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.

The Gap Between ESL Programs and Mainstream Academics :: Education Academics China Language Essays

The Gap Between ESL Programs and Mainstream Academics The world of Academia is daunting even for one who speaks the language of the culture in which it is embedded. As I set about writing this paper, I must – as I imagine Ryuko Kubota must also have done in her crusade against stereotypical theories – make this subject real for me. This process of making sense of what has already been written, of my own and others’ responses to them, of how it applies to what I have observed in the real life of a Japanese student grappling through the rhetorical and cultural jungles, and how to synthesis it all into a crisp-written thesis, feels very much like preparing to birth a perfect, unwieldy egg. I have a vague vision of how it might look, yet I’ve no idea how it is supposed to come out of me. And, furthermore, what might hatch from it once it is in the world. This allows me a new appreciation for those going through this process without the advantage of their first language. This also stirs a sense of responsibility brought to my attention by Ruth Spack regarding the integrity of researchers – or anyone actively utilizing the discourse of dominance – who have in their hands not only the power of influencing individuals’ experiences learning a language, but swaying the course of social perception. In her criticism of the intellectual irresponsibility of colleagues such as Murphy, Carson & Nelson, whose poorly-supported generalizations about eastern cultures created a â€Å"snowball effect† in succeeding literature, she warned of the danger of seemingly harmless assertions being â€Å"treated as cultural truths and then applied inappropriately to other cases† (Spack, 769). It is with such particular acts that dangerous assumptions can debilitate core efforts toward clearer communication. It is therefore both with a sense of compassion for those having to situate themselves – and succeed – in a discourse not their own, and a sense of duty to contribute to a vaster understanding and acceptance of our world’s multiple consciousnesses, that I approach the issue of contrastive rhetoric and L2 writing. With unabashed contempt for the tendencies toward mass stereotyping found in much of the literature on contrastive rhetoric (except for recent criticism from Spack, Kubota and the like), I wanted to narrow the scope of my thesis as much as possible – to ground it in the directly-observable, and to strip away any supposition that my views are anything other than subjective.

Application of Ict in Library

Application of ICT in Libraries URL: http://unllib. unl. edu/LPP/anunobi-edoka. htm Use of ICT Facilities for Serials Functions in Southern Nigeria Federal University Libraries Chinwe V. Anunobi Ph. D Digital Librarian Nnamdi Azikiwe University Awka, Nigeria Benson E. Edoka Professor Department of Library and Information Science University of Nigeria, Nsukka Nsukka, Nigeria Introduction User expectation from any information providing system is to make available directly or remotely and in real time the needed information, format not withstanding.In the university environment, the library a major information providing system supports teaching, learning and research with information materials of various types. Among these diverse information materials, serials are needed especially by faculty and research students. Before the development and use of ICT facilities for capturing/acquisition, processing dissemination and retrieval of information, serials operations were predominantly manu al.However with the development of ICT based library service which brought with it self service and simultaneous access to resources (Womboh & Abba 2008), peoples' interest switched from print to electronic information. Furthermore, serials operations in developing countries which was besieged with problems associated with cost (Millis 1992, de Marcas 2000; Aina 2003), inadequate acquisition and processing tools (Szilvassy 1996), competency and accessibility problems (Cohen 1989 and Mullis 1992), embrace the use of ICT facilities as an approach to overcome some of the mentioned problems.This is necessary since according to Ajayi (2003) any industry information or any other which ‘sidelines ICT has simply signed a death warrant' The ICT facilities applied in the library in general and serials unit in particular are based on the functions performed therein. The functions performed in the university serials unit as indicated by Tuttle (1983) are acquisition, processing, public se rvice and preservation. These functions are synonymous with the functions performed in the university library though