Digital Forensic Computers Forensic Forensic Models Information Technology Essay

Digital Forensic Computers Forensic Forensic Models Information Technology Essay Today the increasing number of computer and electronics components has demanded the use of Digital forensic showing that the digital forensics can be implemented in specialized fields of law enforcement, computer security, and national defense. In the information technology period, information stored in the devices are digital as mostly the institution or organization use computer storage media as compare to paper used by writers, scholars, scientists, musicians, and public figures. This gives new challenges to these concern persons related to accessing and preserving information, data recovery and maintaining trust. In this article, review of the currently available investigation processes, methodologies, different tools used by forensics experts and finally a conclusion will be done. Keywords Digital Forensic, Computer Forensic, Forensic Models, Computer Forensic Investigation, Digital Forensic Methods, Forensic Techniques, Forensic Tools Introduction Digital forensics is the branch of forensic involving the recovery and investigation of material found in digital devices due to incident of computer crime occurrence. Digital forensic is a synonym for the computer forensic in early start but today it includes other area of investigation like computer, database, and network, mobile which are capable of storing digital data. Due to much advancement in various types of technology devices, media, digital forensics has defined the sub branches according to the investigation required. One of the digital forensics branches are Computer forensics, Mobile device forensics, Network forensics, Forensic data analysis and Database forensics. Computer forensics involves the examination of the digital media stored in the computers for investigation purpose, mobile forensic is recovery of digital evidence from a mobile device, network forensic is the getting evidence related to network traffic, information gathering or evidence collection of intrusion detection, forensic data analysis is investigate the pattern of fraudulent action using structure data while the final one is database forensic is the study of databases and their metadata including the its contents, log files and in-RAM data investigation. When the computer forensic is in consideration usually three different sets of people from Law Enforcement agencies, Military, Business Industry are involved with the intention of tracking down attackers/hackers and criminals who attack the security of systems and use computers for unauthorized activities. Computer Forensic address the issues of National and Information Security, Corporate Espionage, White Collar Crime, Child Pornography, Traditional Crime, Incident Response, Employee Monitoring, Privacy Issues. In the following this paper start with investigation phases, methods and techniques and tools how this information helps the novice in the computer, network, mobile and database forensic. Forensic Methodologies à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬ Phases of Computer Forensic Before discussing the forensic methodologies one should be familiar with the few terms of forensic terms. One of them is forensic evidence. A brief overview of evidence, categorization, rules, standard guide, and its basic principles in order to ensure the chain of custody will be outlined. Evidence is any item or information gathered at the scene of a crime, or at related locations, which is found to be relevant to an investigation. There are many different types of evidence, from DNA and tire marks, to bloodstains and fingerprints Evidence should be Admissible, Authentic, Complete, Reliable and Believable. Evidence chain of custody protects its integrity. It can be categorized as primary (best type evidence using documentation), secondary (Oral or eye witness), direct, conclusive, circumstantial, corroborative and opinion evidence. There are guides available for Computer Based Evidence e.g. By Association of Chief Police Officers. During evidence collection following principle should be strictly followed by investigator There should be no change of data on a computer or other media taken Person should be competent while accessing original data held on a target computer Audit trail or other record of all processes applied to computer-based evidence should be created and preserved. He will ensure the law and principles of possession and access to information contained in a computer. So many forensic investigation processes have been developed till now. The objective in this paper is to make the forensic investigation process or model with common phases of forensic to perform the intended investigation as compared to others model. Few models that exist are mentioned below. Computer Forensic Investigative Process (1984) Abstract Digital Forensics Model (ADFM) (2002) Enhanced Digital Investigation Process Model (EDIP) (2004) Computer Forensics Field Triage Process Model (CFFTPM) (2006) Scientific Crime Scene Investigation Model (2001) Common Process Model for Incident and Computer Forensics (2007) Network Forensic Generic Process Model (2010) Here is the generic investigation process namely the Generic Computer Forensic Investigation Model (GCFIM) proposed in this article that share the common phases with previously developed models. Figure below, demonstrate the proposed GCFIM. Model (GCFIM).JPG Pre Process is the first phase of Generic Computer Forensic Investigation Model. In this phase the tasks are linked to other tasks that required to be completed before the investigating and collecting the official data. These tasks are having the required approval from concern authority, preparing and setting up of the tools to be utilized, etc. Acquisition and Preservation is the second phase of Generic Computer Forensic Investigation Model. In this phase tasks performed related to the acquiring and collecting evidence in acceptable manner in which concern data is together base on the accepted methods utilizing a variety of recovery techniques, then the task is identifying the digital components from the acquired evidence, and finally in this phase the tasks are transporting, storing and preserving of data such as creating a good quality case management and ensuring an acceptable chain of custody. Overall, this phase is where all concern data are captured, stored and presented for the next phase. Analysis is the third phase of Generic Computer Forensic Investigation Model. This is the core and the heart of the forensic investigation process. It has the largest part of phases including the tasks such as evidence tracing and validation, recovery of hidden or encrypted data, data mining, and timeline etc. Different types of analysis are performed on the acquired data using the appropriate tools and techniques to recognize the source of crime and eventually discovering the person accountable of the crime. Presentation is the fourth phase of Generic Computer Forensic Investigation Model. The finding from analysis phase are documented and presented to the authority with expert testimony. The documentation presented also includes the adequate and acceptable evidence in order to understand by the concern party easily. The final outcome from this phase is either to prove or disprove the alleged criminal acts. Post-Process is the last phase of Generic Computer Forensic Investigation Model. This phase concerns only the appropriate finishing of the investigation work. Digital and physical evidence should be appropriately handed over to the authorize owner and kept in secure place, if required. Finally but not the last, if there is a need to review the investigative process in each phase it should be done for the perfection of the future investigations. Challenges during Forensic Investigation There are some technical, legal, resource as well as general and specific challenges during the investigators face. Technical challenges are faced in finding the criminals over the internet; legal challenges are the result of not competitive with the currently technology, social environment and structure while the challenges in resources that the support should be available in all levels. The challenges that are faced during computer forensic in general and specific are the tools or techniques limitation from the private sector, no