Language Is the Mirror of Society

Preamble: Sociolinguistics is the mirror of society. It is not presupposed. We have to mention some important feature and information to justify the comment. To prove this we should clarify some initial terms before discussing further. Sociolinguistics: Sociolinguistics is the study of the effect of any and all aspects of society, including cultural norms, expectations, and context, on the way language is used, and the effects of language use on society. Sociolinguistics differs from sociology of language in that the focus of sociolinguistics is the effect of the society on the language, while the latter's focus is on the language's effect on the society. Sociolinguistics overlaps to a considerable degree with pragmatics. It is historically closely related to linguistic anthropology and the distinction between the two fields has even been questioned recently. It also studies how language varieties differ between groups separated by certain social variables, e. g. , ethnicity, religion, status, gender, level of education, age, etc. and how creation and adherence to these rules is used to categorize individuals in social or socioeconomic classes. As the usage of a language varies from place to place, language usage also varies among social classes. The social aspects of language were in the modern sense first studied by Indian and Japanese linguists in the 1930s, and also by Gauchat in Switzerland in the early 1900s, but none received much attention in the West until much later. The study of the social motivation of language change, on the other hand, has its foundation in the wave model of the late 19th century. The first attested use of the term sociolinguistics was by Thomas Callan Hodson in the title of a 1939 paper. Sociolinguistics in the West first appeared in the 1960s and was pioneered by linguists such as William Labov in the US and Basil Bernstein in the UK Society: A society, or a human society, is a group of people related to each other through persistent relations, or a large social grouping sharing the same geographical or virtual territory, subject to the same political authority and dominant cultural expectations. Human societies are characterized by patterns of relationships (social relations) between individuals who share a distinctive culture and institutions; a given society may be described as the sum total of such relationships among its constituent members. In social sciences, a society invariably entails social stratification and/or dominance hierarchy. Insofar as it is collaborative, a society can enable its members to benefit in ways that would not otherwise be possible on an individual basis; both individual and social (common) benefits can thus be distinguished, or in many cases found to overlap. A society can also consist of like-minded people governed by their own norms and values within a dominant, larger society. This is sometimes referred to as a subculture, a term used extensively within criminology. More broadly, a society may be described as an economic, social, or industrial infrastructure, made up of a varied collection of individuals. Members of a society may be from different ethnic groups. A society can be a particular ethnic group, such as the Saxons; a nation state, such as Bhutan; or a broader cultural group, such as a Western society. The word society may also refer to an organized voluntary association of people for religious, benevolent, cultural, scientific, political, patriotic, or other purposes. A â€Å"society† may even, though more by means of metaphor, refer to a social organism such as an ant colony or any cooperative aggregate such as, for example, in some formulations of artificial intelligence. Language: The word â€Å"language† has two meanings: language as a general concept and â€Å"a language† (a specific linguistic system, e. g. â€Å"French†). Languages other than English often have two separate words for these distinct concepts. French for example uses the word langage for language as a concept and langue as the specific instance of language. When speaking of language as a general concept, several different definitions can be used that stress different aspects of the phenomenon. Language, The Social Mirror: Language is a multi-faceted phenomenon. For Chomsky, language is the human essence, a mirror reflecting the natural creativity of the mind. However, language, with its rich variation, can also be seen as a mirror reflecting the miscellaneous nature of the society or the distinct locality of a culture. In her book, Language, the Social Mirror (1982), Chaika states that language and society are so closely intertwined that it is impossible to understand one without the other (p. 1). The mutual dependence, mutual influence, and mutual shaping between language and society are inevitable. Similarly, language and culture are intimately interrelated. Instead of thinking of language and culture, Duranti (1997: 336-7), following Harry Hoijer (1953), suggests that we should think of language in culture. He further states, the linguistic system interprets all other systems within the culture. To expand this idea, we could say that language is in us as much as we are in language. This statement reminds us of linguistic relativity contained within the Whorfian Hypothesis, and at the same time suggests that language is a mirror of the society as well as culture . The following sections will look at language from a socio-cultural perspective, and point out the implications of this outlook on foreign language teaching. Language from a Sociocultural Perspective: In theoretical linguistics, uniformity is the norm; for a formal theory of language intends to reveal the regularity of forms and rules. Toward this end, linguistic data are limited to sentences (as the biggest linguistic units) taken from standard language. Generative Grammar is a perfect example of theoretical linguistics. By contrast, in the study of language in its sociocultural context, best represented by Sociolinguistics and Ethno linguistics, variation is the norm. As noted in passing, linguistic variation is better known as linguistic relativity. In the latest development of the discipline, there has been a pull-and-push tension between relativity and universality in the study of human language. In terms of degree, setting the chronological order aside, linguistic relativity is partly visible in Saussurean structuralism, quite visible in the Bloomfieldian school, highly idealized in the Humboldtian framework, strongly dominating in the Boasian tradition, and well established in the Sapir-Whorf Hypothesis. In our opinion, linguistic relativity is best captured by the neo-Bloomfieldian postulate: Every language is unique, structurally and culturally. Going back to the study of language in its sociocultural context, we believe that the most fruitful discussion of linguistic relativity should be related to linguistic universality. The notion of universality is very popular in the Chosmkyan school, but less popular in the Greenbergian school. The former, formulated in the theory of Universal Grammar, is essentially universality in micro-linguistics, mostly pertaining to abstract syntax. The latter, formulated in Universals and Typology (Comrie 1989), is universality measured across universal parameters in phonology, morphology and syntax, resulting in typologies across languages. While the approach in the former is more theory-driven and the approach in the latter is more data-driven, both the Chomskyan and Greenbergian schools are confined within the domain of context-free linguistics. Therefore, both types of universality are inadequate for the purpose of explaining linguistic relativity in context bound linguistics. To raise the matter of language and society we should discuss the relativity from linguistic perspectives. To the best of our knowledge, the most appropriate universal parameters to explain linguistic relativity are those proposed by Clark & Clark (1977: 516-17), a rather obscure reference since they are not theoretical linguists but scholars in Psycholinguistics. In fact, Clark & Clark do not give much elaboration to their parameters. Despite the marginal position of the following parameters in linguistic theory, they should prove very useful in explaining linguistic relativity. Universals in Human Language: a. Every language is learned by children. b. Every language is spoken and understood by adults easily and efficiently. c. Every language embodies the ideas people normally want to convey. d. Every language functions as a communicative system in a sociocultural setting. These universal parameters seem to be observation-based and hence empirically verifiable; and they are on par with the laymans definition of language, i. e. , language is a means of verbal communication. Not the structural feature but the functional nature of language is presupposed in each of these parameters. The question is: how do these universal parameters explain linguistic variation? Parameter (15) a implies that L1 acquisition is part of cultural transmission, or from the Chomskyan perspective the exposure of the LAD to primary language data. In acquiring their L1, children simultaneously acquire the sociocultural values. Parameter (15) b is true with mono-level languages, like Indonesian or English, but not necessarily true with multi-level languages, such as Balinese, Javanese, or Sundanese. It is observed that the mastery of Javanese varies considerably across speakers: all of them are fluent speakers of the ngoko low form, but not many of them, particularly among younger generations, are fluent speakers of the krama high form. The picture of prosperous society can be seen from this variation and the force is language. Parameter (15) c is universally true at the functional level, but variation occurs at the structural level and in the manner of conveying ideas. Parameter (15)d, like (15)c, is universally true with reference to a language as a whole communicative system, but languages vary structurally across cultures. The neo-Bloomfieldian postulate stated above (i. e. , every language is unique, structurally and culturally) modifies parameters (15)c and (15)d. Language as social network Language is a social phenomenon. Because language arises naturally and