The Purpose Of Study English Language Essay

The Purpose Of Study English Language Essay Functional Grammar was introduced by Halliday (1994) based on the assumption that language is a set of meanings. Language which is a means of communication is used to negotiate and exchange meanmgs. He states that a language is interpreted as a system of meanings accompanied by forms through which the meanings can be realized. Halliday (1994) adds Functional Grammar lean towards text, which is a semantic unit, rather that sentence. So, Functional Grammar which was developed based on meanings uses text as the unit of analysis. Functional Grammar has been adopted to become one of the subj ects in the English Department of UNJ since 2002. Statements related to Functional Grammar as subjects can be quoted as follows: Mata kuliah mi bertujuan mengembangkan wawasan eksplisit tentang teori bahasa dan segi fungsinya (tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggnis secara benar dan baik. (Pedoman Akadeniik 2004/2005:100) Functional Grammar 1 aims at developing the explicit knowledge of the theory of language based on the thnction (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own translation). Mata kuliah mi bertujuan mengembangkan kemampuan dan ketrampilan menganalisa teks dalam bahasa Inggris dilihat dan segi fungsinya (tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara baik dan benar. (Pedoman Akademik 2004/2005:100) 1 Functional Grammar 2 aims at developing ability and skills to analyze text in English based the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both ritten and spoken well and correctly. (Own translation) In keeping with the description, both Functional Grammar 1 and 2 have the basic purpose that is to support the development of ability and skills to communicate, both written and spoken, well and correctly. As a matter of fact, a number of students complain about the subjects. They have difficulties about the subjects. No study was conducted relevant to the condition. Realizing the need of improvement, the researcher is interested to conduct a study about English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. B. Focus of Study The research is initiated by the fact that some students have problems in understanding Functional Grammar concepts. Learning the condition, the researcher is interested to conduct a study related to English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. C. Research Questions Based on the background above, the research questions that are identified in this study are: What is English Department students perception towards their knowledge of Functional Grammar concepts. 1 2 What is English Department students perception towards their comprehension of Functional Grammar concepts. What is English Department students perception towards their ability to apply Functional Grammar concepts in analyzing text. What is English Department students perception towards their ability to apply Functional Grammar concepts in writing. I). Purpose of Study The purpose of the study is to identifi English Department students perception towards their ability to apply Functional Grammar in analyzing text and writing. Using Blooms Taxonomy of Educational goals, students knowledge and comprehension of Functional Grammar are included in this research. E. Benefit of Study The result of this study is expected to give input related to English Department students perception towards their knowledge, comprehension and ability to apply Functional Grammar in analyzing text and writing. 3 CHAPTER II LiTERATURE REVIEW To provide the basic theory of the research related to English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, this chapter discusses Traditional Grammar, Functional Grammar, Functional Grammar as a subject in the English Department, Ability to apply, Writing, and Perception. 1. Traditional Granmiar A number of experts such as Harmer (2001), Thombury (1999), and Gerot and Wignell (1994) have defined traditional grammar as a set of rules of a language. Harmer (2001) describes the grammar of a language as the description of the ways in which words can change their forms and can be combined into sentences in that language. Thombury (1999) explains grammar as a description of the rules for forming sentences. While Gerot and Wignell (1994) point out Traditional Grammar is focused on the rules for producing coffect sentences. They add sentence becomes the unit of analysis. So, based on the discussion, Traditional Grammar is focused on rules and sentence becomes the unit of analysis. Further, Gerot and Wignell (1994) explain that Traditional Grammar labels elements of the clause in terms of the word class that are nouns, verbs, prepositions, adverbs, and adjectives. Criticizing towards the weaknesses of Traditional Grammar, Thombury (2002) argues that there is 4 no one-to-one correspondence between grammatical form and communication function such as making a request, offering something, etc. 2. Functional Grammar Functional Grammar was introduced by Halliday (1994) based on the assumption that language is a set of meanings. Language which is a means of communication is used to negotiate and exchange meanings. Halliday (1994) believes that when one communicates, he exchanges the meanings with other people. He further states that a language is interpreted as a system of meanings accompanied by forms through which the meanings can be realized. To be different from Traditional Grammar that is focused on rules and sentence as the unit of analysis, Functional Grammar is focused on meanings and text as a whole becomes the object of analysis. Further, Halliday (1994) explains that Functional Grammar discusses the notion of a clause as a unit in which meanings of three different kinds are combined. The three aspects of meaning of the clause are clause as representation, clause as exchange, and clause as message. 