standard definition and agreements of computer crime, no proper background availability to perform testing, huge number of Operating System platforms and file formats due to which unavailability of experts with true titles. Other than these challenges during investigation it may take large space of memory from Gigabytes to Terabytes or even may require the storage area network. For computer forensic expert it is also challenging to have the expertise in RA ID level, embedded system along with Network and Grid computing. Forensic Tools Now in the following few of the forensic tools in the domain of computer, network, mobile, database and some others are briefly described. Reason for Using Computer Forensics Tools There are multiple reasons for choosing the computer forensics tools like systems utilized by the defendants and litigants, to recover the lost data in case of hardware or software malfunction, to investigate about the computer usage in case of employee termination or when the system is attacked by an intruder. To investigate computer crimes different computer forensic tools like disk imaging software for the file structure and hard disk content can be used, for comparing the data between original and copy Hashing tools can be used which assigns unique number for violation verification and for recovery the lost data or deleted data recovery programs can be used. Similarly software and hardware write tools can be used to reconstruct the hard drive bit by bit as these tools generate the copy of hard disk. Encase is well know commercial tool that can perform various tasks like disk imaging and verification and analysis of data while PC Inspector File Recovery is a free tool helps in revealing and recovering the contents stored in any type of storage media that is connected with the computer even if the content is deleted. Network forensics Network forensics deals with the capture, recording or analysis of network events in order to discover evidential information about the source of security attacks in a court of law. There is a tool known as eMailTrackerPro that can track down the sender message by detecting the IP address in the header. If there is a need to view all information like IP address, country information or domain information SmartWhoIs can be used as free available network utility. To perform the web forensic famously known tool Mandiant Web Historian can help forensic examiner to verify how the intruders looked into the different sites by reviewing the history files of web site. Other tool Index.dat can be used to view the browsing history, the cookies and the cache as it gives the critical information about a cookie like its key-value pair, the website address associated with the cookie, the date/time the cookie was first created and last accessed and etc. Ethereal is network packet analyzer, WinPcap is the packet capture tool used to capture the packets and AirPcap is the packet capture tool for the IEEE 802.11b/g Wireless LAN interfaces. Mobile Forensics Mobile forensics as the name implies is to investigate data from mobile device for evidence purpose regardless of the mobile system of GSM / GPRS / WIFI technology. Investigator concentrate on either call data or SMS/Email data with the help of different commercial, non commercial, open source, command line or physical mobile forensic tools. The forensics process for mobile devices differ in these three main categories: seizure, acquisition, and examination/analysis while other aspects of the computer forensic process still apply. Some Commercial Forensic Tools include AccessDatas MPE+, FINALMobile Forensics by FINALDATA, Oxygen Forensic Suite, while Open source tools include iPhone Analyzer, the Mobile Internal Acquisition Tool, and TULP2G plug-ins. Performing mobile forensic using command line System commands, AT modem commands and Unix command dd can be used. Database Forensic Tools used for database forensic are ACL, Idea and Arbutus as it is the forensic study of databases and their metadata. These tools record action in the documented form about the forensic expert on the database as he uses database contents, log files and in-RAM data. Still there is need to do research in this field to perform database forensic that demands skill experts. Conclusion The information provided in this article helps the reader with basic understanding of digital forensic and its branches with the aim to do further research in specific area of this field. Different Forensic methodologies are outlined in order to give the choice to forensic expert to choose this methodology or design his own process model. Further the different tools especially the open source one can enhance the forensic expert skills. Today the technology is advancing very rapidly and developing skills in multiple areas enhances the professional career and money value of the individual.

Oklahoma Bombing Speech Analysis

One of the top 100 speeches of all time was said by Bill Clinton, when he was addressing the memorial of the Oklahoma Bombing. This was said In 1995 when tragedy struck the lives of hundreds. Innocent women, men, and children were murdered for no apparent reason, and people needed someone to turn to. This person was Bill Clinton, he responded In ways of composure and emotion that just added to his already powerful speech; he addressed the Issues the correct way. He was given the almost Impossible task to piece the nation back together after this ragged.HIS goal was to mourn with the audience, but not to dwell on It, he wanted to try and help them to move on. HIS use of pathos, logos, and ethos added to the effectiveness of the speech. He began his speech by addressing the ones that were most effected, and then by addressing the rest of the world. He establishes himself and his credibility by not only being the president, but also being a father, a husband, a person. When he says â₠¬Å"Hillary and I also come as parents, as husband and wife, as people who were your neighbors for some of the best years of our lives.This builds his pathos and ethos and allows the audience to connect with him on a more personal, deeper level, knowing that he is just like the rest of them, that they share a common ground. This allows Clinton to talk to them, not above them. Immediately after this he uses the emotions of the audience to his advantage, through the use of pathos. He grieves and mourns with the audience; this is shown when he says â€Å"You have lost too much, but you have not lost everything,† everything being America. Clinton uses a quotation from a widowed mother that only helped the rhetorical sense of the speech.He quotes her by saying, â€Å"The anger you feel is valid, but you must not allow yourselves to be consumed by it. The hurt you feel must not be allowed to turn into hate, but instead into the search for Justice. † These words are powerful a s is, but the fact that they were spoken by someone who has experienced what they are going through cause the words to mean so much more. They listen to her words more the Clinton in my opinion, because she has been In their shoes. Another use of quotations Is when he quotes Mr†¦ Keating â€Å"If anybody thinks that Americans are mostly mean and selfish, they ought to come to Oklahoma.If anybody thinks Americans have lost the capacity for love and caring and courage, they ought to come to Oklahoma†. This helps the audience feel closer to the situation, they may grieve together, but they will also fight together, for Justice. He also fortifies his speech by the use of parallel structure and repetition In order to add to the aspect of persuasion. His use of repetition is seen when he says â€Å"We mourn.. We share†¦ We thank.. We pledge. † The use of we signifies that Clinton, as the president and as a friend will mourn with them. It means that in these times o re than ever we must come together as a nation.He uses repetition and parallel inspirational kind of tone to it, because of this the audience feels the need to stand up to evil and hatred, because good trumps evil any day. Another time we see this is through the â€Å"Who worked† sequence. This plays to the emotion of the audience and puts what has occurred into a reality. Lastly when he talks about planting the tree in honor of the children, this makes the audience believe and understand that he does care. Bill Clinton brought the nation together, and helped them move on when it was thought impossible.