inevitably in all human groups, linguists study not simply the sounds, grammars and meanings of the world’s languages, but also how these languages function in their social settings. Many linguists believe that humans are genetically programmed to learn language, but it still takes social contact to turn on the switch that makes us talk. Because our social networks tend to be complex, we all use multiple versions of our native language. We may speak differently when we’re with friends, relatives or strangers; when we’re at home, in school or on the job. The context of communication — its purpose and audience — determines whether our words are spoken or written, formal or informal, full of slang or technical jargon, off-color, colorful, or colorless. The social context of communication also affects the degree to which our language approaches or avoids the norms of correctness that our speech community deems appropriate to the occasion. Social contact and social conflict both shape language. Relative changes in language due to social changes Social changes produce changes in language. This affects values in ways that have not been accurately understood. Language incorporates social values. However, social values are only the same as linguistic values when the society is a stable and unchanging one. Once society starts changing, then language change produces special effects. The use of language forms a closed loop, since it is modelled on the loop of projection and introjection. The difference between the two loops is simply that the psychological one is based on individual meanings and the linguistic one on social values. This link between language and social values is one of identity, but only as long as society is static or is evolving slowly. In a static society, the language is the society. Society is its language. The two are one. Language and society are two different systems since the structure within language centres on the static signifier whilst the structure within consciousness orientates on the dynamic signified. In times of stability the dynamic structure of consciousness is put on hold, so linguistic values and social values are one. However, as society changes so the dynamic structure gradually comes into the foreground. Perhaps it is more accurate to put this effect the other way around: as the dynamic structure of consciousness becomes accentuated, so society begins to change. Relative changes in society due to language changes: Language contains traditional values – this is what is implied in the ideas of social conditioning and social learning. In a static society, traditional values are unquestioned. Hence social learning takes the form of social conditioning. Social conditioning is the unquestioned or confused adherence to social norms, and occurs when society is taken to be self-referential. Society is the judge of its own needs. The only circumstance that normally breaks social conditioning in some degree is change. Therefore in a period of fast social change, chaos occurs as social norms are questioned, altered and perhaps even rejected. New norms are slowly generated. This chaos ensures that society can no longer be regarded as being self-referential. In this situation of chaos, language is grasped as being self-referential. Then language is no longer necessarily tied to social reality. In such times, values change as the values within language change and we may witness radical innovation in artistic genres. For example, the nineteenth century saw the focus on art for art’s sake, along with science for science's sake (neither art nor science were to be dependent of values external to themselves, such as social usefulness). Then the problem of grappling with the new possibilities of language produced the dense symbolism of Mallarme. In twentieth-century literary theory the text has become autonomous and self-contained, and/or the reader has acquired total freedom in his interpretation of the text. Language creates society: This relation is not apparent in static societies; it is easy to assume that society antedates language. Even ‘primitive’ societies are no exception. A ‘primitive’ society is one where language use is primitive, and indicates hunter-gatherer tribes – yet a tribe cannot be established until the necessary linguistic signs for authority are created. Society cannot be created until a group of people has some values in common. And values require a language to embed them and articulate them. It is language that brings people together and keeps them together. Language always precedes society. Even in small groups this relation holds: for example, in a political discussion group the people come together because they already have, or want to learn, a common political language. Some models to explain how language interacts with society: Features of society affecting language use and response may be (more or less): †¢ Static: e. g. thnicity, gender, class background †¢ Changing: e. g. education, age, social environment, attitudes and fashions †¢ Situational/contextual: e. g. immediate social situation (workplace, home, recreation, peer group, perceived formality of situation) In studying this wide field of language theory, we will find it impossible to have detailed knowledge of all social categories. We should, however, have a range of examples from different areas as shown above. We should also have a wide body of examples from a smaller range of categories – especially any on which we may be examined. We must be able to comment on language features (relevant to sociolinguistics) in these examples. Shirley Russell takes the first approach in Grammar, Structure and Style (OUP; ISBN 0-19-831179-6), looking in depth at gender, advertising and law only. George Keith and John Shuttleworth Living Language Hodder; (ISBN 0-340-67343-5) take the second – they do not identify any topic within the general subject area, but give copybook examples of how to â€Å"read† a text that embodies attitudes to society in its language use. Relationship between Education and Society To show the relation of sociolinguistics with society from educational perspective we should discuss the relationship between education and society. We have seen education in particular as a means of cultural transmission from one generation to another. The parents are the first teachers of the child and they still maintain an educative function throughout the early and formative years of the child. In most of the developing nations of the world, including Nigeria, parents are responsible for sending their children or wards to school. Since these nations are undergoing rapid socioeconomic and political changes, they witness special problems in evolving the appropriate education system, which will be able to produce the adequate manpower needs in all the segments of the society. Schools are established in many societies of the world so as to instill in the pupils those skill’s which will afford them the opportunity of taking their rightful positions in the society; but this function cannot be adequately accomplished without the assistance of the home because both the home and the school perform complimentary functions in the moral and intellectual development of the child. This means that the child cannot be educated in a vacuum or in isolation. Therefore, for a child to be educated there must be interaction between him and his physical and social environment. By this we mean that education is the development of personality. It is something which goes on both inside and outside the home and in the school. In other words, education is an activity of the whole community. This means that education is used in the transmission of the cultural values. One important implication of looking at education as the transmitter of cultural values is the fact that education can be influenced by the culture of the society in which it takes place. For this reason, one may infer that for a child to be educated, he must be influenced by his environment and, in turn, be capable of influencing it. And it is only by the concept of the continuous interaction of the individual and his society that the development of personality can be properly understood. We have noted above that education is a means through which the cultural values of a particular society are transmitted from one generation to another. Through this process, the society is able to achieve basic social conformity and ensure that its traditional values, beliefs, attitudes and aspirations are maintained and preserved. Clarks (1948) observed that a general knowledge and acceptance of the ideals and aims of our society is essential for all its citizens, and it must be achieved through education but in a form, which makes it compatible with freedom. So he reconciles the double purpose by saying that admittedly, the purpose of the educative society may be to make men conformable. But overmastering that must be the purpose to make men free. A society needs a stable and dynamic set of values and a, unified purpose. It is when this is ascertained that meaningful economic, political and social programmes can be embarked upon for ~he overall benefits of the citizens. To be a fully developed person in such a society implies full and creative membership of it with powers to change it. Ottaway (1980) contended that the transmission of culture still remains a vital function, and is not to be dismissed as merely conservative in the sense of being old-fashioned. He further observed that our children are potentially the society of the future, which still belongs to the non-social community, and education in this respect can be regarded as a socialization of the young. Education depends on the total way of life of a people in a society. This suggests that the type of education provided will differ from society to society. Besides, each society has her own norms, values and her own ideal persons who stand out clearly for the younger generations to emulate. Since all these societies are not the same, then it means that a man regarded as a hero in one society because of his contributions to educational development of the society may not be regarded as such in another society where education is not given priority in the scheme of their daily activities. It, therefore, implies that