with some peculiarities emanating from the nature of serials.Therefore ICT facilities used in the broad university library are also applicable to the serials unit but also with peculiarity occasioned by the nature of serials. These services and operations have been transformed using ICT. Aina (2004) informed that there is efficiency in resource organization as delivery and dissemination of information have become effective and easy. Repetitive and routine tasks in the library have been eliminated. Furthermore, the availability of bibliographic database, full text documents and digital library collection is now taken for granted as noted by Chesenga (2004).The IT (ICT) facilities use in the library is defined by the American Library Association (1993) as â€Å"the application of computers and other technology to the acquisition, organization, storage, retrieval and di ssemination of information. Ifidon (1985) enumerated the functions available for ICT use in the library to include ordering and acquisition with the following activities: ordering, receiving, settlement of invoice and administration of records and expenditure..Further to that, Oketunji (2001) and Chesenga (2004) listed library functions in which ICT could be applied to include acquisition, cataloguing, circulation, serials control, selective dissemination of information services and preparation of management information. Furthermore, the application of ICT facilities in the library could be in the stand alone or integrated form. Many countries and institutions are at varying level of ICT application in their library operation.Islam and Islam (2007) documented the use ICT in libraries in Bangladash and informed that though the use started between 1964 and 1995, progress was not made until 1996. In Nigeria many universities are at the advanced stage of ICT use in library operations. A nunobi and Benard (2007) informed that in their study of ICT availability for library operations in the Imo state of Nigeria only two of the four academic libraries; Federal University of Technology Owerri and Imo State University show evidence of using ICT for library operations.Emorjorho, &Nwalo (2009) found in their study that only very few libraries in the Niger-Delta of Nigeria use ICT in library operations where university libraries have more ICT facilities than the special libraries. Nok(2006) documented the use of ICT in Kashim Ibrahim library, Ahmadu Bello University Zaria while Ekpengong( 1997) presented the situation in special libraries in Nigeria. Ani, Esin and Edim(2005) also studied the use of ICT in Nigeria University libraries.For serials operation, Agbaje (2002:27) informed that â€Å"information technology can be an effective hand–maid to serials management at every stage of management process and irrespective of content, use, format and overall strategy a dopted for serials management by the organization in question† Akinyotu (1977), Alabi (1985), Oketunji (2001) Agbaje (2002) and Oni (2004) noted that using various approaches, ICT facilities in serials unit can be for the following functions and activities: subscription control, procurement process, order preparation, fund analysis and accounting.They can also be used for bibliographic file control, cataloguing of new serials, preparation of serials record entries and transaction control. Effecting serials additions, changes and deletions or collection control can be performed with ICT facilities. Services and preservation functions such as servicing request for serials publication, binding control file, missing issues, holdings accession of want list as well as union lists are amenable to ICT facilities use.In their findings on the use of computer for library services in Bangladesh, Islam and Islam (2007 ) discovered that all the libraries surveyed used ICT for serials contro l as well as other activities. The services provided according to them include CD-ROM searching, online searching, online networking, photocopying, online information services and database searching services. In Nigeria according to Ikem and Ajala (2000), preliminary use of ICT in the library started with its use to produce Union list of Serials sponsored by Committee of University Librarians of Nigeria.That notwithstanding, its continuous use for various serials function is yet to be known. Statement of the Problem There are copious studies and opinion on the use of ICT facilities for library functions in general. In Nigerian university libraries, ICT facilities were primarily used for serials functions and are still in use. However not much has been found in literature as regards the areas of serials functions they are used, and the facilities in use. Hence the survey tends to address this gap by identifying the