Sigmund Freuds Personal Life and Theories - Free Essay Example

Sample details Pages: 9 Words: 2649 Downloads: 1 Date added: 2018/11/16 Category Psychology Essay Type Analytical essay Level High school Tags: Sigmund Freud Essay Did you like this example? Abstract This paper is focused on the life of renowned psychologist Sigmund Freud and his contributions to Psychology. First, the paper is going to discuss his life, from early childhood in the streets of the Austrian Empire to his unfortunate death caused by cancer. Afterward, this paper will describe and analyze some of Freud’s different ideas and theories regarding his studies in Psychology. Don’t waste time! Our writers will create an original "Sigmund Freuds Personal Life and Theories" essay for you Create order This section will include experiments Freud performed with his patients with their respective theory. In addition, each segment will include a personal insight into the theory and perchance a personal experience if relatable. To finalize the paper, there would be a concluding section that analyzes the impact of Freud in the field, the frequency of his studies in Psychology nowadays, and a personal note. Sigmund Freud: An Analysis on His Personal Life, Theories, and Impact In The Field of Psychology Personal Life Sigmund Freud, also known as the father of psychoanalysis, was an Austrian neurologist who later became a well-known theorist in the field of Psychology. His ideas formed a cutting-edge mentality towards the human mind, personality, and not to mention the development of therapeutic skills on talk therapy like dream association, free association, and transference to name a few. Freud is considered one of the most influential, yet controversial, minds of the twentieth century. Early Life He was born on May 6th, 1856 under the name Sigismund (which he later on changed to Sigmund) in a town in the Czech Republic, formerly known as Freiberg, Morovia during the Austrian Empire. At a young age, his family initially moved to Leipzig, Germany but later transferred to Vienna, Austria, possibly because his father was a merchant. His family was Jewish but Freud himself wasn’t practicing the religion. He spent the majority of his life in Vienna and obtained his education in the city. Education Freud was initially homeschooled but later he was admitted at the Spurling Gymnasium, where he excelled in all of his classes and graduated with a Summa Cum Laude or the highest distinction. He later became a student at the University of Vienna in 1873. As a college student, his research was mostly concentrated on neurobiology, especially the nervous tissue of animals and humans, and the biology of the brain. In 1881, Freud obtained his degree in medicine giving him recognition as a talented physician. After his studies, Freud started working at the Vienna General Hospital. Early Career and Accomplishments His early career was influenced by his collaboration with Dr. Josef Breuer, in which they used hypnosis to help patients recall traumatizing experiences. Breuer was known for his discovery that stated when patients talked about their symptoms without any reservations, said symptoms will begin to diminish. In 1885, Freud went to Paris to study under famed French neurologist Jean-Martin Charcot. At the time under his mentorship, Freud was interested in the emotional disorder known as hysteria, or the exaggerated emotion of excitement. The following year, Freud decided to focus on nervous and brain disorders and with little delay, he set up a private practice. In addition, he married Martha Bernays, whom he fathered 6 children, one of them, Anna Freud, followed the footsteps of her father and became a famous psychoanalyst herself. With his former mentor Dr. Josef Breuer, they worked in the case study of Anna O, whose real name was Bertha Pappenheim. She was suffering from tactile a nesthesia, paralysis, and nervous coughs. Both neurologists hypothesized that the reason for her symptoms came from her recalling traumatic memories over the period of time they treated Pappenheim. Ultimately, they concluded there wasn’t any physical illness that made Bertha this way. However, they did discover that talking to her about her difficult experiences decreased her symptoms. Pappenheim coined this the â€Å"talking cure.† In 1895, Freud and Breuer published their work titled Studies in Hysteria. After working for a long time, Dr. Josef Breuer decided to part ways from Sigmund Freud due to the fact he felt that Freud was too concentrated on the sexual origin of a person’s mindset and wasn’t capable to exploring different perspectives on the matter. This didn’t stop Freud, however, and continued to develop his own theories. He developed a theory that expressed the constant conflict between the innate sexual and aggressive impulses an d the defenses against them in our unconscious. Throughout 1897, Freud began to examine himself in a thorough manner. By the year 1900, he published his most recognizable work under his name The Interpretation of Dreams. Such work explained how dreams serve as a method of communication from our unconscious mind to expose our desires and experiences. Formation of the International Psychoanalytic Association Freud received the title of Professor of Neuropathology in the University of Vienna from 1902 to 1938. Even though his theories weren’t agreed by many at the time, he still managed to influence pupils that eventually founded the International Psychoanalytic Association with Carl Jung as president in 1910. Jung was a close acquaintance of Freud but eventually decided to move on from him and began to propose his own theories. Final Accomplishments and Death Soon after the Great War, Freud shifted his focus to the application of his theories to literature, art, anthropology , and history. During 1923, he came up with a new published worked called The Ego and the Id. Freud proposes a new structure of the mind, which is divided into three parts: â€Å"Id,† Ego,† and â€Å"Superego.† He was diagnosed with cancer of the jaw this same year. Around the time Nazism was becoming a forceful political power in Europe, They publicly burned Freud’s books. And, in 1938, Freud had to flee to England with his wife and daughter Anna due to the fact it was annexed to Nazi Germany and they would have been politically persecuted by the Nazis. After 30 painful surgeries during this stressful times, Freud passed away on September 23rd, 1939 in Hampstead, United Kingdom. Freudian Theories Freud’s career as a neurologist mostly consisted of finding ways to unpack what we call the unconscious due to the fact it was believed that it holds the hidden formation and precepts of human personality. The Case of Anna O. as previously referred, the case of Anna O (or Bertha Pappenheim) had an immense impact in Psychology and a turning point of Freud’s career. She was diagnosed with hysteria, a condition in which a patient shows physical symptoms when having a mental issue rather than an organic issue. Freud and former mentor, Dr. Josef Breuer realized that she had developed a fear of drinking when she witnessed a dog she wasn’t very fond of drink from her glass during their therapeutic sessions. In addition, the pair realized that her other symptoms were caused by Bertha taking care of her sick father. She wasn’t able to discuss her anxiety for her illness but later on, she was able to do so through the use of psychoanalysis. Her paralysis came to an end as soon as she was given the opportunity to express her unconscious thoughts. An important note to consider is the fact that even though Anna O. was considered one of Freud’s â€Å"patients,† the two never actually met in person. Ultim ately though, both neurologists published the book called Studies of Hysteria in 1895. Freud proposed that deeply repressed memories can be manifested in physical symptoms. However, he expressed his belief that the actual cause of Bertha’s hysteria was the result of the sexual abuse she experienced at a young age. Yet, this idea made Breuer part ways with Freud and end their personal and professional relationship. Still, Anna O’s case study allowed