakers language limitations. Therefore, the non-native speakers need frequent negotiations for better understanding (Zhang, 1010). As such, the language used in delivering contents needs to be comprehensible to the learners so that their attention can be drawn in the classroom learning. Besides, L1 should be used as a tool to sustain the interactions between L2 low proficiency learners and their teachers so that both parties can enter into negotiation for meaning. 2.4 Swains Output Hypothesis In response to the Input Hypothesis by Krashen (1985), Swain (1985) argued that comprehensible input may not be sufficient for successful second language acquisition (Zhang, 2009). Furthermore, in order to produce comprehensible output, comprehensible input alone is not sufficient to L2 learning process. Research has been conducted using the Output Hypothesis and the results show that there is a link between language use and language learning (Zhang, 2009). From here, we know that in order to yield desirable output, we have to consider the factors that contribute to a more effective learning process. 2.5 Low proficiency L2 learners and vocabulary learning According to Anh (2010), due to the controversial of the impact of L1 usage in L2 teaching, many studies and research have been done on it. Although most of the research have been on the subject none really focused on how L1 usage in L2 teaching in the context of Low proficiency L2 learners. As stated by Latsanyphone and Bouangeune (2009), few experimental research and studies has been done on L1 to observe to find out whether it is an effective tool for teaching low proficiency learners. They further stated that The many agreement by professionals from the field of second language acquisitions such as Nation, 2001; Swain Lapkin, 2000; Atkinson, 1987; Tang, 2002; Auerbach, 1993; Mattioli, 2004 that stated and agree L1 usage would be an advantage with low proficiency students in a target language suggested that L1 plays an significant function in language teaching, particularly for the low proficiency learners. According to Latsanyphone and Bouangeune (2009), result from a study cond ucted by Ramachandran and Rahim (2004), who studied the effectiveness of using L1 in translation method, suggested that using L1 in the course of translation method was more effective than not using L1 in developing ESL learners vocabulary knowledge ability, and could also advance elementary ESL learners skill to recall the meaning of the word that they have learnt. They further stated that Based on the above, it seems necessary to look at the approaches for vocabulary teaching. Such implication could only mean that L1 in the teaching of L2 in the context of low proficiency students could prove to an advantage and should be further investigate the effectiveness of using L1 in teaching vocabulary to low proficiency learners despite the controversy of L2 teaching should only used L2 language as the medium of teaching. 3.0 Methodology 3.1 Introduction This section presents the study design and sets of procedures that were employed for the data collection of this research. The sample for this research was taken from a secondary school in Pasir Gudang, Johor Bahru. Only the Form five students from the low proficient class are involved in the study. 3.2 Subjects The subjects for the study were selected of form five students in a secondary school in Pasir Gudang, Johor Bahru. They were selected from the classes that have the lowest result of English (c and below). 3.3 Instruments Two tests (pre-test and post-test) were used to obtain and collect data in this study. The students literacy was measured using language tests. Two vocabulary tests were conducted in the classroom within 1 week. The students were instructed to tick or cross depending on whether they know the meaning of the word. If yes, then they need to provide the meaning using their own words and the answer in L1. Their test results were collected and analyzed. 3.2 Procedures This approach is based on a questionnaire survey conducted on the target group. The main instrument used for this study is an open-ended vocabulary questionnaire that consists of ten chosen English vocabulary from SPM level essay. Where the students are instructed to tick or cross depending on whether they know the meaning of the word. If yes, then they need to provide the meaning using their own words and the answer in L1. A pre-test was conducted on the students. After the pre-test, the students were divided into two groups, experimental and control. The control group received explanation and discussion of the vocabulary and its meaning in English while the experimental group explanation and discussion were conducted in L1 (Bahasa Melayu). A post-test was done a week later. Both the experimental and control group were given the same format of questionnaire with the same questions/words as previous test. The purpose of the second test was to see how many words were acquired one week before could be remembered, and to see whether there was any difference in the vocabulary acquisition of the new words between the two groups. 