1). Clause as Representation The first aspect of the meaning of the clause is Clause as Representation. Based on Hallidays assumption, Gerot and Wignell (1994) note it concerns with human beings experiences. Clause as representation is related to human beings experiences. As human 5 beings experiences vary, it is possible to identify the types of those experiences. Halliday (1994) describes the most powerful impression of experience is that it consists of goings-onhappening, doing, sensing, meaning, being, and becoming. Halliday (1994) then proposes there are three semantic categories that are processes, participants, and circumstances. à ¢Ã¢â€š ¬Ã‚ ¢ Processes Based on Hallidays assumption, Gerot and Wignell (1994) notice processes are realized by verbs. à ¢Ã¢â€š ¬Ã‚ ¢ Participants Halliday (1994) writes participants are realized by nouns. à ¢Ã¢â€š ¬Ã‚ ¢ Circumstances Halliday (1994) describes circumstance is realized by adverbial group or prepositional phrase. Based on Hallidays assumption, Gerot and Wignell (1994) note circumstances answer such questions as when, where, why, how, many, and as what. Halliday (1994) further explains the different types of processes that are built into the granmiar of English are material process, mental process, relational process, behavioral process, verbal process, and existential process. A. Material Process: processes of doing Based on Halliday, Gerot and Wignell (1994) state material processes are processes of material doing. Halliday (1994) notes they express the notion that entity does something which may be 6 done to other entity. This process consists of these particular participants-an obligatory actor, and optionally also a goal. Based on Halliday, Gerot and Wignell (1994) explain the entity who or which does something is the Actor. The entity which may be done to is the Goal. B. Mental Process: processes of sensing Halliday (1994) explains mental processes are processes of feeling, thinking, and seeing. The two participants in mental process are senser and phenomenon. The senser is conscious being that is feeling, thinking, or seeing. The phenomenon is that which is sensed, felt, thought, or seen. C. Relational Process: processes of being There are two different modes that are attributive and identifying. a. Intensive processes: attributive Based on Halliday, Gerot and Wignell (1994) refer attributive processes as processes which assign a quality. Halliday (1994) notes the quality is labeled the attribute, an entity to which it is ascribed is the carrier. b.Intensive processes: identifying Based on Halliday, Gerot and Wignell (1994) refer identifying processes as processes which establish an identity. Halliday (1994) adds the process has an identity assigned to it. The terms are given the x-element and the a-element, that which is to be 7 identified, as identified, and the a-element, to which serves as identity, as identifier. D. Behavioral processes Halliday (1994) explains these are processes of physiological and psychological behavior like breathing, coughing, smiling, dreaming, and staring. The participant who is behaving is labeled behaver. E. Verbal processes Halliday (1994) refers to these are processes of saying. The term sayercan be interpreted as a subject (it may be someone or something) that says something. There are three participant functions that are the receiver, verbiage, and target. a. The receiver is the one to whom the saying is directed at. b. The verbiage is the function that corresponds to what is said. c. The target is the entity that is targeted by the process of saying. F. Existential processes Halliday (1994) notes these represent that something exists or happens. That object or event which is being said to exist is labeled, simply, existent. 2). Clause as exchange The second aspect of the meaning of the clause is clause as exchange. Halliday (1994) explains clause as exchange has two components that are Mood and Residue. 8 a. Mood Element Halliday (1994) proposes it consist of two parts: (1) the subject, which is a nominal group, and (2) the finite operator, which is a part of verbal group. Based on Halliday, Gerot and Wignell (1994) add the finite element is one of the small numbers of verbal operators expressing primary tense, modality and polarity. Halliday (1994) explains primary tense means past, present, or future at the moment of speaking. Finite verbal operators Temporal Past present future Did, was does, is will, shall Had, used to has would, should Modal: Low median high Can, may will, would must, ought to Could, might is to, was to need (dare) has to, had to (Halliday 1994:74) Halliday (1994) refers to modality as the speakers judgement of the probabilities, or the obligations, involved in what he is saying such as may, will, can etc. He adds polarity is the choice between positive and negative, as in is/isnt, do/dont. 9 b. Residue Halliday (1994) explains the Residue consists of functional elements of three kinds, that are, predicator, complement, and adjunct. a Predicator. It is realized by a verbal group minus the temporal or modal operator. b. Complement. A complement is an element within the Residue that has the potential of being subject but is not. It is typically realized by a nominal group. c. Adjunct. An adjunct is an element that has not got the potential of being subject. It is typically realized by an adverbial group or prepositional phrase. 3). Clause as message The third aspect of the meaning of the clause is clause as message. Halliday (1994) states a message consists of a Theme combined with a Rheme. As general guide, the theme can be identified as that element which comes in first position in the structure. The analysis of the Theme of the clause is rather complex. Halliday (1994) explains in this case, complex clause is called a multiple Theme. In a multiple theme, there are certain complements which have their orders. Halliday (1994) points out the typical ordering is textuaYinterpersonaVexperiential. The textual theme is any combination of continuative, a structural theme, and a conjunctive theme. 