children have different people to emulate in different societies. It is logical to expect that the type of education given in each society will change from time to time as the society changes. Many writers have argued that education is one of the causes of social change in the society, but another school of thought is of the opinion, that educational change tends to follow other social changes, rather than initiate them. Ottaway (1980) observed that ideas of change originate in the minds of men; often in the mind of a single man. Exceptional individuals invent new techniques and propound new values for their society. These ideas arise from the impact of men on his culture, but do not change the culture until they are shared and transmitted by a social group. In his own submission, Boocock (1972) noted that societies undergoing rapid social change or modernization have special problems in adapting the educational system to the manpower needs of the world. They often suffer shortages of persons with special kinds of learning in engineering and other technical fields and may have difficulty in keeping persons with valuable skills once they have completed their education. Another area of the relationship between education and society is through the arrangement of the entire society into a hierarchical order that is, through the social structure in which education plays a prominent and significant role in fixing educated individuals into social classes. Ottaway (1980) observed that education is the process of preparing people to fit into this complex social structure and to play particular social roles as members of more than one institutional group. Individuals have to learn to be fathers or mothers, school teachers or civil servants, shopkeepers or priests. They have to learn to keep the law, to understand how they are governed and to be prepared to try and change the social moves when they see that they can be improved. Education as a social phenomenon is also concerned with the preparation of the child for his future occupation in life. This is one of the main economic functions of education and this is in the interest of both the society and the individual. Through education an individual knows the structure of the society and the different types of relationships that exist among those structures in the society. The child is taught how to perform different roles within the social structure in the society. These roles are inter-related. For example, the role of a father is a relational role; a father could be a son to another person. So education allows the child to perform his role adequately within the social structure in the society. In addition, the child is able to understand the network of inter-relationships among the different social institutions that make up the society. Also of importance are the different functions that are performed by each social institution in the society. Like an individual, each institution has definite functions to perform in the society and the functions of each institution differ from one to another even though they are complimentary. Another aspect of the relationship between education and society is in the area of social interaction. Social interaction may be defined as any relation between people and groups, which changes the behaviour of the people in the group. There is a need for social interaction by the child before he could acquire the culture of his society. This interaction in the society is therefore part of the child's education, provided that, that type of interaction brings about positive changes in the child's behaviour in a right direction as required by the educational system. One important point here is that the child has been taking part in group interaction long before he starts to attend school and the most common among these group interactions are within the family and the peergroup. These groups in which the child interacts give him the opportunity to learn from the wider circles in the society. From his social contacts, he learns his roles in different groups and this influences his personality development. Many sociologists have appreciated the relationship between education and society and have concluded that the two are so interrelated. That one cannot draw any line of demarcation between them. It has been observed that the educational system of any nation must be based on the needs and demands of the society and that any educational system that fails to meet the needs, aspirations and ambitions of the society is not relevant and is bound to fail. The educational system of any nation is concerned with, the transmitting of the cultural values of today to those who will live in the world of tomorrow, and contents of education must somehow strike a balance. Dubey et. al. (1984) observed that a good educational system, in all its full substance and ramifications, is related to the level of culture, industrial development, rate of urbanization, political organization, religious climate, family structure, stratification and other institutions of the total social system. Finally, education has to fulfill both the individual's needs and those of the society and must keep pace with other sub-systems in the society, as both variables are inter-related. Economy affects by language and society: By trying to detect evidence of the presence of the principle of linguistic economy in Early Modern English works, it was noted that most of the texts scrutinized and dealt with in this paper present the English language as a simple language to learn, made up of easy expressions and governed by few grammatical rules, which have undergone, in the course of many centuries, an ven more conspicuous simplification:  «the English Language is perhaps of all the present European languages by much the most simple in its form and construction This characteristic results from gradual linguistic changes, but it can also be traced back to the very nature of the English language and its speakers; English people are depicted as savers ( «we are a people very sparing of our wo rds, and even of our syllables »: White 1761:29), who avoid excessive efforts to communicate:  «we have a fondness for Abbreviations, and that fills our language with many Monosyllables » (Collyer 1735:68). Moreover, the monosyllabic nature of the lexicon is often underlined:  «monosyllables are very numerous in our English Tongue, that. s why it is an easy Tongue to write and to speak » (Aickin 1693:30). A lot of remarks concern the use of several abbreviations, or the lack of morphological endings that usually indicate syntactic connections, or again the purity and elegance of its construction, all aspects that indicate economy and saving as beneficial, almost peculiar characteristics of the language. Some of the most important aspects coming out of the analysis of the texts will be now considered and investigated, in order to emphasize the presence or the absence of the concept of economy in the observations collected; the related comments will be classified by linguistic levels. Conclusion: The whole discussion brought the vicegerency of language, society, economy, education, culture and so on among them. One is representative of another. Overall contributions make the society and sociolinguistics analyze the role of each individual element. We can strongly take apart to accept sociolinguistics as the mirror of the society. REFERENCES †¢ Wikipedia, the free world encyclopedia. †¢ Ronald Wardhaugh: An Introduction to Sociolinguistics. †¢ Becker, Alton L. 1995. Beyond Translation: Essays toward a Modern Philology. Ann Arbor: The University of Michigan Press. †¢ Brown, Douglas H. 1994. Teaching by Principles: An Interactive Approach to Language Pedagogy. New Jersey: Prentice Hall Regents. †¢ Brown, Penelope & Levinson, Stephen C. 1987. Politeness: Some universals in language use. Cambridge: Cambridge University Press †¢ Chaika, Elaine. 1982. Language the Social Mirror. London: Newbury House Publishers, Inc. †¢ Chaudhary, Nandita. 2004. Listening to Culture: Constructing Reality from Everyday Talk. New Delhi: Sage Publications. †¢ Chomsky, Noam. 1972. Language and Mind (Enlarged Edition). San Diego: Harcourt Brace Jovanovich Publishers. †¢ Clark, Herbert H. & Clark, Eve V. 1977. Psychology and Language: An Introduction to †¢ Psycholinguistics. San Diego: Harcourt Brace Jovanovich, Publishers. †¢ Comrie, Bernard. 989. Language Universals and Linguistic Typology (second edition. ) The University of Chicago Press. †¢ Duranti, Alessandro. 1997. Linguistic Anthropology. Cambridge: Cambridge University Press. †¢ Finochiaro, Mary. 1974. English as a Second Language: From Theory to Practice. New York: Regents Publishing Co. †¢ Blakemore, K. and Cooksey, B. (1981). A Sociology of Education for Africa. London: George Allen & Unwin. †¢ Boocock, S. (1972). An Introduction to the Sociology of Learning. New York: Houghton Mifflin. †¢ Clarke, F. (1948). Freedom in the Educative Society London: University Press. †¢ Dubey, D. L. et. al (1984). An Introduction to the Sociology of Nigerian Education. London: Macmillan. †¢ Durkheim, E. (1961). Moral Education, English Translation. London: Free Press. †¢ Havighurst, R. J. (1960). Education, Social Mobility and Social Change in Four Societies. Homewood, III: Dorsey Press. The assignment prepared and submitted by the following students:- |SL |Full Name |Batch |Full ID No. | |01 |Md. Harun-or Rashid |4th |BAEEM04081007 | |02 |S. M. Ahsanul Karim |4th |BAEEM04081004 | |03 |Khandakar Mahbul Alam |4th |BAEEM04081004 | |04 |Iqbal Hosen |5th |BAEEM05082004 | |05 |Arshadul Haque |6th |BAEEM06083001 | |06 |Kamruzzaman |6th |BAERM05082078 | |07 |Nazrul Islam |4th |BAERM01081004 | |08 |Md Abul Kalam Azad |7th |BAEEM07091013 | |09 |Md. Mahfuzur Rahman Hydar |8th |BAEEM08092003 | |10 |Md. Abu Taher |7th |BAEEM07091007 | |11 |Md. Niaz Morshed |7th |BAEEM07091060 | |12 |Md. Faruk Hossain |7th |BAEEM07091023 | |13 |Md. Mun-uddin |7th |BAEEM07091006 | |14 |Rafiqul Islam Akanda |10th |BAERM10101015 | |15 |Mohammad Mamun Miah |10th |BAERM10101046 | |16 |Md. Asad Ullah |10th |BAERM10101045 | |17 |Md. Rosul Amin |4th |BAEEM04081002 | |18 |Md. Ujjal Sheikh |6th |BAEEM06083005 | |19 | | | | |20 | | | | |21 | | | | |22 | | | | |23 | | | | |24 | | | | |25 | | | | |26 | | | | |27 | | | |