Freud to obtain information that was beneficial for his future theories on therapy and psychoanalysis. In my personal opinion, I believe that if Freud was capable to look beyond his personal perspective on the case, both Breuer and he would have found even more in-depth characteristics to the human psyche and quite possibly a scientific evidence to support their claims (beyond recording their case study). The Unconscious Mind Even though Sigmund Freud wasn’t the first person to invent the idea of a conscious mind versus an unconscious one, He heavily popularized the idea and doing so placed him as one of the most famous theorists of his time. Between 1900 to 1905, Freud constructed a landscape of the mind. In this topographical model, he described the characteristics of the mind’s structure with their respective functions. He used his famous iceberg analogy to do so. The iceberg is divided into three: The conscious, the subconscious, and the unconscious. The Conscious On the tip of the iceberg, we can find this level of the human mind. Here lie all the thoughts that we perceive and are the focus of our attention throughout our lives. Freud expressed the fact that this part of the mind is small compared to the other two. The Subconscious This level serves as a border between the conscious mind and the unconscious mind. Freud stated that we can find the memories and stored knowledge in this barrier of the mind. In simple terms, this level would allow us to be aware of it if we chose to do so (by recalling memories and things of the sorts). The Unconscious The final level and most significant level based on Freud is the unconscious part of the mind. It serves as an archive of primitive impulses and wishes deep down in the mind and are controlled by the preconscious area. This includes but is not limited to sexual and aggressive instincts, fears, unacceptable sexual wishes, violent motives, irrational desires, immoral urges, selfish needs, shameful memories, traumatic experiences, etc. In 1915, Freud discovered that some desires and events from his patients were too painful for them to acknowledge them and therefore were placed in the unconscious mind. The process of that happening was coined repression (further discussed in Defense Mechanisms) Freud’s obsession with the unconscious lead to him hypothesizing that it controls behavior to a greater degree than originally thought by others. This allowed his methods of psychoanalysis to be beneficial for his theories. In retrospection, I can understand where Freud was coming fro m with his focus on the unconscious. It is difficult, if not impossible, to target one specific reason as to why one behaves a certain way. Because of that fact, Freud hypothesizes allowed us to look more in-depth to the psyche of human beings and formulate ideas that eventually became the standard in the field of Psychology. The Psyche In 1923, Sigmund Freud developed a more expansive model of the mind. This new model included the entities of Id, Ego, and Superego. The three aren’t any physical parts of the brain but rather conceptualizations that helped describe important mental functions and they are considered significant parts in the human personality scheme. Id The Id is the part of our personality that is in charge of instincts and primitive behavior. The Id consists of all the biological (or inherited) parts of our personality present when we are born, which include the life (sex) instinct, Eros (which has the libido), and the death (aggressive) instinct. Its function remains infantile throughout a person’s life and does not change no matter how much time has passed or experienced has been gained. It is not influenced by logic or reality due to the fact the Id is found in the unconscious part of the mind. Ego The ego works as a mediator between the external world and the Id. The ego is in charge of the decision-making processes found in one’s personality. The way the ego operates is based on the principle of working out realistic and reachable methods to please the Id’s necessities. It functions on social realities, norms, rules, and etiquettes when it comes to deciding how to act. However, in comparison to the Id, the ego is relatively weaker and the best course of action is to point out the Id the best direction to take and making the Id think like it was its idea in the first place. Superego The superego uses the morals and values taught by one’s parents that are implemented in society. The main function of the superego is to command the id. In addition, It tries to persuade the ego to achieve moralistic goals and try to reach perfection. The superego has two systems: the ideal self and the conscience. The ideal self is an imaginary depiction on an ideal self, which includes how you behave around people and society, and career aspirations. The conscience is the part of the mind that can punish the ego for doing something that isn’t in the ideal self by implementing feelings of guilt. On the other hand, if we behave appropriately then the superego will reward us with a sense of proudness. This new model of the mind in my opinion highly visualizes the events that have no explanation that happens in our brains. However, I do feel that this model is a stretch to the previous model and overall confusing with the interconnection of the three parts of the hum an psyche. Defense Mechanisms Defense mechanisms are psychological methods found in the unconscious that are used in order to protect a person from unacceptable thoughts or feelings that cause anxiety. Freud stated that defense mechanisms are put in motion by the ego of a person in order to deal with problems and conflicts in one’s life. There are 6 defense mechanisms: Repression, Denial, Projection, Displacement, Regression, and Sublimation. Repression This defense mechanism puts a barrier between the conscious and the unconscious so the threatening thoughts do not escape into the conscious part of our brain. This is put in motion by our ego. Denial This involves a person refusing to have experienced a certain event when such a situation is too much to handle and thus blocks external events from reaching awareness. Projection In this defense mechanism, we can see an individual attributing their unacceptable feelings, thoughts, and emotions to another person. Displacement Displacement is put in motion when we try to satisfy an inherent impulse with something else. This could be an object, activity, etc. Regression This happens when one moves to a psychological stressful time in times of stress. We can see this in infants that used to suck on their thumb but do so again when they have to go to the hospital. Sublimation Similar to displacement, this serves to substitute a certain impulse with something else. However, such item of substitution is acceptable in society and that makes it differ from displacement. For instance, playing a sport is a perfect way to put our emotions in a productive way. I find interesting Freud’s defense mechanisms because it is something I have done in the past before. An example of me implementing one of the defense mechanisms would be sublimation. When I used to be depressed, I decided to start working out instead of drowning in my own thoughts, I pursued working out as an alternative that was socially acceptable. Conclusion and Evaluation Sigmund Freud has definitely been a mind to be recognized in the field of psychology due to his mayor influence in the field. Because of his research, we have open up discussions regarding mental health and accepting the fact that not all psychological problems have to come from a physical reason. Using talking as a door to open up major psychological breakthroughs caused an improvement in psychotherapy. However, we need to keep in mind that Freud’s theories are excellent at explaining but not necessarily predicting a behavior, which is the ultimate goal of scientific research. Therefore, his theories are unfalsifiable and highly scientific. Not to mention he was extremely biased in his interpretations. Yet, Sigmund Freud was ahead of his time and he helped ignite a spark that became the bonfire we call psychology.