10 (i) Continuative is one of small set of discourse signalers, yes, no, well, oh, now. (ii) A structural Theme is any of the obligatory thematic elements such as conjunctions and W-H relative. (iii)A conjunctive Theme is one of the conjunctive adjuncts. He refers conjunctive adjuncts are those which relate the clause to the preceding text such as also, meanwhile, soon, finally, etc. Halliday (1994) further describes the interpersonal theme that is any combination of (i) A vocative is any item, typically (but not necessarily) a personal name, used to address; it may come more or less anywhere in the clause and is thematic if preceding the topical Theme. (ii) A modal theme is any of the modal adjuncts. He describes that modal adjuncts are those which express the speakers judgment regarding the relevance of the message such as maybe, usually, occasionally, surely, honestly, etc. (iii) A mood marking theme is a Finite verbal operator, if preceding the topical Theme; or a WHinterrogative (or imperative lets) when not preceded by another experiential element (i.e. when functioning simultaneously as topical Theme). The last order is experiential. Halliday (1994) explains the experiential element is referred as topical theme. This means that the Theme of a clause ends with the first constituent that is either participant, circumstance, or process. 11 3. Functional Grammar as a subject in the English Department, State University of Jakarta Functional Grammar has been adopted as a subject in the English Department since 2002. The subject must be taken by the students when they are in the fourth semester for Functional Grammar 1 and in the fifth semester for Functional Grammar 2. Both Functional Grammar 1 and 2 consist of three semester credit units. Referring to Academic Guidelines 2004/2005 of Faculty of Languages and Arts, it is stated that the three semester credits unit have 24 meetings. Each meeting takes 100 minutes. It has two kinds of tests that are mid semester test and final semester test. As stated in the Academic Guidelines 2004/2005 of Faculty of Languages and Arts, Functional Grammar as a subject is described as follows: Mata kuliah mi bertujuan mengembangkan wawasan eksplisit tentang teori bahasa dan segi fungsinya (tekstual, interpersonal, experiential) imtuk menunj ang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara benar dan baik. Functional Grammar I aims at developing the explicit knowledge of the theory of language based on the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own translation) Mata kuliah mi bertujuan mengembangkan kemampuan dan ketrampilan menganalisa teks dalam bahasa Inggris dilihat dan segi fiingsinya ( tekstual, interpersonal, experiential) untuk menunjang pengembangan kemampuan dan ketrampilan berkomunikasi lisan dan tulisan dalam bahasa Inggris secara baik dan benar. Functional Grammar 2 aims at developing ability and skills to analyze text in English based the function (textual, interpersonal, and experiential) to support the development of ability and skills to communicate both written and spoken well and correctly. (Own Translation) 12 In keeping with the description, both Functional Grammar 1 and 2 have the basic purpose that is to support the development of ability and skills to communicate, both written and spoken, well and correctly. 4. Ability to Apply In discussion about ability to Apply, Longman Dictionary of Contemporary English (2001) describes ability is something that one is able to do, because one has particular mental or physical skill. Longman Dictionary of English Language and Culture (1998) notes ability is the fact of having the skill, power, or other quality that are needed in order to do something. Websters New World Dictionary of American English (1998) adds ability is skills, expertness, or talent.. Bloom (1956), cited in Elliot et a!. (2000) proposes classification of educational goals. There are six major classes in the cognitive taxonomy of educational objectives: 1. Knowledge is the recalling specific facts. 2. Comprehension is understanding what is communicated. 3. Application is generalizing and using abstract information in concrete situation. 4. Analysis is breaking a problem into subparts and detecting relationship among the parts. 5. Synthesis is putting together parts to form a whole. 6. Evaluation is using criteria to make judgments. 13 In accordance with the development, the three classes of educational goals that were analysis, synthesis, and evaluation were then revised to become analyze, evaluate, and create. Arend (2004) describes six classification of the cognitive process dimension: 1. Remember is retrieving relevant knowledge from long-term memory. 2. Understand is constructing meaning from instructional messages, including oral, written, and graphic communication. 3. Apply is carrying out or using a procedure in a given situation. 4. Analyze is breaking material into constituent parts and determining how parts relate to one another and to overall structure or purpose. 5. Evaluate is making judgments based on criteria and standards. 6. Create is reorganizing elements into a new pattern or structure. In keeping with Blooms theory and the purpose of this study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, ability to apply should be developed after the steps of knowing and understanding. Referring to the explanation above, ability to apply Functional Grammar is to be developed through the steps of knowing and understanding. The questionnaire will also include identifying not only the knowledge and understanding but also ability to apply Functional Grammar in analyzing text and writing. 14 5. Writing Writing as described by Leki (1998) is communicating. Meyers (2003) notes writing is a process of discovering and assembling ideas, putting them on paper, reshaping, and revising them. To be acceptable, Windshuttle and Windshuttle (1998) state good writing should have correct grammar and precise and clear content. Diyanni (2001) adds good writing is coherent. Readers can follow and understand it easily. Hughes (2001) describes underlying writing ability is a number of sub abilities such as control of punctuation. Considering the important points above, it can be concluded that good writing covers the aspects of grammar and coherence. 