extent of ICT use for serials operations.Objective of the Study †¢Identify the serials operations performed with ICT facilities in southern Nigerian federal university libraries; †¢Determine the serials public services performed with ICT; †¢Find out the ICT facilities used for these serials operations; †¢Ascertain if the use of ICT facilities in serials unit of the libraries is a determinant to their use for serials operations. Research Questions †¢What serials operations are performed with ICT facilities in southern Nigeria Federal university libraries? In which serials public services are the use of ICT employed in Nigerian federal university libraries? †¢What ICT facilities are used for these serials operations? †¢Does the use of ICT facility in serials units of the libraries under study determine its use for serials operations? Significance of the Study The result of this survey will help academic libraries which do not apply ICT facilities for serials functions recognize areas of serials operation in which ICT can be used, and the ICT they can use. With that they can strategize on their use.For libraries using ICT facilities for various operations, they will be acquainted with other areas ICT can be employed in serials operation and the institutions applying such. Donor agencies will also be aware of the state of ICT facilities application in Nigerian university serials operation and decide on the areas to assist such institutions. Data Collection The work covered all the federal university libraries in the three of the six geopolitical zones in Nigeria namely South-East (SE), South-West (SW) and South –South (SS). The three zones comprise seventeen states with 13 federal universities.The various zones and their inclusive universities are: South East(SE): University of Nigeria, Nsukka,(UNN), Federal University of Technology Owerri(FUTO), Nnamdi Azikiwe University Awka (NAU), Michael Okpara University of Agriculture Umudike(MOUAU) ; South-South(SS): University of Calabar(UNICAL), Un iversity of Port Harcourt(UNIPORT), University of Uyo(UNIUYO); and South West(SW): University of Ibadan(UI), Obafemi Awolowo University Ile-Ife(OAU), University of Lagos(UNILAG),University of Benin(UNIBEN), Federal University of Technology Akure(FUTA), and University of Agriculture, Abeokuta (UNAAB).Questionnaire and observation checklist were employed to gather facts and opinion of serials staff from 11 of the 13 federal universities libraries. No samples were taken from FUTA and NAU as they had no well developed serials unit at the time of this study. Purposive sampling technique was used to select 55 from the 107 serials staff in the universities under study consisting of five (5) serials staff each including the Serials Librarian and any other four (4) staff which are responsible for acquisition, processing, user services and preservation in the serials units.Self developed questionnaire instrument made up of 5 items were distributed to the 65 staff. Items 1 to 3 of the question naire were developed along dichotomous checklist while items 4 and 5 were weighted on four Point Likert-like scales. The observation checklist made up of three (3) observable items was developed to enable the researcher observe serials functions and ICT facilities used in the serials unit of the studied universities. Answers to the research questions were provided for using tables, percentages, means and graphs. A midpoint mean score of 2. that is the average of the individual scores was accepted for items developed on four Point Likert–like scales. A 50 percent positive response was accepted for items analyzed with frequency and percentages. Results The result of the analysis are presented to reflect the objectives of the research which include Identifying the serials operations and public services performed with ICT facilities in the universities, identifying the ICT facilities used in the serials units and ascertain if the use of ICT in serials units determines its use for serials operations.Serials Operations Performed with ICT The study ascertained through observation in the Serials units of the studied universities functions performed with ICT facilities. The result of the Observation checklist is presented in Table 1. It shows that all serials functions in OAU are performed with ICT facilities; UNAAB and UI have 75 percent of their serials functions performed with ICT. Half of the functions (50 percent) are performed with ICT in UNILAG, UNIBEN, UNICAL, MOUAU and FUTO.UNIUYO and UNN perform only processing and public services serials functions with ICT respectively while none of the functions is performed with ICT at UNIPORT. Considering the 50 percent bench mark for acceptability, only UNIUYO, UNIPORT and UNN do not perform serials functions with ICT. Other libraries do. Table 1: Observation Checklist on the Various Serials Functions Performed with ICT facilities S/NUniversitiesSerials FunctionsTotalpercent AcquisitionProcessingPublic servicesPre servation 1FUTO00xx250 2MOUAU00xx250 3UNN00x0125 4UNIUYO0x00125 5UNICALxx00250 6UNIPORT 000000 UNIBEN00xx250 8UNILAGx0x0250 9UIx0xx375 10OAUxxxx4100 11UNAAB0xxx375 12Total448621 13percent36. 