Online gaming Essay

Is trying to attain the needs of the student with the new scheme of education. The K-12 entails the addition of Music, Arts, Physical Education and Health (MAPEH) subject in grades 1, 2 and 3. Music is a colorful sound that we hear after birth. Playing music for infants in their first year provides for enhancement and benefit in future education. Music has different meaning to every individual. It works as a means of learning, relaxation, and fun. Everyday, young people spend more than four hours watching television, one hour using a computer and one hour of playing video games. No wonder why this era has become the â€Å"digital age†. We can also refer to the current era as a visual age. The demand for new abilities also transformed the workplace. â€Å"The secret sauce comes from our ability to integrate are, music and literature with the hard sciences, that’s what produces an iPod Revolution or a Google.† Friedman says. Today arts are needed by our young people as a means of expression, communication, exploration, and imagination. Arts help us strengthen the critical thinking skills. It also develops cognitive and creative skills. Physical Education plays a critical role in educating the whole student. Like other academic courses of study, physical education is based upon rigorous national standards that define what students should know and be able to do as a result of participation. It is unique to the school curriculum as it is the only program that provides students with opportunities to learn motor skills, develop fitness, and gain understanding about the importance of physical activity. Students will be provided an individualized, developmentally appropriate, and personally challenging instructional program that will advance the knowledge, confidence, skills, and motivation needed to engage in a lifelong, healthy, active lifestyle. In the propose study of the proponents, the students are going to apply and use the application not just for the entertainment but for them to learn on  something like any other word games. But with this study the students are expected to learn words from the subject itself. Statement of the Problem This study find answers to the following questions: 1. Can the new game be an effective tool for learning while keeping players entertained? 2. Can the new game be an effective way of teaching MAPEH and can it be equally effective for enhancing the critical thinking skills of the players? General Objectives The general objective of this study is to implement a word game that enables the learning of the MAPEH subject more exciting. By providing a learning environment that is exciting and entertaining, the hope is to increase learning effectiveness. This game will act as a future learning tool that will assist in the problems that teachers face in expanding a child’s vocabulary. The same can be said for a teacher trying to teach students where Cebuano is not their first language. This application can make players more determined to learn and to advance in the language by forming as many words as they can. It will let the players build and expand their vocabulary and strengthens the advantages of learning and playing this game. Specific Objectives To create an application that is effective in teaching MAPEH subject with fun ï‚ · To create an application that enhances the players’ critical thinking skills Conceptual Framework The concept of the game is that the player inputs the user name after the submission, the player has two options in selecting the type of game, whether a timed game or a non-timed game. If the player selects timed game, the player can select among the four categories; Music, Arts Physical Education, or Health. If the player selects random category, there will be two (2) minutes allotted time for the player to search for possible word/s and if the player find the word/s there will be an additional ten (10)  seconds added to the player’s remaining time. In non-timed game, there will be a leveling stage of difficulty and the player will construct for possible answer in every random category questions. There is a rule in giving hint, in non-timed game, there is a help button for words that were not yet found. The player can hit the hint button every twenty (20) seconds only to have discipline in using hint. The timed game scoring is based on the number of words find while the non-timed game ranking score is based the length of words found. To make the game more interesting and exciting, the proponents added a hall of fame list , wherein it has a ranking of the top 10 players displaying their statistics like longest word found and their achievements that they gain from timed and non-timed game. However, if the player wanted to quit the non-timed game, he can hit the menu button and quit. If the player losses in timed game, there will be a notification box that will pop-up in which the player could choose and decide whether to try again or quit the game and return to main menu. Figure 1.0 The process of the Gameplay Simulation Scope and Delimitation of the Study Scope The study focuses on developing a PC game application of a book worm style game where it contains many categories that are related to MAPEH subject such as Music, Arts, Physical Education and Health. This game, players can choose whether it is timed game or non-timed game. Players can play with different category such as Music, Arts, Physical Education and Health or player can choose a random category. This game has a time limit wherein the player needs to complete the word/s before the time ends. If they can answer questions then points will be given and will be placed in a ranking or players can quit the game and return to main menu. In timed game, players can choose different category or a random category. Players will get a score for every word and if they have the biggest scores they will be put first in a ranking. Delimitation The game will only delimit the following: o It will only focus on related MAPEH subject. o It will only cater 2D Graphics and does not project 3D graphics. o It will only use materials that are educational. All inappropriate topics will be excluded. Significance of the Study Students – This research is significant to the students that find MAPEH as a difficult subject. Teachers – This research is significant to the teachers for they will also learn new learning tools or other way on how to teach MAPEH subject. Players – This research is significant to anybody that plays games since this game can enhance the players critical thinking skills of the subject MAPEH . Future Researchers – Anybody that wished to create the same study can use this as a reference. They will find this helpful. Definition of Terms 2D computer graphics – 2D computer graphics are digital images that are computer-based. They include 2Dgeometric models, such as image compositions, pixel art, digital art, photographs and text. 2D graphics are used every day on traditional printing and drawing. Computer Gaming – Computer gaming is a type of video game playing that is played on a personal computer, rather than a dedicated video game console. CHAPTER II REVIEW OF RELATED LITERATURE AND STUDIES This chapter contains the review of related literature and related studies that contains relevant and useful information in conducting the research. Related Literatures Study examines potential positive effects of video games Video games have become part of our life. All age groups have a varying degree of experience with video games. Most games have been made for entertainment purposes. Nowadays, there is increasing controversy over the effects of video games. Parents worry about the negative effects of computer gaming on children, they’ve emphasized on the violent behavior and addiction of computer games. However, there are some positive effects which could benefit a person from playing video games. According to Snodgrass (2011), an associate professor of anthropology at Colorado State, video games can have potential positive effects on people. This was researched by examining the  different types of video gaming experiences and the effects they can have on players’ lives, including their self-reported levels of stress, life satisfaction and happiness. In video games, players could develop avatars and complete tasks in cooperation with other players. The complex and highly interactive nature of the game can lead players to feel as though they have become part of a vividly compelling alternate universe. The American Psychological Association (APA) researchers assessed their problem-solving ability by examining the types of cognitive, goal-oriented, game-oriented, emotional and contextual statements they made. Younger children seem more interested in setting short-term goals for their learning in the game compared to older children who are more interested in simply playing and the actions of playing. (Ostrovsky, 2008) Bookworm Deluxe Bookworm deluxe has similar concepts to Mother Tongue Bookworm. The game utilizes 2D graphic visualization, from a grid of available letters; players connect letters to form words. As words are formed, they are removed from the grid and the remaining letters collapse to fill the available space. The players are given a board filled with lettered tiles, and they have to string them together to form words. The player get points for each word and longer words are worth more points. A major benefit of the game is that it increases a player’s vocabulary. (Mueller, 2005) Scrabble Scrabble has been around for more than half a century now. Scrabble is a word game in which two to four players score points by forming words from individual lettered tiles on a game board marked with a 15-by-15 grid. The words are formed across and down in crossword fashion and must appear in a standard dictionary. There are three ways in which the player could benefit from playing this game. One of which is that it builds vocabulary, second is it helps one improve spelling and lastly in developing the skill of anagramming. The game application made by the proponents used this game as inspiration for the board game concept. (Rooni, 2010) Boggle game Boggle game or most commonly known as word factory is a word game designed by Allan Turoff. The game is played using a plastic grid of lettered dice, in which players attempt to find words in sequences of adjacent letters. The game is intended to help children learn to recognize letters and words, to practice hand-eye coordination, and to learn the correct spellings of basic words. (Nickerson, 2007) Synthesis The above mentioned related literature and studies, the proponents viewed that the proposed game application would be feasible and would significantly help those students most specially Kindergarten to Grade 3 students who are under the K to 12 program of the Department of Education. Children nowadays have access to technology that was not available in previous generations and therefore they have a unique opportunity to use this technology to aid in how they learn. By reversing the negative effects of video games, there are benefits that could be gained by players while having fun at the same time. CHAPTER III METHODOLOGY In this chapter, the proponents discussed the method used in this study and the different procedures in the development of the research. Moreover, it also included the research locale, design procedure, design instrument and the timeline of the study and how the gathered data collected and analyzed. http://www.sourcecodester.com/visual-basic/educational-computer-game-thesis.html