6. Perception Perception is defined by Elliot, et all (2000) as the giving of meaning to the discrete, meaningless stimuli that initially arouse awareness. Barkhuizen (1998) notes perception refers to feelings and views of the students. Students perception is important in language learning as Barkhuizen (1998) claims that it is important for teachers to discover their learners feelings and beliefs about their language learning process. He believes it can give input and consequently review and possibly change their teaching process. 15 Referring to the purpose of this study that is to identify students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, questionnaire will be used to identify students views and feelings of their levels of cognitive domaim lb CHAPTER ifi METHODOLOGY This chapter discusses the methods used to conduct the study which is related to identifying English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The first part discusses the issue of the study which is then followed by Study Design and continued by the Implementation of the study. A. Issue of Study This study is related to identifying English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The researcher is interested to conduct this study because of the fact that some students express their difficulties while attending Functional Grammar classes. It is expected that findings of this study can be used as input concerning with students perception towards their knowledge, comprehension, and ability to apply Functional Grammar. B. Study Design This study was designed to employ survey The instruments employed were questionnaire and interview. The questionnaire was used to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, whereas the interview was used to gather more detail data. This was to anticipate the possible weaknesses of questionnaire. This study employed stratified sampling as the 17 selection of respondents planned was based on their academic entrance. The data then were analyzed by clustering educational goals from Bloom (1956) and the aspects of Functional Grammar from Halliday (1994). It was designed that the respondents of questionnaire were 100 students and the respondents of the interview were 10 students. 1. Method of Study It was planned that survey was chosen to conduct this study. Brown and Rodgers (2002) state surveys are any procedures used to gather and describe the characteristics, attitudes, views, and opinion. The purpose of a survey as described by Nunan (1992) is generally to obtain snapshot of conditions, attitudes, and / or events at a single point in time. Based on the discussion above and the purpose of this study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, survey can be seen as the appropriate method. 2. Respondents it was planned that the respondents of this study were 100 students. They were English Department students of State University of Jakarta. The students were both from Educational and Non- Educational Programs who had completed Functional Grammar 1 and 2. The sampling procedure that was planned to be used in this study was stratified sampling. Bums (2000) describes stratified sampling is sampling in which groups or strata within the population are each sampled randomly. He adds that a population can be divided on the basis of social class membership, sex, level of intelligence or level of anxiety. The researcher planned to conduct this technique of sampling as Burns (2000) notes that sampling error is reduced by stratification for the sample can not differ from the population with respect to the stratifying factors. The respondents of this study were planned to be divided based on the Academic Entrance that is 2002,2003, and 2004. 3. Site and time This study was planned to be conducted in the English Department of State University of Jakarta in the second semester of Academic Year of 2005/2006. It was between 6 March 2006 and 13 March 2006. Referring to the purpose of study that is to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing, the researcher chose English Department of UNJ as the site of the study. It was designed that this study was conducted in between 6 March 2006 and 13 March 2006. This choice was made by considering the availability of time that the researcher had. It was also the time in which students were effective in the process of attending teaching-learning activities. 19 4. Instruments As mentioned in the previous section, this study was designed to employ survey. Questionnaire and interview were chosen to become the instruments of collecting data. In keeping with Blooms Taxonomy, both instruments were designed to include knowledge, comprehension, and ability to apply Functional Grammar. Detail description about the instruments is given in the following section. a. Questionnaire Questionnaire was chosen as one of the means to collect data used in this study. Questionnaire as discussed by Nunan (1992), is relatively popular means of collecting data. The questionnaire used for this study was designed to gather information and to identify English Department students perception towards their knowledge, comprehension, and ability to apply Functional Grammar in analyzing text and writing. The total number of questionnaires is 36 items which represent students perception towards their knowledge, comprehension, and ability to apply. Each number of questionnaires consists of five different choices of answers that represent the scale of excellent, good, average, poor, and very poor. The questionnaire was designed to use Bahasa Indonesia in order to avoid misunderstanding of the respondents to answer each statement. To answer the questionnaire, the respondents were asked to choose only one answer of each number that represents knowledge, comprehension, and ability to apply Functional Grammar. 