Consumer Psychological Impact on Food Packing Design - Free Essay Example

Sample details Pages: 6 Words: 1899 Downloads: 8 Date added: 2017/06/26 Category Marketing Essay Type Analytical essay Did you like this example? Consumer Psychological Impact on Food Packing Design Introduction With globalization and advanced manufacturing technologies, there exists increasing competition in todays global market. In order to win the market, the producers make efforts to make good packing design. According to Golnesa A. and Hamid R. B.,2013 packing played a more important role as a tool to communicate with the consumers and color, design and the size of packing influenced consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ purchasing behavior . Panwar, 2004 also pointed out that packing decisions was considered in early marketing plans. Schoell, 1985, stated that packing was key factors which was dominant to successful market and was considered as an important integrative part of the product. The packing of a product was defined as any container in which the product was input and on which product information is communicated with the consumers (Berkowitz et al, 1989). Before making purchase choices, the first thing t he consumers saw was packing. Most consumers made the purchase decision at the shelf, just judging by the packing (Ferrell, 1987; Frontiers, 1996). Due to consumer Psychological Impact, packing should be designed to be consistent with the brand, advertise, price and distribution of the product (Lu et al, 2007). The overall features of the packing could present that of the product, which could attract the consumers who have brand preferences. The higher quality the packing communicated, the higher quality the consumers considered the product to be.If the packing was low quality, consumers thought the product itself as à ¢Ã¢â€š ¬Ã…“low-qualityà ¢Ã¢â€š ¬Ã‚  product (Silayoi and Speece,2004). Due to consumer Psychological Impact the packing communicated favorable or unfavorable implied meaning. (Underwood et al. (2001). According to Imram, 1999, packing could be a stimulus for consumers to make a buy decision on food product. Imram, 1999, considered that consumersà ¢Ã¢â€š ¬Ã¢â€ ž ¢ perceptions of color were associated with other quality attributes, such as nutrition and  ¬Ãƒ ¢Ã¢â€š ¬Ã… ¡avor. Underwood et al., 2001 proposed the same view with Imram, 1999. He said that visual imagery on the packing was essential attribute and pictures on the packing were a strategic method to attract consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ concern, because pictures were extremely vivid stimuli. Visual packing information might attract consumer attention and promote the consumers to make a buy decision on the content. A well-designed product image might evoke positive association with the product.Research showed that consumers tended to match shape and color of packing, with the characteristics of the product itself (Smets Overbeeke, 1995).Packing design had become significant factors as in marketing and played an important role in communicating with the customers. Czinkota Ronkainen (2007) considered that packing design was connected to other variables in marketing. According to Stewart 2004, when designing a new packing, consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ buying behavior and consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ preferences were should be taken into consideration. Literature review Packing was the enclosing of a physical object. According to Panwar(2004) Packing was the act of containing, protecting and conmunicating the contents. with self-service increasing in supermarket and consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ lifestyle changing , packing gradually grew as a tool of sales promotion and stimulus to buying decision. It attracted consumerà ¢Ã¢â€š ¬Ã¢â€ž ¢s attention. On the other hand, Lamb et al, (2004), argued that packing had four important functions : protecting products, promoting products, Facilitating the storage and use of products and reducing environmental damage, which would be influenced by consumers psychological . When making a purchase decision, perception is rapid, well- designed packing promoted the products. (Rettie Brewer, 2000). The packing of a prod uct communicated with consumers and attracted consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ attention (Garber, 1995; Moers, 2007). According to Becker, Van Rompay, Schifferstein and Galetzka (2010) in the eye of the consumer, packing might be specifically designed. Bloch, 1995 stated that the shape of a product could influence the consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ responses. Holbrook Zirlin, 1985 argued that it might evoke feelings of enjoyment. According to Nussbaum (1993) , the shape of a product was important communicate with consumers. Berkowitz (1987) also supported this view, considering that product shape created an initial impression. Sometimes different shapes could evoke different responses According to Guthrie Wiener, 1966 and Arnheim, 1974 angular shapes meant to be aggressiveness and confrontation, compared to round shapes. According to Berlyne (1976) , angular shapes was associated with traits that express toughness, energy, and strength.while rounded shapes was associated with traits th at express friendliness, approachability, and harmony. Aronoff, Woike Hyman, 1992 supported that humans associated warmth with round elements and threat with sharp elements. Crowley, 1993 argued that color had effects on consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ behivior. It might generate pleasant feelings (Bellizzi Hite, 1992). According to Birren (1956) , color could effectively be used to communicate certain product characteristics. Moreover, people might match the taste of a dessert with the color of packing (Smets Overbeeke, 1995), which meant that color could conmmunicate information to consumers. The hue , the saturation and brightness of a color could bring emotional effect on consumers. (Valdez and Mehrabian,1994).Sarah Tornetta,2015, consumers associated colors with meanings. Furthermore packing in similar colors might attract attention of the consumers who seek the products by brand or product category. Novel colors might attract customers who prefer to novelty . (Kauppinen-RÃƒÆ ' ¤isÃÆ' ¤nen et al. 2010). Pinya SilayoiMark