Bm 3614 Professional Selling ; Sales Management Product

BMW 3614 Professional Selling & Sales Management Product Features & Benefits Deconstruction and Creation of a ‘Silent Seller' You are required to do this assignment if you failed assignment 1 Briefing Sheet for Assignment 1 Analytical Step 1 . Select any single tangible product OR intangible service of your choice. 2. Secure a brochure or download other product information from the web. 3. Make a list of what you consider to be the most important product features. In this context the ‘cutting ; pasting of narrative information from your source material is allowed. 4.Link your list of features each with a corresponding benefit to form feature / benefit pairs. This analysis and listing will be captured in a Powering slide (refer to slide templates). 5. Perform a ‘benchmark comparison between your selected product and either a named single competitor or with similar competitor products in general. Be sure to provide a clear notation of your selected product's benchmark ing as either ‘o' (equivalent), ‘+' (better than), or ‘-‘ (worse than)you comparator. Your benchmarking comparison will also be captured in a Powering slide (refer to slide templates).Silent Seller Narrative 6. Create a general equivalence statement based on your ‘co's. 7. Create a specific recommendations statement based on your ‘+g's. 8. Highlight which potential objections have been identified based on your ‘-g's. 9. Create statement/s as to how you intend to deal with potential objections. Collectively, your silent seller narrative will be captured reprint slide (rater to Source Material 10. Examples of your source material should be submitted along with your Assignment. So WSDL I Buy one? 1 1 . The overall level of convincingness of your rationale and recommendation will also be assessed.

Anxiety Disorders Term Paper Example | Topics and Well Written Essays - 1500 words

Anxiety Disorders - Term Paper Example isorder, acute stress disorder, obsessive-compulsive disorder, social phobia, specific phobia, generalized anxiety disorder, agoraphobia, and panic disorder (Soggie, 2008). Furthermore, there are adjustment disorders with attributes of anxiety, anxiety disorders because of substance-induced anxiety disorders, residual form of anxiety disorder, and common medical conditions (Soggie, 2008). Anxiety disorders are ever-present across different societies. In general, the indications of an acute stress disorder manifest during or soon after the trauma. These severe traumatic episodes include brutal physical attack or rape, fatal accidents, and witnessing violence (Stein & Hollander, 2002). The indication of dissociation, which manifests an evident disconnection of the mind from the body or emotional form, is a vital issue (Stein & Hollander, 2002). Moreover, dissociation is distinguished by a perception of the world as an illusory or surreal place and may come along with poor recollection of the particular episodes, which is extreme form is recognized as dissociative amnesia (Soggie, 2008). If the behavioral disorders and symptoms of the acute stress disorder continue for more than a month, and if these characteristics are accompanied by severe trauma or functional injury to the victim, the diagnosis is transformed to post-traumatic stress disorder (PTSD) (Soggie, 2008). Due to the more chronic feature of post-traumatic stress disorder, several changes, such as hopelessness, decreased self-worth, difficulties in professional and/or personal relationships, and a sense of being irreversibly damaged, are commonly discerned (Soggie, 2008). Substance abuse usually arises, particularly involving sedative-hypnotic drugs, marijuana, and alcohol (Stein & Hollander, 2002). Women who are crime victims, particularly rape, torture, and others, are the most prone to PTSD. In general, among those exposed to severe distress, roughly 9% experience the disorder (Stein & Hollander,