20 There were 7 questions prepared before conducting the interview. The questions covered the identifying students perception towards their knowledge, comprehension, and ability to apply Functional Grammar. The interview is to anticipate the possible weaknesses of questionnaire as described by Burns (2000) who proposes there is no opportunity to acquire supplementary observational data. Also, the respondents motivation for answering the questionnaire is unknown. C. Implementation of Study The research was uutiated by the fact that some students express their difficulties while attending Functional Grammar classes. Following such problems, the researcher was interested to conduct the study. It covered questionnaire and interview. This study was implemented by following the steps of the research procedures. 1. Data Collection Process Questionnaire and interview were used as means to collect the data. The data collection process lasted for 1 week that was between 4 May and 12 May 2006. The implementation of data collection was not as it was planned. This was because the process of making the questionnaire took longer time. At the same time, the researcher had to follow PPL program In addition, as the result of data of interview did not clearly present the specific area of writing that can be developed by applying Functional Grammar, the additional interview was again conducted that was between 14 July 2006 and 16 July 2006. 22 a. Collecting Data by Means of Questionnaire The set of questionnaire was given to 54 students who had completed Functional Grammar 1 and Functional Grammar 2. Before conducting the study, the researcher introduced herself to the respondents. The researcher also gave information about the purpose of the study to respondents. The distribution of questionnaire was done after classes that were on 4 May and 12 May 2006. The completion of the questionnaire took between 3 and 4 minutes. The questionnaire consists of 36 items which represent students perception towards their knowledge, comprehension, ability to apply Functional Grammar in analyzing text and writing ability. Items number I until 6 represent knowledge of clause as representation. Items number 7 until 12 represent comprehension of clause as representation. Items number 13 until 24 represent applicability of clause as representation. Items number 25 until 26 represent knowledge of clause as exchange. Items number 27 until 28 represent comprehension of clause as exchange. Items number 29 until 32 represent applicability of clause as exchange. Item number 33 represents knowledge of clause as message. Item number 34 represents comprehension of clause as message. Items number 34 until 36 represent applicability of Functional Grammar. To rank their abil ity, this study employed Likert scale. There were 5 scales used in this questionnaire namely excellent, good, average, poor, and very poor. The respondents were asked to choose one scale of each item. 23 I b. Collecting Data by Means of Interview The interview was held between 11 May and 12 May 2006. Since some students felt reluctant to express ideas of such problems and due to considering the limitation of time, the researcher decided to interview 6 students. The additional interview was conducted between 14 July 2006 and 16 July 2006. The researcher conducted the additional interview because the result of the previous interview did not cover the specific aspects of writing such as language and/or content aspects that can be improved by applying the concepts of Functional Grammar. There were three additional respondents interviewed. The previous and additional interview was conducted face-to-face discussion individually. The respondents for this interview were selected based on their various scores of Functional Grammar I and Functional Grammar 2. Respondent 4 and 7 who had completed Functional Grammar 1 and respondent 5 and 8 who had completed Functional 2 got A. Respondent 1, 2, 3, 5, and 8 who had completed Functional Grammar I and respondent 2, 3, 4, 7, and 8 who had completed Functional Grammar 2 got B. Respondent 6 and 9 who had completed Functional Grammar 1 and respondent 1 and 9 who had completed Functional Grammar 2 got C. The interview used Bahasa Indonesia. The reason was to avoid the possibility of different perception in understanding the questions. The use of Bahasa Indonesia for the interview was also to make the respondents understand and answer the questions easily. The questions of interview were related to identifying English Department students perception towards their knowledge, comprehensi on, and ability to apply Functional Grammar in analyzing text and writing. The specific areas of writing ability that could be improved by 24

Analysis of Cadburys Essay -- Business Management Companies Essays

Analysis of Cadbury's Background to business The Cadbury’s company started manufacturing chocolate in Birmingham in 1824. It was set up by Mr. John Cadbury. In the year 1847 the company changed when John and his brother Benjamin became partners and the company became known as the Cadbury Brothers of Birmingham. A year later the retail side of the business, which was allocated in Bull Street was passed to nephew, Richard Cadbury Barrow. In February 1854 the company received their first Royal warrant as ‘manufacturers of cocoa and chocolate to Queen Victoria. The company still holds the royal warrants of appointment. In 1861 both Richard and George Cadbury took over the business when their father retired. The Cadbury brothers were dissatisfied with the quality of cocoa products that were being produced by manufacturers including their own, for this reason the brothers wished to improve the quality of Cadbury cocoa products as to help the business to survive and prosper. The brother visited to the Van Houten Factory in Holland, after the visited the Cadbury