Speece,2007, argued that packing size also was a crucial factor. According to Raghubir and Krishna, 1999, consumers used packing size to make volume judgments. In General, consumers considered more elongated packing to be larger. Different packing sizes potentially attracted consumers attention with the low price (Prendergast and Marr,1997). When product quality was same or difficult to determine, consumers tended to buy the one in small packing size .Silayoi et al. 2007 stated that packing sizes depended on the different involvement levels. Generally, the low involvement food products have reduced packing with a low price. He also supported that the elongated shape with appropriate size resulted in the consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ thinking of the packing having larger product volume and with high cost. According to Coulson, 2000, packing communicated product information with consumers, product information itself impacted on co nsumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ decisions. Producers tended to highlight the importance of labeling, allowing consumers to consider choosing cautiously the alternatives .However, too much information packing information, with small fonts could create confusion. Mitchell and Papavassiliou (1999) proposed that producers choose fewer alternative brands and evaluate fewer attributes. Packing design played a critical role in the purchasing decision. Murphy (1997) indicated the importance of packing design and its influences on Consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ behavior. The packing design attract consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ examination of the product. The packing design were involved in the consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢intent to select and purchase the products. (Holmes et al. 2012, p. 110.). According to Stewart 2004, when the consumers need decide which to buy among the products they might purchase, packaging would influenced the buying decision. Silayoi and Speece (2007) proposed that both produ cers and designers need consider consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢ past experiences and needs; understand how packing design attracted customersà ¢Ã¢â€š ¬Ã¢â€ž ¢ attention; and evaluate packing design.. ResearchQuestion Gaafar M. A. and Raid S. A. 2013 à ¢Ã¢â€š ¬Ã‹Å"s research question was whether packing influenced consumers perception of product Liza Becker, 2009 à ¢Ã¢â€š ¬Ã‹Å"s research question was the following: Can packing design have an effect on consumersà ¢Ã¢â€š ¬Ã¢â€ž ¢buying decision? What kind of packing make people draw inferences about the product, attributes, or content? Sarah Tornetta,2015, à ¢Ã¢â€š ¬Ã‹Å"s research question was how the psychology of color of packing influenced purchasing behavior. Polyakova Ksenia,2013 à ¢Ã¢â€š ¬Ã‹Å"s research question was the following How does the packing influence on the consumer buying behavior? How does consumer perceive the packing itself? Methodology Gaafar M. A. and Raid S. A. 2013 carried out a questionnaire, in which 547 respondents was sampled ,comprising 26 items and the data collecting in the questionnaire were analyzed by several statistical techniques eg. multiple regression analysis, to test the hypotheses. Questionnaire was also used by Liza Becker, 2009, which was carried out via an online. But Liza Becker, 2009 adopted different analysis method and what he used was an ANOVA analysis. Besides, Polyakova Ksenia,2013 applied qualitative and quantitative research methods. Reference Arnheim, R. (1974). Art and visual perception: A psychology of the creative eye. Berkeley: University of California Berkowitz, M. (1987). Product shape as a design innovation strategy. Journal of Product Innovation Management, 4, 274-283. Berlyne, D. E. (1976). Psychological aesthetics. International Journal of Psychology, 11, 43à ¢Ã¢â€š ¬Ã¢â‚¬Å"55. Birren, F. (1956). Selling color to people. New York: University Books. Bitner, M. J. (1992). Servicescapes: the impact of physical surroundings on customers and employees. Journal of Marketing, 56, 57-71. Bloch, P.H. (1995). Seeking the ideal form: Product design and consumer response. Journal of Marketing, 59(3), 16-29. Coulson, N.S. (2000), à ¢Ã¢â€š ¬Ã…“An application of the stages of change model to consumer use of food labelsà ¢Ã¢â€š ¬Ã‚ , British Food Journal, Vol. 102 No. 9, pp. 661-8. Ferrell, O. G., (1987), Marketing: Basic Concepts and Decision, 5th edition, Houghton Mifflin Company, United States of American. Gaafar Mohamed Abdalkrim1, Raid Suleman AL-Hrezat, The Role of Packing in Consumers Perception of Product Quality at the Point of Purchase, European Journal of Business and Management ISSN 2222-1905 , Vol.5, No.4, 2013 Golnesa Ahmadi,Hamid Reza Bahrami, An Investigation of Visual Components of Packing on Food Consumer Behavior , Business and Economic Research ISSN 2162-4860 2013, Vol. 3, No. 2 Guthrie, G. Wiener, M. (1966). Subliminal perception or percep tion of partial cue with pictorial stimuli. Journal of Personality and Social Psychology, 3(6), 619-628. Holmes, G.R. Paswan, A. 2012. Consumer reaction to new package design. Journal of Product Brand Management Emerald Article. Holbrock, M. B., Zirlin, R. B. (1985). Artistic creation, artworks, and aesthetic appreciation. Advances in Non-Profit Marketing, 1, 1-45. Imram, N. (1999), à ¢Ã¢â€š ¬Ã…“The role of visual cues in consumer perception and acceptance of a food productà ¢Ã¢â€š ¬Ã‚ , Nutrition and Food Science, Vol. 5, September/October, pp. 224-8. Lamb, Charles. W., Hair, Joseph. F., and Carl, Mcdaniel., (2004), Marketing, 7th edition, Thomson, south-western, Canada. Liza Becker,Can the design of food packing influence taste experience of its content? University of Twente ,May 2009 Lu, Liang., Gargallo, Susana., Munar, Maria., (2007), Backaging As A Strategic Tool, Master Thesis, Halmsted University. PP: 57à ¢Ã¢â€š ¬Ã¢â‚¬Å"58. Mitchell, V.W. and Papavassiliou, V. (1999), à ¢Ã¢â€š ¬Ã…“Marketing causes and implications of consumer confusionà ¢Ã¢â€š ¬Ã‚ , Journal of Product Brand Management, Vol. 8 No. 4, pp. 319-39. Nussbaum, B. (1993). Hot products. Business Week, 7, 54-57. Panwar, J.S., (2004), Beyond Consumer Marketing: Sectoral Marketing and Emerging Trends, Tejeshwar singh for response books, typeset in 10 pt, New Delhi Pinya Silayoi,Mark Speece,The importance of packaging attributes: a conjoint analysis approach,European Journal of Marketing Vol. 41 No. 11/12, 2007 Prendergast, P.G. and Marr, N.E. (1997), à ¢Ã¢â€š ¬Ã…“Generic products: who buys them and how do they perform relative to each other?