Treatment techniques of mental illnesses throughout history Coursework

Treatment techniques of mental illnesses throughout history - Coursework Example The perception of mental illnesses tends to differ from one culture to another. As a result, different cultures have varying views of what is considered normal and what can be regarded as abnormal. A culture’s perception of mental illnesses has an impact on the intervention strategies, which will be employed while treating a mental illness (Videbeck 4). Traditionally, the psychotherapy relied upon in the treatment of mental disorders borrowed a lot from the psychoanalytic framework, as well as the existential approaches. The influence of Sigmund Freud in the treatment of mental disorders is remarkable owing to the fact that the notion of psychoanalysis can be traced back to his works. This paper will examine how the views on mental illnesses have influenced the techniques of treatment throughout history. The paper will also explore some of the Greek and Roman perceptions of mental illnesses, as well as views of mental illnesses during the Middle Ages. The paper draws from the works of various authors in answering the study questions. The views and treatment of mental disorders throughout history Throughout history, there have been various perceptions of mental illnesses that have guided the treatment of these diseases, as well as how the society perceives mentally ill persons. Among the Greeks, Hippocrates, the famous Greek physician, perceived mental illnesses as conditions that could be understood in relation to physiology that can be termed as disturbed. The Greek held that mental illnesses can be understood in the realm of possession by demons, or the anger of gods. Medical practitioners in Greek later on came up with treatments, which could be used for persons suffering from mental illnesses. These new forms of treatment focussed on the use of drugs in treating mental illnesses, as well as availing care from the family members who provide support to the mentally ill persons (Videbeck 5). The Greek can be regarded as the first group of people that id entified mental illnesses as conditions as opposed to the belief mental illnesses signified wicked supernatural powers. According to the Greeks, conditions such as hysteria only affected women as a result of their uterus that could be considered as wandering. The Greek also used some unique ways of treating mental illnesses. For instance, psychosis was treated using blood-letting while the treatment of depression took place through bathing. Based on the treatment methods employed by the Greeks, there was no room for the use of words that could console the patient (Davies et al. 18). In Greece, there was  some stigma attached to mental illnesses during the ancient times; mentally-ill persons suffered a lot of shame, humiliation, and loss of respect. Ancient Greeks believed that mental illnesses were an indication of punishment for both the major, as well as minor transgressions, which a person may have committed. The Greek society always shunned and isolated those individuals who h ad any form of mental condition. Some people could be locked up in order to keep them off from other people, and to some extent some could be killed in order to prevent them from becoming a nuisance to others in the society (Bewley 4). With time, the Greeks came to believe that the agents they did not see could not be used as the basis upon which mental disorders could be understood. As a result, there arose a need to know the exact causes of mental illnesses,

Web Services Technology and Information Systems Essay

Web Services Technology and Information Systems - Essay Example The paper offer comprehensive analyses of a profit-making web services software development scheme within the services sector to explain this issue. By means of premise study, an explanatory hypothetical outline of the structure development procedure, facilitated by web services is originated. Its major discovery is the recognition of the primary enabling function of the â€Å"Web services technology on system development†. Actually, Web services technology, being supported by XML, is confirmed to be differentiated by extensible series, which is consecutively proven the basic facilitator of innovative practices within systems study. In addition, results have shown it to be facilitator within systems realization as well about the part of related components, for instance, the target business along with its atmosphere, the project group as well as application software customs. The web services system development practices examined here appear within the possible capacity to assem ble intricate systems during a smaller, economical as well as additionally flexible method as compared to conventional system development ways.Apart from organizational development along with infrastructural development, a ‘third-order’ of motives could chip in to modify traditional practices for information systems development: the accessibility of innovative software technologies as well as structural designs, and mainly the rising Web services principles and implements. This study explains how the accessibility of Web services principles and tools is revealing fresh techniques of creating information systems.... The web services system development practices examined here appear within the possible capacity to assemble intricate systems during a smaller, economical as well as additionally flexible method as compared to conventional system development ways (Cordiero and Filpe, 2010, p. 55). Apart from organizational development along with infrastructural development, a ‘third-order’ of motives could chip in to modify traditional practices for information systems development: the accessibility of innovative software technologies as well as structural designs, and mainly the rising Web services principles and implements. This study explains how the accessibility of Web services principles and tools is revealing fresh techniques of creating information systems. This sort of argument may appear relatively old-fashioned and somehow immature. Specially, it may seem to look a lot like the ‘technically vital’ view of the primary pragmatic efforts within the field. However, th e explanatory hypothetical agenda formed here, supports the basic facilitating part of technology itself within software improvement practices. In fact, the underlying link is neither simple nor exclusive: Web services technology is an essential, although not adequate fundamental aspect of alteration in practices for information services development (Alkhatib and Rine, 2008, p. 87). This study explains how, apart from technology, additional elementary aspects are engaged, together with software venture market’s atmosphere, civilizing aspects, and achievement pace, software value as well as associated risk factors. ‘Web services’ is a component-supported software

Lloyds Banking Group Integration Essay Example | Topics and Well Written Essays - 2000 words

Lloyds Banking Group Integration - Essay Example Organisational Structures Special Issues for Banks Martin and Fellenz (2010, p.592) define organisation structure as â€Å"the formal arrangement of task, communication and authority relationships that influence and control how people co-ordinate and conduct their work†. It is assumed that organisations can choose their structures and change them through what Brunsson and Olsen (1993, p.211) refer to as â€Å"administrative reforms†, which they define as â€Å"expert attempts at changing organisational forms† (ibid). They claim the belief that formal organisations can be changed originates in â€Å"a rational, instrumental tradition† which assumes a hierarchical approach to leadership and power with an unequal distribution of work and working conditions, among other things (ibid, p.212). They question how much choice, in reality, organisational leaders have when they decide to change the organisational structure. For Lloyds Group, this is a particularly pe rtinent issue as consideration is being given to breaking up the larger banks to avoid the â€Å"too big to fail† belief following the global economic crisis of 2007-2008 (Treanor, 2011). The USA had, until 1999, regulations in place imposed by the Glass-Steagall Act 1934, which required different banking functions to be kept separate. Following the crisis, several commentators suggested the UK might consider such an approach (Goddard et al, 2009, p.374), although some believe it is unlikely to be implemented (Hindle, 2009, p.422). For Lloyds, such a break-up would be change imposed by the environment rather than a choice for senior management, something that Brunsson and Olsen see as a key issue for those who look to change organisational structures. They believe any organisational change is affected to a greater or lesser extent by the context within which that change takes place and organisational structure can simply be the result of a series of unconnected events that we re not originated by the organisation (1993, p.219). As the banking industry is currently subject to heavy scrutiny by both government and the public, any changes Lloyds Group decide to make will be affected by that scrutiny and the prevailing culture of risk avoidance. In addition to the possibility of an imposed break-up, Lloyds must also consider the current regulatory requirements that insist on divisions, whether real or virtual, between different functions within the Group (â€Å"Chinese walls†) to avoid issues such as insider trading and dealing with privileged information, something the USA have recently reconsidered within the Dodd-Frank Wall Street Reform and Consumer Protection Act (Hay and Goebel 2010). This analysis must therefore be considered in the light of the specific requirements of the banking industry currently in place and the likelihood that further changes will be required in the immediate short term. Possible Organisational Structures The structure of an organisation should be determined by the strategy the organisation pursues and the business undertaken to deliver products and services to customers (Mullins 2010). Lloyds Group needs to determine what business it is in and how it intends doing that business, before it can decide how to integrate the different parts of the Group. On the assumption that the purpose of the integration