brothers, started using a new processing technique. The Cadbury brothers introduced this new process for pressing cocoa butter from cocoa beans, the process made a more palatable cocoa essence. The company remained in Birmingham for 32 years and by then the factory had become too small for the worker force. The brothers decided that they had to move the factory to larger premises. The source of the quote below is cadburys.co.uk site. "Why should an industrial area be squalid and depressing?" Both brothers asked. "Why should not the industrial worker enjoy country air and occupations without being separated from his work?" "If the country is a good place to live in, why not to work in?" In 1878 the company was move to Bournville. After the death of Richard Cadbury in 1899, the Cadbury business became a private limited company: Cadbury Brothers Limited. George Cadbury became the Chairman of the Company’s new Board. The other directors were Barrow and William A. Cadbury (sons of Richard) and George’s own two sons, Edward and George Cadbury Junior. The Bournville factory site became a 'series of factories within a factory', as everything needed for the business was produced on site, with tin box pressing plants, carton making units, a design studio and pri... ...ain quality to their chocolate. PRICE Cadburys price their products competitively with their competitors. Cadburys products can be found in most local corner shops, Cadburys chocolates are price at the same price as their competitor: Example; Cadbury whole nut would cost 35 pence, while a Mars bar and Galaxy bar could also cost 35 pence. PLACE Cadbury sells anywhere where there is a demand for their products, special if there many customers that want to buy their products. Cadbury would sell their products to shops (business) that deals with beverages and confectionery like (Iceland, Sainsbury, Kwick Save, Tesco, Asda, Safeway) and also in post offices and newsagents and in vending machines. PROMOTION Through Cadburys promotional activities it can be clearly seen that they have been guided by their promotional and marketing objectives of "maximising profit† and also â€Å"to increase the sales†. Achievement of these objectives enables the business to meet the business objectives of being â€Å"Number one product in a given market†. Cadburys Company are the number one seller of chocolate confectionary product on the market, in the Europe and world-wide. Analysis of Cadbury's Essay -- Business Management Companies Essays Analysis of Cadbury's Background to business The Cadbury’s company started manufacturing chocolate in Birmingham in 1824. It was set up by Mr. John Cadbury. In the year 1847 the company changed when John and his brother Benjamin became partners and the company became known as the Cadbury Brothers of Birmingham. A year later the retail side of the business, which was allocated in Bull Street was passed to nephew, Richard Cadbury Barrow. In February 1854 the company received their first Royal warrant as ‘manufacturers of cocoa and chocolate to Queen Victoria. The company still holds the royal warrants of appointment. In 1861 both Richard and George Cadbury took over the business when their father retired. The Cadbury brothers were dissatisfied with the quality of cocoa products that were being produced by manufacturers including their own, for this reason the brothers wished to improve the quality of Cadbury cocoa products as to help the business to survive and prosper. The brother visited to the Van Houten Factory in Holland, after the visited the Cadbury brothers, started using a new processing technique. The Cadbury brothers introduced this new process for pressing cocoa butter from cocoa beans, the process made a more palatable cocoa essence. The company remained in Birmingham for 32 years and by then the factory had become too small for the worker force. The brothers decided that they had to move the factory to larger premises. The source of the quote below is cadburys.co.uk site. "Why should an industrial area be squalid and depressing?" Both brothers asked. "Why should not the industrial worker enjoy country air and occupations without being separated from his work?" "If the country is a good place to live in, why not to work in?" In 1878 the company was move to Bournville. After the death of Richard Cadbury in 1899, the Cadbury business became a private limited company: Cadbury Brothers Limited. George Cadbury became the Chairman of the Company’s new Board. The other directors were Barrow and William A. Cadbury (sons of Richard) and George’s own two sons, Edward and George Cadbury Junior. The Bournville factory site became a 'series of factories within a factory', as everything needed for the business was produced on site, with tin box pressing plants, carton making units, a design studio and pri... ...ain quality to their chocolate. PRICE Cadburys price their products competitively with their competitors. Cadburys products can be found in most local corner shops, Cadburys chocolates are price at the same price as their competitor: Example; Cadbury whole nut would cost 35 pence, while a Mars bar and Galaxy bar could also cost 35 pence. PLACE Cadbury sells anywhere where there is a demand for their products, special if there many customers that want to buy their products. Cadbury would sell their products to shops (business) that deals with beverages and confectionery like (Iceland, Sainsbury, Kwick Save, Tesco, Asda, Safeway) and also in post offices and newsagents and in vending machines. PROMOTION Through Cadburys promotional activities it can be clearly seen that they have been guided by their promotional and marketing objectives of "maximising profit† and also â€Å"to increase the sales†. Achievement of these objectives enables the business to meet the business objectives of being â€Å"Number one product in a given market†. Cadburys Company are the number one seller of chocolate confectionary product on the market, in the Europe and world-wide.