3.3 Data analysis A quantitative method was used in processing the data. The data collected in the study was inspected. Tests were objectively marked by the researchers. For each correct answer/ meaning, they were given 1 mark. Data scores were carefully typed into the SPSS data table in order to gain the desired data and analyzed using independent sample T-test analysis. 4.0 RESULTS AND DISCUSSION 4.1 Pre-test The objective of the analysis of the questionnaire is to answer the two questions of What are the effects of using L1 in L2 vocabulary learning classroom? and To what extend does the use of L1 increase the performances of L2 vocabulary learning. The results were interpreted independent sample T-test analysis shown in the graph below. The distribution of pre-test score by Class 1 (Experimental Group) is skewed to the right. It has a range from 0 to 2. IQR is 1. The mean and median are similar at 1.1 and 1 respectively. According to this graph, two of the students received 0 marks, 5 of them with 1 mark, and three of them with 3 marks. This could probably due to lack of knowledge of the given words and their meaning. However, from the answered questionnaire received, it could be seen that they do showed sign of positiveness and effort when they do try to answer each words in direct translation using L1 for example homeless, answered as kurang rumah. The distribution of pre-test score by Class 2 (Control Group) is skewed to the right too. It has a range from 0 to 8. IQR is 1. The mean and median are similar at 2 and 1 respectively. Accordingly, I students with 0 mark, 5 students achieved 3 mark, 2 student with 2 mark, I student with 3 marks and only 1 students received 6 marks. This group also showed poor comprehension of the given word although fared slightly better than the experimental group. From the above result, we can see that the post-test mean of Experimental Group (Class 1) is 14.2 and the post-test mean of Control Group (Class 2) is 11.8. Compare with the pre-test mean of Experimental Group (Class 1) is 1.1 and the pre-test mean of Control Group (Class 2) is 2, Experimental Group (Class 1) improve mean of 13.1 and Control Group (Class 2) improve mean of 9.8. The Improvement of Experimental Group (Class 1) is higher than Control Group (Class 2). 4.2 Post-test The distribution of post-test score by Class 1 (Experimental Group) is skewed to the left. It has a range from 11 to 15. IQR is 1. The mean and median are similar at 14.3 and 15 respectively. For this post-test, there seems to be an improvement according to the data results. Eight of students in the experimental group achieved 15 words correct, compared to the previous test where the highest is 3 words correct. The usage of L1 had further enhanced their understanding of the word and therefore resulting them to perform better in the post-test. The distribution of post-test score by Class 2 (Control Group) is skewed to the left too. It has a range from 7 to 13. IQR is 1. The mean and median are similar at 11.8 and 12 respectively. We could see from the result that there is improvement from the pre-test. Eight of the students had managed to get 12 and 13 correct. From the result above, we could see that the usage of L1 in the learning of vocabulary on low proficiency students do have a differences. 4.2 Problems with this study There were also problems and limitation that needed to be addressed in regards to this study. First and foremost, are the time constraints. As we progress with the research, we found that the duration of one week interval is not sufficient to test their understanding and memory. Another matter that concerns us is the insufficient representations of subjects; therefore, generalization could not be made for all form five low proficiency students. From the questionnaires that received back, we could not guaranty on the class control since we, the researcher are not there our self. Therefore, we could not be positive that the test was done under control situation, meaning, the teacher had made sure that the students had answered all the questions on their own. 5.0 CONCLUSION From the independent samples test, p-value was not above 5%, we have found a statistically significant difference between the true population mean post-test result by Experimental Group (Class 1) and Control Group (Class 2) at the significance level. This means that the Experimental Group (Class 1) has the sufficient evidence to suggest that they should teach the students base on their mother tongue language. However, from the result, by using L2 in vocabulary learning, could also achieve improvement. Therefore, it is hard to conclude which of the method is most effective if we were to compare them. However, the result remains that L1 usage do enhance the vocabulary acquisition. Taken together, the effects of using of L1 in L2 vocabulary learning classroom is encouraging and constructive. L1 should be used as a facilitator in the L2 vocabulary learning especially with students of lower proficiency.