à ¢Ã¢â€š ¬Ã‚ , European Journal of Marketing, Vol. 31 No. 2, pp. 94-109. Polyakova Ksenia,Packaging design as a Marketing tool and Desire to purchase ,Saimaa University of Applied Sciences,2013 Raghubir, P. and Krishna, A. (1999), à ¢Ã¢â€š ¬Ã…“Vital dimensions in volume perception: can the eye fool the stomach?à ¢Ã¢â€š ¬Ã‚ , Journal of Marketing Research, Vol. 36 No. 3, pp. 313-26. Sarah Tornetta, Tess Fox, Jordan Blackbird, Color sells:How the psychology of color influences consumers, retrieved on Feb,15th,2015, Schoell, William. F., (1985), Marketing: Contemporary Concepts and Practices, 2th edition, Allyn and Bacon, United State of America. Smets, G.J.F., Overbeeke, C.J. (1995). Expressing tastes in packings. Design Studies, 16, 349-365. Silayoi, P. and Speece, M. (2004), à ¢Ã¢â€š ¬Ã…“Packing and purchase decisions: a focus group study on the impact of involvement level and time pressureà ¢Ã¢â€š ¬Ã‚ , British Food Journal, Vol. 106 No. 8, pp. 607-28. Silayoi, P. Speece, M. 2007. The importance of packaging attributes: a conjoint analysis approach. European Journal of Marketing. Emerald Article. Solomon, M. R. (1983). The role of products as social stimuli: A symbolic interactionist perspective. Journal of Consumer Research, 10, 319-329 . Stewart, B. 2004. Packaging Design Strategies. Second Edition. The UK: Pira International Ltd. Thomas Sioutis, Joachim Scholderer,EFFECTS OF PACKING DESIGN ON CONSUMER EXPECTATIONS OF FOOD PRODUCT HEALTHINESS , UNIVERSITY OF AARHUS AARHUS SCHOOL OF BUSINESS, 2011 Underwood, R.L., Klein, N.M. and Burke, R.R. (2001), à ¢Ã¢â€š ¬Ã…“Packing communication: attentional effects of product imageryà ¢Ã¢â€š ¬Ã‚ , Journal of Product Brand Management, Vol. 10 No. 7,pp. 403-22 Don’t waste time! Our writers will create an original "Consumer Psychological Impact on Food Packing Design" essay for you Create order

Essay on The Role of Peter in the Ministry of Jesus

The Role of Peter in the Ministry of Jesus Peter is mentioned 39 times in the fourth gospel, which is much more than in either of the other synoptics. The fourth gospel does not have an inner circle so to speak as existed in Mark’s gospel and is not the key figure, again just like in Mark’s gospel, in the fourth gospel the Beloved Disciple is the key figure, but whenever he is mentioned so is Peter. Peter’s first mention in the gospel is when his brother Andrew says that the Messiah has been found and he wants to retrieve his brother, who was then called Simon. Jesus renamed him Peter, ‘He [Andrew] bought Simon to Jesus, who looked at him and said, ‘You are Simon son of John. You are to be†¦show more content†¦washing someone else’s feet. When Jesus got around to Peter, he didn’t understand why Jesus, the Messiah, wanted to wash his feet he didn’t think he was worthy of Jesus washing his feet. But once Jesus explained Peter got over excited and said, ‘Lord, not my feet only but also my hands and my head!’ This shows that Peter really wanted to be apart of Jesus’ ministry. At the beginning of the gospel, however, Peter doesn’t choose to become a disciple of Jesus he is brought by his brother Andrew and doesn’t express faith until later in the gospel. During chapter 6, Jesus asks the twelve disciples a question, ‘Do you wish to go away?’, but Peter answers for all of the disciples, ‘Lord, to whom can we go? You have the words of eternal life. We have come to believe and know that you are the Holy One of God.’ This shows how Peter learns to believe in Jesus. Peter matures in faith and becomes closer to the person Jesus wants him to be. 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Self Regulation Theory In Relation To Motivation Education Essay Free Essays

Learning and geting a 2nd or foreign linguistic communication can be hard for some people and at the same clip easy for others. Factors act uponing this observation may be explained in footings of single differences in Second Language Acquisition ( SLA ) . These person ‘s differences may include personality, intelligence, linguistic communication acquisition schemes, attitude, emotion and motive. We will write a custom essay sample on Self Regulation Theory In Relation To Motivation Education Essay or any similar topic only for you Order Now Some research workers believe that motive may impact scholars ‘ whole procedure of larning a 2nd linguistic communication ( L2 ) ( Gardner A ; Lambert, 1972 ) . One theory which has long been recognised in the field is called self-government theory ( e.g. Brown 1981, 1990 ) , and it examines intrinsic/extrinsic motive in L2 acquisition. However, there has besides been a development of a more process-oriented theoretical attack viz. the procedure theoretical account of L2 motive by Dornyei A ; Otto ( 1998 ) . They have highlighted the importance of developing self-regulatory schemes to pull off, reinforce or prolong one ‘s motive during the class of larning. Consequently, L2 self-regulation theory was subsequently proposed by Dornyei ( 2005 ) , and the theory represents a major reformation of old motivational thought. This essay, hence, will discourse the extent in which motive plays a cardinal function in 2nd linguistic communication acquisition. The focal point of this essay is specifically on the linkage between self-regulation theory and 2nd linguistic communication acquisition, utilizing the writer ‘s personal experience in Iranian linguistic communication acquisition as a instance survey. Research Objective The purpose of this essay is to analyze the writer ‘s experience in Iranian linguistic communication acquisition and analyse, based on self-regulation theory, to what extent motive contributes to the acquisition of a 2nd linguistic communication. Methodology The essay employs a qualitative analysis based on theories and the writer ‘s personal experience in Iranian linguistic communication acquisition. First, definitions of the term ‘motivation ‘ will be briefly demonstrated, and the most appropriate definition for this essay will be chosen. Second, theories and concepts of motive in relation to self-regulation will be explored. Third, the function of motive in the writer ‘s Iranian Learning Experience will be evaluated