3636. 3672. 7254. 55 NOTE: x=ICT used; 0= ICT not used The Table also shows that 54. 55 percent and 72. 72 percent of the libraries perform serials preservation and public services functions with ICT facilities respectively. A 36. 36 percent of the libraries perform acquisition and processing functions with ICT facilities. Hence serials public services and preservations are the major serials functions performed with ICT in the libraries studied considering the 50 percent bench mark.Serials Public Services Performed with ICT Again, an observation was made to identify serials public services performed with ICT facilities. The observation checklist is presented in Table 2. The Table shows that UNAAB and MOUAU provide 85. 71 percent of their serials public services with ICT facilities. UI had 71. 43 percent of the services provided with ICT. A 57. 14 percent of such services were provided with ICT at UNILAG, UNICAL and FUTO. Others including UNIUYO (14. 29 percent), UNIBEN (28. 57 percent) had low use of ICT for serials public services functions.None of the services listed was provided with ICT at UNIPORT. The percentage of university libraries using ICT facilities for the various serials public services is as shown in the Table reveals that 81. 82 percent and 73. 73 percent of the studied libraries used ICT facilities to access serials and article titles respectively. ICT facilities were used to access abstract; index and the retrieval of serials titles by 54. 55 percent and 45. 45 percent of the libraries respectively. None of the libraries used ICT to access physical serials while 36. 5 percent used ICT to retrieve full text of serials. Using a 50 percent benchmark the result implied that those ICT facilities are used for access to abstract, serials and article titles in th e universities studied. Table 2: Observation Checklist on the Various Serials Public services performed with ICT Facilities S/NUniversitiesSerials Public ServicesTotalpercent Access to abstractsAccess to IndexesAccess to Serials titleAccess to article titlesLocation of physical serialsRetrieval of Serials titlesRetrieval of full text Serials 1FUTOxxxx000457. 14 MOUAUxxxx0xx685. 75 3UNN000000000 4UNIUYO00x0000114. 29 5UNICAL00xx0xx457. 14 6UNIPORT 000000000 7UNIBEN00xx000228. 57 8UNILAGx0xx00x457. 14 9UIxxxx0x0571. 43 10OAUxxxx0x0571. 43 11UNAABxxxx0xx685. 75 12Total659805437 13percent54. 5545. 4581. 8273. 73045. 4536. 36 NOTE: x=ICT used; 0= ICT not used ICT Facilities Used for Serials Operation in Serials Unit Answer to the research question on the ICT used for serials operations was found by the Researcher's observation of the use made of ICT facilities in serials units of the various university libraries.The result of the observation is presented in Table 3. The Table shows that only 50 percent of the listed ICT facilities were used in the serials units of UNAAB and UI. UNIBEN, MOUAU and UNILAG used 42. 86 percent and 35. 71 percent of the facilities respectively. UNICAL and UNIUYO used 28. 57 percent and 14. 29 percent respectively while UNIPORT, UNN and OAU each used 7. 14 percent of the ICT facilities in their serials units. None of the facilities was used at the time of this study in FUTO Serials unit. Table 3: Observation Checklist on the Various ICT Facilities Use in Serial Unit.S /NUniversitiesICT FACILITIESTotalpercent PCCPSFaxCD-RCDWCDCDELANWIntOP 1FUTO0000000000000000 2MOUAUxxx00x00x00000535. 71 3UNN0x00000000000010 4UNIUYOxx000000000000214. 29 5UNICALxXx00000x00000428. 57 6UNIPORT 0x00000000000017. 14 7UNIBENxx000x0x00x00x642. 86 8UNILAGxx0xxx00000000535. 75 9UIxx000x00x0x0xx750. 00 10OAU0x00000000000017. 14 11UNAABx x00xx000x0xx750. 00 12Total7831151130302338 NOTE: PC= Personal Computers; C= Copier; P= Printer; S= Scanner; CD-R = CD-ROM; CDW= CD –Writer; D= Diskette; E= E- Mail; LAN=Local Area Network; Int= Internet; OP= OPAC.X= ICT Used; 0 = ICT Not Used. Considering the percentage of the universities using each of the ICT facilities, the result shows that majority of the university libraries (72. 73 percent) used photocopier for its serials functions. This was followed by 63. 64 percent and 45. 45 percent which used personal computers and CD-ROM respectively. Printers, diskettes, LAN and OPAC were each used by (27. 27 percent). The Internet (18. 18 percent); and scanner, fax machine, CD writer and CD changer (9. 