Assignment for School Essay

1. List and explain the meaning of the twelve standards of policing proposed by Robert Peel. Explain why each of these standards is still important today. (respond with a minimum of 200 words) The twelve standards of policing proposed by Robert Peel are: 1) the police must be stable, efficient, and organized along military lines (2) the police must be under governmental control (3) the absence of crime will best prove the efficiency of police (4) the distribution of crime news is essential (5) the deployment of police strength both by time and area is essential (6) no quality is more indispensable to a policeman than a perfect command of temper; a quiet, determined manner has more effect than violent action (7) good appearance commands respect (8) the securing and training of proper persons is at the root of efficiency (9) public security demands that every police officer be given a number (10) police headquarters should be centrally located and easily accessible to the people (11) policemen should be hired on a probationary basis, and (12) police records are necessary to the correct distribution of police strength (Bohm & Haley). Having an organized police force and well trained police force is essential for the public and their safety. You want to make sure that all of the policemen are not only physically capable of doing their job, but also have the basic knowledge of the field and the laws and what to do in certain situations that they might be put in. Ensuring that police officers are hired on a probationary basis will help to ensure the public that they will have the best they can on the force and make sure that they have police officers that do their jobs correctly while providing public safety. If we had a police force that was unorganized and under trained (under qualified for the position) the crime rate would likely increase due to lack of a well ran police headquarters. Bohm, R., & Haley, K. Introduction to criminal justice. (Seventh edition ed., p. 141). 2. Explain the main components of community policing. Identify the four steps in a community policing approach to problem solving and give an example of each. (respond with a minimum of 200 words) The main components of community policing are community partnership, problem solving and change management. Establishing and maintaining mutual trust between citizens of a community and the police force are essential to community policing. The community, as well as the police, needs to identify potential problems, propose solutions and implement a solution. There is a four step problem solving process referred to as SARA: Scanning- indentifying the problem; Analysis- understanding underlying conditions; Response- developing and implementing solutions; Assessment- determining the solutions effect (Bohm & Haley). An example for scanning would be observing the problem of people speeding through school zones and seeing the potential dangers for students crossing the street. Analysis would be to understand the potential dangers for the students that may be crossing the street during this time and the risk of being hit, or other problems that could occur from people speeding through a school zone. Response would be to develop a solution, place a police officer to conduct traffic and ensure that drivers are following the correct speed for the school zone. Assessment would be to look back after about a week to see if placing the police officer in the school zone had a positive effect on people speeding through the school zone. Bohm, R., & Haley, K. Introduction to criminal justice. (Seventh edition ed., p. 229). 3. Review the Law Enforcement Officer Code of Ethics in Figure 6.1 on page 200. In your opinion, which three Canons are the most important and why? (respond with a minimum of 200 words) The most important Canons in my personal opinion would be (1) the primary responsibility of police officers and organization is the protection of citizens by upholding the law and respecting the legally expressed will of the whole community and not a particular party or clique (2) police officers should be aware of the legal limits on their authority and the â€Å"genius of the American system,† which limits the power of individuals, groups, and institutions, and (3) police officers are responsible for being familiar with the law and not only their responsibilities but also those of other public officials (Bohm & Haley). I chose Canon number one because public safety is the number one goal for a police officer. Making sure that the officer will uphold the law to everyone in a fair manner is also a must, in other words an officer needs to be mentally capable of arresting their mother if it was deemed necessary. The reason I chose Canon number two was because an officer should never take advantage of their authority towards a citizen. There are a lot of officers that take advantage of their authority towards citizens and that causes the public to lose respect towards other officers, it is something that needs to be enforced. I also chose Canon number three because an officer needs to be familiar with the law so that they are able to enforce the law, if an officer does not know the laws then they will not always enforce it when someone is breaking it. Making sure that you keep other officers and public officials in line are important, if you are an officer and you see another officer breaking the law do not be hesitant to call it out as you see it; that is your job after all. Bohm, R., & Haley, K. Introduction to criminal justice. (Seventh edition ed., p. 200). 4. List and describe some of the ways to control and reduce police corruption. (minimum 100 words) There are many different ways to control and reduce police corruption. One way would be to select and maintain officers that have high moral standards. After hiring them ensure that you train them not only on the physical aspects and knowledge of the laws, but also giving ethical decision classes towards the law would be very helpful. Also having police policies and discipline towards the breaking of those policies will help to reduce police corruption. Having a proactive internal affairs unit that will conduct internal investigations will help to keep an eye on officers to ensure that they uphold their proper duties. (Bohm & Haley). Bohm, R., & Haley, K. Introduction to criminal justice. (Seventh edition ed., p. 267). 5. â€Å"Police Corps,† a military-style police academy, has been employed in some U.S. cities. The cadets of the mentally exhausting 6-month program eat, sleep, and live together in rooms near the academy with no televisions and with the constant threat of surprise inspections. Their days involve marching in military formation with a platoon leader barking out cadences, weight lifting, and classes on self-defense as well as law and criminal procedure. Afternoons are spent at the firing range, where they train with pistols, MP-5 submachine guns, and AR-15 assault rifles. After ending their days at 10 P.M. with little or no time for themselves to relax or study, they are occasionally awakened at 2 A.M. as instructors push them for practice in high-speed driving and patrolling tactics. At some point in the course, the cadets are put through 24 to 72 hours of sleep deprivation to teach them the effects of stress and lack of sleep on their bodies. The punishment for not following orders correctly is pushups. Supporters of the style maintain that the Navy SEAL–type training will help officers become more disciplined and community-oriented. Critics contend that the program is too extreme and isn’t necessary for a community police force, that it â€Å"isn’t needed in our society unless we’re in a warfare environment.†