Strategy definition of Lloyds bank TSB Essay Example | Topics and Well Written Essays - 500 words

Strategy definition of Lloyds bank TSB - Essay Example yers in the industry, who prove to be large-scale retailers, this company’s focus is ensuring that it can register growth (Competitor strategies & industry trends 2014, p. 20). This is the reason why it intends to register a 40 to 50 % growth in its balance sheets in a period of five years. This is achievable because of the increasing growth in mortgages (How Lloyds responds to changes in the business environment 2014, p. 3). The Lloyds TSB banks need to continue registering growth if the group is to remain a leader in the UK banking sector. The company will focus on its core business and invest more in its iconic brands, factors that will ensure a high level of profitability (Lloyds Banking Group plc SWOT Analysis 2014, p. 6). Lloyds Bank TSBs business strategy focuses on the customer. This strategy was developed after realizing that customers were the most important entities in any business. If the bank can satisfy customers, then it is assured of registering growth. It intends to offer all its customers an outstanding experience (Lloyds TSB Bank 2010, p. 29). This experience is defined by reliability, consistency, and convenience. Moreover, the bank will invest in its digital capability, providing a platform for online and mobile branches, a factor that will present customers with the increased convenience of banking (Patrick 2011, p. 29). In addition, the bank is determined to open up networks of branches that can meet the emerging needs and preferences of customers. The Lloyds Bank TSB has the three categories of its customers as the core of its business. It intends to keep helping households, communities, and businesses (Ray 2013, p. 55). Through its mortgage plans, the Lloyds Bank TSB offers househo lds the opportunity to own a home. In addition, it helps the entire British community register economic growth and have the appropriate social wellbeing by using its experience and expertise. Moreover, the Lloyds Bank TSB has the intention of continuing to

Perinatally Acquired HIV Infection Term Paper Example | Topics and Well Written Essays - 750 words

Perinatally Acquired HIV Infection - Term Paper Example With the advances in medical science, perinatal HIV-1 transmission rates in the United States have decreased strikingly due to an amalgamation of suitable measures taken; encompassing improved voluntary counseling and HIV-1 testing (VCT) for pregnant women, prevalent use of antiretroviral prophylaxis or combination of antiretroviral therapy, avoidance of breastfeeding, and elective cesarean delivery (Shetty, 2005). In some cases the preventive measures are not seriously taken and these missed opportunities are responsible for 300 to 400 HIV- 1 infected infants, born annually. It is the sole responsibility of the pediatrician to prevent perinatal transmission of HIV-1 by finding out newborns born to infected mothers. These mothers are not tested during pregnancy. Pediatrician must administer antiretroviral prophylaxis, and ensure follow-up to verify or eliminate the diagnosis of HIV-1 infection in early infancy (Shetty, 2005). Estimates of the number of children infected with HIV in t he United States range from 10,000 to 20,000. Nearly all (90%) new HIV infections in children result from perinatal transmission. The overall incidence of perinatally acquired AIDS cases declined by 67% from 1992 through 1997 (Priority: HIV and AIDS). It is manifested that number of perinatally acquired cases increased each year between 1984 and 1992, the current results reveal the decrease in the statistics not only in terms of number of new cases but also a reversal of the previous cases (Priority: HIV and AIDS). Decline in perinatal transmission are attributed largely to the combined effect of both increased counseling and testing for HIV infection prenatally and the use of zidovudine (ZDV) therapy during pregnancy among HIV-infected women (Lindegren, 1999). The AIDS Clinical Trials Group (ACTG) 076 trial demonstrated that ZDV therapy reduced perinatal transmission from 25.5% to 8.3%. it is also manifested that Standard therapy defined by the US Public Health Service (USPHS) emph asize upon oral administration of ZDV to the mother in the prenatal period, intravenous administration of ZDV during the intrapartum period, and oral administration of ZDV to the newborn (Mofenson, 1999). More effective counseling and testing prenatally makes it possible for a greater number of women and infants to benefit from antiretroviral therapy. It is observed that, some women still do not receive antiretroviral therapy during the antepartum period as recommended, it is therefore essential that the treatment schedule of - before, during, and after delivery of the ACTG protocol must be strictly followed to reduce the perinatal HIV infection, a noteworthy declines in perinatal transmission were examined since 1995 due to the speedy integration of this regimen into clinical practice (Mofenson, 1999). Healthy People 2010 Baselines and Targets for HIV/AIDS has included objective no. 13.17 for reducing new AIDS cases of perinatally acquired HIV infection to reduce the rate of infant mortality (Priority: HIV and AIDS). The table in the appendix indicates trends in AIDS and HIV cases in newborns for the years 1999-2003 in Chautauqua County. The rate is diminishing, indicates that over the period the number of newborns with HIV has reduced (Priority: HIV and AIDS). According to the Health People 2010 Initiative, 50% of HIV

Race and Ethnicity Essay Example for Free

Race and Ethnicity Essay Stereotypes can convey characters and images quickly and clearly, so advertising relies on stereotypes as shortcuts to meaning. The time and space constraints of advertising and any other commercially driven message simply cannot allow for a complete representation of people from any given social group, but stereotypes can clue in to the importance responsibly. Depending on how they are formed and used, stereotypes can present problems. They can be used in functional or dysfunctional way. The functional aspects of stereotypes; stereotype is valuable to create classifications of individuals and serves as conventional characters. So, they are functional when they are accepted as a natural way to guide our expectations. Dysfunctional stereotype, a stereotype in which abnormal or impaired aspects of a culture are emphasized. So, they are dysfunctional when they are used as the sole way to wholly judge individuals incorrectly, seeing them only as part of group. An example of a functional stereotype is that the Germans are punctual, which is correct. On average, they are more punctual than many other peoples. Certainly, the Italians and the Spanish have a different concept of time. For the Spanish, knowledge of this aspect of the German culture means that they can adapt their behavior: when they are expected for dinner, 8 o’clock means 8 o’clock, and not 9 or 10 as it does in Spain. An example of a dysfunctional stereotype is the British saying that the French are dirty, oversexed, and ludicrously obsessed with their culture, and the French saying that the British are cold, uncultivated, hypocritical, and unreliable. Yes, the British are more reserved in the eyes of the French, just like now, Hong Kong people think the mainland people are dirty, low education level, no civic sense and so on all these are dysfunctional stereotypes. However, it is necessary for the advertisements to consider the fact that the dysfunctional aspects of stereotypes far outweigh the functional aspects. Constant exposure of representation of social identity in stereotypical terms in media discourse can make people experience the dangers in real life. For instance, In 2009 „Coke Brrr side of life? television commercial, racial or national identity are presented in stereotypical terms. Problem arises when Blacks/Africans are more negatively stereotyped than Whites/Americans/Europeans and Japanese/Asians. Negative stereotypes generate negative social meanings or implications. By being depicted as lacking in seriousness in the midst of a serious world conference, the African representatives seem misplaced or misbehaved. The negative social implications of these Sambo stereotypes are that Africans are seen as less civilized and less educated than Europeans and Asians, and thus inferior to them. The negative racial stereotyping is inevitable. It is necessary for the producer of this commercial to exploit the functional aspects of stereotypes—creating classifications of individuals and as conventional characters in popular stories—to achieve their profit-oriented goal. What is more significant for the producer(s) to consider is the possibility of audience?s increasing anxiety that may be triggered by the broadcast of TV commercials with negative stereotypical representations like 2009 „Coke Brrr side of life? and the risk of this anxiety to become audiences and consumers? resistance to the commercial and the advertised product. If resistance happens, it is unlikely that the producer(s) can reach their profit-oriented goal. http://www. youtube. com/watch? v=99PC7AtabVk youtube of â€Å"Coke Brrr side of life? in 2009 television commercial