09 percent) had very low use in the serials units studied.None of the libraries was using E-Mail and WAN facilities in the serials unit for serials functions. Considering the 50 percent Bench mark, only personal computers and photocopiers were the ICT facilities being used by the Serials units of the studied universities libraries? ICT Facilities Used in Serials Unit as a Determinant of Its Use for Serials Operations A cross-tabulation of the result was made to show the percentage serials functions, serials public services and ICT facilities used in various serials units of the individual universities.The result is presented in Table 4. It shows that although OAU had all its serials functions (100 percent) performed with ICT facilities and 71. 43 percent of its serials public services performed with ICT; it had very low use of ICT facilities (7. 14 percent) in its Serials unit. FUTO which also had 50 percent and 57. 14 percent of its serials functions and serials public services performed with ICT respectively had no single ICT facilities in its serials unit. There was also low indication of ICT facilities use in the Serials units of UNILAG (35. 71 percent); MOUAU (35. 1 percent) and UNICAL (28, 57 percent) despite their average use for serials functions and serials public services. UNN and UNIPORT though do not perform serials functions or public services with ICT had indication of ICT facilities in its serials unit (7. 14 percent). UNIUYO had low ICT facilities use in the Serials unit as well as low use for functions and serials public services. The result implied that the serial functions and serials public services in the Serials units performed with ICT in some cases were not determined by the ICT facilities available in the Serials units of the respective university libraries.Table 4: Cross Tabulation of percent Serials Functions, Serials Public Services performed with ICT and ICT facilities Used in Serials Units of Southern Nigerian Federal University Libraries S/NUniversitiesPercent Serials Functions With ICTPercent Serials Public Services with ICTPercent ICT Facilities Used in Serials Unit 1FUTO5057. 140 2MOUAU5085. 7135. 71 3UNN000 4UNIUYO2514. 2914. 29 5UNICAL5057. 1428. 57 6UNIPORT 007. 14 7UNIBEN5028. 5742. 86 8UNILAG5057. 1435. 71 9UI7571. 4350. 00 10OAU10071. 437. 14 11UNAAB7585. 7150. 00 Discussion of FindingsFrom the findings, it is apparent th at there is a general low use of ICT facilities for serials functions except in the areas of serials public services and preservation (Table 1). This is related to the findings of Siddique (1997) in his work in Saudi Arabia, where only two of seven libraries studied applied ICT in serials control. The low use of ICT facilities for acquisition and processing may be attributed to the non-availability of serials software which will enable the use of ICT for the very complex acquisition and processing activities involved in serials functions.An explanation for this could be found in the works of Anunobi and Benard (2007) where many of the libraries studied do not have library software and those with such were yet to activate their serials module. However, that some libraries like OAU perform all its serials functions with ICT and others like UNN and UNIPORT are not performing any of its functions with ICT shows that there is a great disparity among these libraries with respect to the ap plication of ICT facilities for serials functions especially among the geopolitical zones.The disparity could be attributed to the disposition of these libraries to the major hindrances to ICT application in serials functions. This is also related to the findings of Islam and Islam (2007) that there is disparity in the use of computers and its accessories in library services in Bangladesh. Furthermore, the increased use of ICT facilities for serials public services reflected in many of these libraries (Table 2); for serials and articles titles access buttresses the fact that these university libraries are providing serials public services with ICT facilities.It also implies that many of them have their automated serials holdings being domicile in personal computers or that they possess the Union List of Serials on CD-ROM which users can access. This is of the same standing with the findings of Tseng et al (1990) who noted in his study that 55 percent of the libraries studied have th eir serials holdings automated. There is also the possibility that some major abstracts like Chemical, Biological, LISA, and AJOL abstracts may be available in these libraries on CD-Rom or Online.Where only the abstract is available, or there is absence of digital library, full text retrieval may not be possible; hence the low university representation on retrieval of full text serials. The