Essay on What Caused the Holocaust - 2799 Words

The Holocaust could best be defined as the mass killing of about 6 million Jewish people during World War II. A lot of events led up to the Holocaust, during the Holocaust, and even after the Holocaust. Adolf Hitler, the leader of the Nazi party and was held most responsible for this terrible genocide. The Holocaust was a terrible time in our world’s history. It all began after World War I when Germany was humiliated due to the Treaty of Versailles. The Treaty of Versailles was given to the German power to sign following World War I in 1919. The Treaty forced Germany to give up land to other countries and any colonies that Germany had over seas were now owned by the League of Nations. Although Germany lost a lot of land due to†¦show more content†¦He marched into a meeting of thousands of German government oficials led by the leader Kahr. Aldolf Hitler told the officials about the army outside and that a revolution was beginning. After many attempts at taking ove r Germany, Hitler was officailly appointed Chanclor of Germany in 1933 (Pridham, Geoffrey). The Holocaust immediately started once Hitler was in power. His first plan was to use the Jewish people as a scape goat for the German people to belive that they did nothing wrong in causeing the breakdown of Germany. The first concentration camp that was created was called the Dachau concentration camp which was located outside of the cit of munich. A concentration camp was the place that the Nazi soldiers held Hitlers scape goats as prisoners. This camp itself held close to five thousand prisioners. The Nuremberg laws was one reason that it was legal to keep people held prisioner in the concentration camps. The Nuremberg laws were a lot of laws that were antisemetic and helped to build on Nazi beliefs. Most laws were directed towards the Jewish population. The first law created was called â€Å"the law for the Restorartion of the Profesional Civil Service† which didn’t allow Jews to create and organizations or take part in most of public life a whole. Another law that was made later in that same month limited the number of Jews who were allowed to attend school in Germany. Taking away education from the Jewish peopleShow MoreRelatedThe World Of The Holocaust1449 Words   |  6 Pagesdescribe the Holocaust. The Holocaust affected the lives of millions because of the hate inside of the Nazi’s. Why would the Nazi’s do this? This is a question almost nobody can answer. What we do know are the effects of the Holocaust; specifically, on the child survivors of the Holocaust. The Holocaust created a struggle with interpersonal relationships, psychological difficulties, and caused child survivors and their families have a drive for resilience. Most people could say the Holocaust bring feelingsRead MoreThe World Of The Holocaust934 Words   |  4 PagesThe Holocaust was the systematic, organized, frighten, vicious event that sponsored by N azi Party throughout the Europe continent that approximately took away six million Jews’ life with assisted from Nazi Germany and its collaborators, the event also caused different extent of casualties to contemporary third party countries in the Europe simultaneously. The official beginning date of event started from January 1933 when Adolf Hitler first came to power in Germany with Nazi as his backup to openlyRead MoreThe Holocaust And Its Effects On The Jews And The Rest Of The World1213 Words   |  5 PagesThe Holocaust was a systematic government enforced persecution and murder of the Jews that took place throughout Nazi-occupied territories under the command of Adolf Hitler. 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Nazi Germany and the territories it took over treated Jews like animals and did awful things to them. It is very hard to understand how an event like this could even happen and why someone would involve himself in this enormous, racist group and eventually genocide. It is important to know what caused the Holocaust in order for the worldRead MoreThe Horrors of Genocide: Night, by Elie Wiesel1699 Words   |  7 Pagesis equal. They often believe that they were superior to others because of their physical attribu tes and beliefs that they had. The Holocaust is a major example of the ignorance of some in history. This ignorance often resulted in the murders and mistreatment of many. Elie Wiesel was one of the six million plus people who were wrongfully mistreated during the Holocaust. Many believe that this sort of event could not occur in the current time period because people have become more civilized and tolerableRead MoreHysteria Comparison of the Salem Witch Trials and the Holocaust1222 Words   |  5 PagesGarza 11/30/12 English Final Draft Hysteria comparison of the Salem Witch Trials and the Holocaust During both the devastating Holocaust in the Germany and the tragic Salem Witch Trials in the small town of Salem, innocent people were brutally killed, causing hysteria among the people. Both groups of people endured hardships because of the hysteria that occurred among them. This hysteria caused people to react in ways that they would not usually act. Both of these events are very historicalRead MoreJewish Responses to the Holocaust Essay614 Words   |  3 PagesJewish Responses to the Holocaust Some Jews believed that God had â€Å"abandoned† them during and after the Holocaust. They believed this because beliefs claim that a Covenant was made between the Jewish religion and God to make sure Jews would go to the promise land if they were to trust and obey the Lord God. If this were true then the Jews were being betrayed and God had broken the Covenant between them. I personally believe that God did not abandon the Jews and thatRead More`` Maus `` By Art Speigelman And Film, The Best Years Of Our Life By William Wyler1720 Words   |  7 Pagesattacks on the environment during war. During the holocaust as viewers we only observe Hitler and his attacks on the Jews. But fail to take into consideration the effect of the individuals involved. Throughout the book Maus by Art Spiegelman, the author describes situations where people were brutally killed, people were separated from their families and sent into gas chambers to be killed. Multiple people suffered but those who survived the holocaust had a harsh time fitting into the normal way of