Globalisation Of Communication Curriculum

Globalisation Of Communication Curriculum Globalisation is a word used more often today than twenty or thirty years ago. Globalisation describes the increasing movement of people, knowledge, ideas, goods and money across national borders (Eberlein 2011:15). When talking about globalisation people mostly refer to the political, economic and technological changes which they think makes the world function differently today than it did twenty or thirty years ago It is assured that higher education institutions are affected by globalisation and are being transformed on a day to day basis and is speeding up the process of interconnectedness. Most of the universities are internationally recognised and in touch and informed with what other universities across the world is doing (Marginson van der Wende 2006:4). According to Marginson and van der Wende (2006:4), globalisation is not a single or universal phenomenon. It is nuanced according to locality (local area, nation, world region); language(s) of use, and academic cultures; and it plays out very differently according to the type of institution. It is nearly impossible for single higher education institutions and countries to isolate themselves from other institutions across the globe because of the interconnected global environment. Globalisation has made it possible for institutions to be connected and visible to other institutions around the world through the medium of social networking and cell phones (Marginson van der Wende 2006:4). 3. Globalisation and Communication ICTin South Africa has developed faster than expected and it makes the mobility of learning easier and more accessible. ICTs has an increased influence on any society and this has resulted in the transformation in communication and sharing of information around the world (Bilas Franc 2010:105). Bilas and Franc (2010:105)say that ICT ensures a speedy flow of information at a low cost. Globalisation is changing the way we communicate to others and what we communicate. The University of Pretoria uses a website what we call Click-up, this site is used only by students and lecturers that are registered at the University of Pretoria. Lecturers have the opportunity to distribute their lecture notes and any other additional information with regards to their subject field or module on the website. The students can than access this website and download any notes and information they may require. It is also used as a communications tool for lecturers and students. The lecturers can communicate with students by posting announcements on their particular subject of module link. Students can also communicate with fellow students by commenting on a specific module link and also so with the lecturers. This is a fast and effective way of communicating between lecturers and fellow students and the sharing of information. I myself would be lost without Click-up and I find this website very convenient and easy to use and as mentioned earlier it is a source where inf ormation is sent fast and at a low cost. 4. Globalisation and Curriculum Curriculum means to study a few different subjects in one course either during school or at university level. Globalisation has a major effect on curriculum in terms of the course content and subject content. It has impacted the curriculum polies to an extent where lifelong learning is an important factor in the Outcomes Based Education (OBE) system. Ngubane (2008:17) says that the global economic dynamic desires to make education systems even more receptive to the goals of a global world through reviving human capital theory as a key ingredient of instrumentalist education. She says that with new developments taking place, the education system needs to keep up to date on a daily basis because of the impact of globalisation. Therefore the education policy must be of such dynamic structure so that it can restore itself (Ngubane 2008:15). The globalisation concept is promoted by the speed of education development, number of skilled citizens and number of trained academics. This means that certain effects of globalisation are responsible for the changes in the education system. To keep up with global change, the education system, tools, methods and structures must follow economic trends. Globalisation has changed the world and increased the international understanding between people by bringing them together from across the globe (N gubane 2008:16). In relation to what is said above, there are four key transformations associated with the effects of globalisation. One of the key transformations is accreditation and universalization. This means that an institutions accreditation serves the purpose of: assisting with state funds, providing loans and bursaries and when ease-transfer becomes helpful to students who wish to move from one institution to another (Ngubane 2008:20). At the University of Pretoria they have a policy where funds are available to assist students with access to state funds. Student finance is available to students who have difficulty to pay intuition fees up front. A student can apply for a student loan from the university or they can apply for a bursary to help lift the burden temporarily. At the University of Pretoria they also have a programme where exchange students have the opportunity to visit and learn possible new skills at the university for a certain period of time to see how we in South Africa operate in relation to their own home country. When students wish to transfer from one institution to another they will get full recognition and credit for the courses that they have already done and passed 5. Globalisation and Culture It is said that the global situation is in the process of change and that a New World Order will affect all humanity and developing countries. Cultural ideas and images can be transported from one end of the earth to the other end in an instant, wirelessly and through satellite technology. Because of this, diverse culture groups in different countries are brought together faster at an alarming rate. This is what globalisation means, being connected to the rest of the world through the internet and technology (Sijuwade 2006:125). Sijuwade (2006:125) says that: Part of the process of globalization is the need to develop a culture that, in some broad way, can transcend diverse economic, ethnic, political, racial, and religious backgrounds. A teacher is appointed to equip all learners with the skills, knowledge and values to resolve cultural and social conflicts that may arise amongst them peacefully and to respect each others culture and traditions in order to become responsible citizens of South Africa (Power 2000:7). Culture changes on a daily basis, from traditions to religions. South Africa is a very diverse country with eleven official languages which makes it a unique country. It is important for all South African citizens to be language and culture sensitive. During my experience at university it is clear that there are a lot of diverse culture groups being brought together as one Rainbow Nation. Seeing all these different groups is defiantly a new experience for me. I went to an Afrikaans-speaking medium school in Pretoria and the majority of the children there were white speaking Afrikaners. Today I get to participate in a whole new culture. Global forces are increasing populations and mixing all cultures, this has forced people to learn to live together and to celebrate difference as a fact of life (Power 2000:3). Cultures and traditions have changed over the past several years in relation to dress codes and eating habits. A practical example will be the Indian people, their culture has w esternised so much in the sense that they do not dress the way they would have 20 years ago. The Indian culture at varsity has modernised. They come to varsity dressed in jeans and t-shirts; they dont wear their traditional saris anymore and its the same with the African culture, they dont wear their traditional African outfits anymore. This means that we are moving into a new culture where everybody dresses of the same nature, we are all of one rainbow nation, united as one. 6. Conclusion In South Africa education is being shaped and influenced by the global market economy. It is changing the curriculum in schools and tertiary institutions. The staffing of a school is dependant by the number learners enrolled into that particular school for that particular year, when the teacher-learner ratio is exceeded, teacher are forced to be transferred. As said before, it is evident that the South African education system is shaped and influenced by the forces of globalisation (Ngubane 2008:24).