responses on ICT facilities use in serials operations still confirms that the libraries studied use little or no ICT facilities in serials functions. This confirmation was derived from the below bench mark for all the facilities outside personal computers and photocopiers (Table 3). The close to 50 percent average score for CD-ROM implies that its use for serials function is becoming prominent.Such is expected since some libraries like MOUAU and UNAAB have the Essential Electronic Agricultural Library (TEEAL) therefore are providing access to serials and article titles using CD-ROM facilities. Ag ain, since the use of Internet and OPAC has low response, there is the tendency that the serials public services and preservation functions are provided with CD-ROM in these libraries. The use of scanner and fax machine by only one library suggests that the studied libraries were yet to digitize their serials. In addition to that they could be turning to new technology i. e. he Internet in place of fax. The information presented on the cross-tabulation of percentage serials functions, serials public services and ICT facilities used in serials functions (Table 4) has made series of suggestions. Though some of the University libraries performed serials functions and public services with ICT facilities, they had little or no ICT facilities in their serials units. This is similar to the finding of Anunobi and Nwakwuo (2008 ) where majority of the university libraries in Eastern Nigeria have not embraced the use of ICT for its operations serials inclusive.This could mean that such functi ons and services were performed in other units or a designated unit outside the serials units. Observation showed that in most of these libraries that provided serials functions and public services with ICT facilities but with little or no ICT facilities in their serials units have distinct ICT, IT, Systems or Computer centres from which all these functions were performed. The implication of these findings is that the use of ICT facilities for serials functions is gradually disintegrating the compartmentalisation of serials units and other units of the university library.Hence it is likely that in not too long a time, serials functions and public services with the application of ICT facilities could be performed from units outside the serials unit in most of the libraries in southern Nigeria. The low positive response on the application of the Internet shows that the studied libraries were not utilizing the free electronic serials available on the Internet to augment the limited ser ials subscription made by some of these libraries. These libraries also deny users the opportunity of using some fee-based serials that are offered freely to developing countries like Nigeria.Such serials include Access to Global Online Research in Agriculture (AGORA); Health International Network Access to Research Initiative (HINARI); Online Access to Research in the Environment (OARE), EBSCOhost, Commonwealth University Documents Online (CUDOS), CAB Abstract etc. If the scenario is not changed, serials users will bypass the library for alternative information providers, thus confirming the conception of Morino (1998) that if libraries do not rise up to the challenges of the technological changes, they will never again be in control of information. Summary and ConclusionThe following deductions and conclusive evidences are made from the findings of this research: †¢Serials functions in the Southern Nigeria federal university libraries are still predominately manually performe d with ICT application being more prominent in the public services and preservation functions. †¢Public services activities involving the use of ICT facilities are mainly access to and retrieval of serials and articles titles. †¢Though a few of the libraries use Internet, LAN and OPAC, photocopiers, personal computer, and CD-ROM are the most commonly used ICT facilities in the serials unit. The low availability and use of ICT facilities in serials units of the university libraries is not a determinant of its use for serials operations. Hence many serials operations are performed with ICT facilities outside the serials units. It is recommended that university libraries should take a firm decision whether to equip serials unit with ICT facilities and affect all serials operations in the unit or have a systems unit where ICT related operations are carried out including serials. University libraries should also solicit aid from donor agencies in the area of ICT hardware and so ftware for serials functions ReferencesAgbaje, A. A. (2002). Great expectations: Serials management and information technology. In Madu E. C. , & Dirisu, M. B. (Eds. ). Information science and technology for library schools in Africa (pp. 25-36). Ibadan: EVI-Coleman. Aina, L. O. (2003). Strengthening information provision in Nigerian university libraries: The digital option. Paper presented at the 41st Annual National Conference & AGM of the Nigerian Library Association at Tarker Foundation, Markurdi, 7-12 September. Aina, L. O. (2004). Coping with the challenges of library and information delivery services: The need for institutionalized professional development.Nigerian Library Association Conference Proceedings, p. 4 Ajayi G. O. (2005). E-government in Nigeria's e-strategy. Paper presented at 5th Annual African Computing and Telecommunications Submit, Abuja, Nigeria. Akinyotu, A. (1977). Library automation: A state of the art review. Paper presented at the workshop on library aut omation in Nigeria held at the Conference centre, University of Ibadan 6-10 March. Ani, O. E. , Esin, J. E. , & Edem, N. (2005). Adoption of information and Communication Technology (ICT) in academic libraries: A strategy for library networking in Nigeria.The Electronic Library 23 (6): 701-708. Anunobi, C. , & Benard, I. (2007). Availability and use of ICT resources in Imo State academic library services. Coal City Libraries 5&6: 34-41. Anunobi, C. V. , & Nwakwuo, O. (2008). The state of ICT in southeastern Nigeria. Samaru Journal of Information studies 8 (1): 35-43 Alabi, G. A. (1993). Information technology: Whither Nigerian libraries and documentation centres. Leading Libraries & Information Centres 1 (2): 27-35. American Library Association (1983). The ALA glossary of library and information science. Chicago: ALA. Ballentyne P. (2003).Information management trends. INASP Newsletter 23: 5-6. Chesenga, J. (2004). ICT in libraries: An overview and general introduction to ICT in lib raries in Africa. INASP ICT Workshop, Kopanong Hotel & Conference centre, Johannesburg S. Africa 21st -23rd July. ( www. INASP. info/ISP/ICT-workshop2004 ) Islam, S. , & Islam, N. (2007). Use of ICT in libraries: An empirical study of selected libraries in Bangladesh. Library Philosophy and Practice. Available: http://unllib. unl. edu/LPP/shariful. htm Mullis, A. (1992). Serials. In. Michael, P. (Ed. ), Non-standard collection management (pp. 3-115). Aldershot, England: Ashgate. Oketunji, I. (2001). Computer application to libraries. Paper presented at the 39th Annual National Conference and AGM of the Nigerian Library Association at the Imo Concord Hotel Owerri, June 17-22. Oketunji, I. (2001). Libraries and the Internet connectivity: What benefits? In Lasis J. , Odunsanya,O. K. , Sonaike, S. E. A. , & Osinulu L. F. (Eds. ), Automation of cataloguing practices in Nigerian libraries (pp. 32-40), Ijebu-Ode: Nigerian Library Association, Cataloguing, Classification and Indexing Sectio n. Oni, F. A. (2004).Enhancing the performance of library operations through appropriate IT. In Madu E. C. (Ed. ), Technology for information management & services: Modern libraries & information centers in developing countries (pp. 95-109). Ibadan: Evi-Coleman. Siddiqui, M. A. (1997). The use of information technology in academic libraries in Saudi Arabia. Journal of Librarianship and Information Science 29 (4): 195-203. Szilvassy, J. (Ed. ) (1996). Basic serials management handbook. IFLA Publications 77. Munchen: K. G. Saur. Tseng, S. C. , Arcand, J. C. , Brugger, J. M, Finn, M, Olson, A. J. , & Somers, S. (1990).Serials standards work: The next frontier. Library Resources & Technical Services 34 (2): 139-157. Womboh, B. S. H. , & Abba, T. (2008). The state of information and communication technology (ICT) in Nigerian university libraries: The experience of Ibrahim Babangida Library, Federal University of Technology, Yola. Library Philosophy and Practice. Available: http://unllib. unl. edu/LPP/womboh. htm ? Explanation and opinion From the article above, we know that there is a general low use of ICT facilities for serials functions except in the areas of serials public services and preservation (table 1) in libraries.Serials functions in the Southern Nigeria federal university libraries are still predominately manually performed with ICT application being more prominent in the public services and preservation functions. This is because in Nigeria, many of the libraries studied do not have library software due to the expensive price of the software. However, it is shown that 55% of the libraries have an automated system regarding the serials storage system. It also implies that many of them have their automated serials holdings being domicile in personal computers or that they possess the List of Serials on CD-ROM which users can access.Furthermore, the use of Internet has low response,so there is the tendency that the users are provided with CD-ROM in these libraries. This means that the use of CD-ROM is more dominant than internet in Nigeria. The low positive response on the application of the Internet in libraries shows that the studied libraries were not utilizing the free electronic serials available on the Internet to replace the limited serials subscription made by some of these libraries. This maybe because of the not skilled people in Nigeria. In my opinion, the libraries in Nigeria should optimize the use of ICT.This can be done by having seminars about how to use the internet (how to browse for information, download, save files, etc). Even though the libraries have been changing so much that it changed from paperwork-based into ICT-based system. Though a few of the libraries use Internet, photocopiers, personal computer, and CD-ROM are the most commonly used ICT facilities in the serials unit. This is because the Nigerian people don’t know the technology of internet yet and they are still a developing country. ? Impac t to society: It is clear that by using ICT in libraries, there will be some impact to the society.For example it will change the way of borrowing books, the way of storing data of customers, etc that will be discussed below. Advantages: 1. It will be faster to store information of customers. By using ICT, the process of storing customers’ data will be faster because it only needs us to type which is significanly faster rather than to write 2. The data that is stored will also be more secure by using ICT. When the data is stored using computer, the risk of lost data will be very low compared to when using written forms of customers’ data. This is explained because the risk of losing paperwork is a lot more compared to the risk in computer. . It will be easier to modify / change the data stored. When using computer, we can modify data very easily. This will help the librarians greatly so their job will be much easier too. They don’t need to re-write all the custo mers information again like if they are using paperwork. 4. The process of borrowing books will be much faster and in an efficient way. By using ICT, we can just scan the book barcode when a customer wanted to borrow a particular book. This will be faster since they only need to scan (not to write the description of the book). 5. We can know when a particular customer haven’t return the books that they borrowed.This will reduce the risk of losing books in the library and also will help customer to be discipline to return the books that they borrowed on time. When using the old type of storing data, the librarians will be lazy to check because there are so much data that they have to search. However, they can filter data using ICT and they will work with more tenacity. 6. The society will have more access to information that is available by using the internet. Customers can use the computers that are provided in the library and search for information that maybe not available i n the library’s books.This will improve the knowledge of society and this will lead to a better society with up-to-date information. 7. It will be easier for the society to print, send e-mail, do research etc by using the computers provided in the library. Thus enabling them to score high in their report and moreover giving them a future career prospect. Disadvantages: 1. There will be unemployment for some librarians since the library doesn’t need a lot of librarians anymore. The librarians whose old job were to check / write data in paper will be no longer needed since the ICT will only need fewer librarians to do the same amount of work. . In Nigeria, many people doesn’t seem to understand ICT well, so there will be problems when they are using the ICT system. For example, internet service and computers. They won’t be that interested in using the computer because they don’t know how to use it. So, if they force themself to use computer, there wi ll be probability that they will damage the computers’ hardwares, or the computers will be abandoned with no users using them. 3. The cost of implementing the ICT system is not cheap. It usually requires a lot of money that the university have to provide.This will have impact on other university facilities. Because of the implementation of ICT, other facilities will have only a low budget and this can be bad for the university students. From the list of advantages and disadvantages before, we all know that the ICT system in library have a significant impact to the society. For me, even though it has some disadvantages, there are a lot more advantages that ICT system offers. It will also modernize the local people by providing more and more information from abroad, not only from the books. Thus, ICT system is very important to the better qualified of individuals.