based on self-regulation theory. Finally, a decision will be presented with a farther treatment on future recommendations. Chapter TWO DEFINITIONS OF MOTIVATION Motivation is a wide construct, and definitions of motive vary harmonizing to research and findings. The purpose of this subdivision is to research several definitions of the term ‘motivation ‘ and conclude on the most appropriate definition in 2nd linguistic communication ( L2 ) larning which will lend to this essay. To get down with, motive comes from the Latin verb ‘movere ‘ which means to travel. It can be described as the driver bring oning a individual to take a certain action, do a determination, or invest attempts toward transporting out certain behaviors ( Dornyei A ; Ushioda, 2011: 3 ) . In a psychological position, motive is frequently defined as the psychological quality that leads people to accomplish a end. For linguistic communication scholars, command of a linguistic communication may be a end. For others, communicative competency or even basic communicating accomplishments could be a end. In a socio-educational model, motive to larn the 2nd linguistic communication is viewed as necessitating three elements: attempt, desire, and enjoyment. First, the motivated single must use an attempt to larn the linguistic communication. There must be a relentless and consistent strive to accomplish success in larning such as by making prep, practising the linguistic communication whenever there is an chance, etc. Second, the person must show the desire to accomplish the end. Such single will make all that is necessary to accomplish the end. Third, the motivated person will bask the undertaking of larning the linguistic communication. Such an person will state that it is fun, a challenge, and gratifying, even though at times enthusiasm may be less than at other times. All three elements-effort, desire, and enjoyment-are necessary in order to distinguish persons who are more motivated and those who are less motivated. However, each component, by itself, is seen as deficient to reflec t motive. Some pupils may expose attempt, even though they have no strong desire to win, and may non happen the experience peculiarly gratifying. Others may desire to larn the linguistic communication, but may hold other things that detract from their attempt, etc. Motivation in Second Language Acquisition In the field of Second Language Acquisition research, motive has been identified as one of the key factors which determines L2 accomplishment and attainment. Motivation ab initio serves as an drift to bring forth acquisition and subsequently as a prolonging force to guarantee that the scholar remains on-track with geting the mark linguistic communication ( Cheng A ; Dornyei, 2007 ) . Harmonizing to Gardner ( 1985: 50 ) , he posits that motive in acquisition is based on four features: â€Å" a end, effortful behavior, a desire to achieve the end and favorable attitudes toward the activity in inquiry. † Dornyei and Otto ‘s definition of L2 motive ( 1998: 65 ) has a broader sense ; they defined motive as â€Å" the dynamically altering cumulative rousing in a individual that initiates, directs, co-ordinates, amplifies, terminates, and evaluates the cognitive and motor procedures whereby initial wants and desires are selected, prioritised, operationalised and ( successfull y or unsuccessfully ) acted out. † Harmonizing to Dornyei and Ushioda ( 2011: 4 ) , the by far definition that most SLA research, including this essay, would hold on concerns the ‘direction ‘ and ‘magnitude ‘ of human behavior, that is, motive histories for: why people decide to make something ( pick ) , how long they are willing to prolong the activity ( continuity ) , and how difficult they are traveling to prosecute it ( attempt ) . It is of import to observe that although pick, continuity, attempt are the three key issues leting scholars to modulate their ain motive, Ushioda ( 2003: 99-100 ) further demonstrates that in order for motive to turn in a positive manner, it can non be seen as a progressive efforts to modulate behavior from outside. There needs to be supportive interpersonal procedures which foster the development of liberty and the growing and ordinance of motive from interior. Thus, with this in head, this essay will see the issue of motive in relation to self-regulation in the undermentioned chapter. Chapter THREE REVIEW OF SELF-REGULATION THEORY IN RELATION TO MOTIVATION IN SLA It has been widely accepted that motive plays an of import function non merely in general academic acquisition, but besides in the procedure of accomplishing the end in a 2nd linguistic communication acquisition. Harmonizing to Dornyei ( 2002 ) , L2 motive has been seen as a dynamic concept that directs and enhances larning behaviors. There are many theories that devoted to motive in relation to autonomy and scheme usage, and two most-cited theories are self-determination theory and self-regulation theory. The self-government theory, which was developed from the instruction psychological science attack, examines about intrinsic and extrinsic motive in relation to the scholar ‘s behaviors and ordinance. It denotes a sense of pick, personal duty, and self-initiation of behaviors. While the self-regulation theory, a more recent development within the field of SLA research, refers to spontaneous ideas, feelings, and actions that are planned and cyclically adapted to the attainment of personal ends. Other well-known related theories are Language Learning Strategies ( LLS ) and L2 Motivational Self System. LLS is another attack which relates to strategic behaviors and keys property of good linguistic communication scholars. This theory has been seeking to set up a nexus between strategic behavior and existent acquisition additions, to show that schemes are non culturally biased, and to explicate why hapless schemes user differs from good scheme users merely in how they use schemes in context but non in the sorts or frequence of scheme they use ( Ortega, 2009:214 ) . Though self-regulation is a more recent alternate survey that replacing the traditional accent on sheer frequence of scheme usage. Its accent on the creativeness of attempts employed to command one ‘s acquisition processes is the chief issue I would wish to indicate out in this essay. L2 Motivational Self Systemis another of import recent theory of L2 motive proposed by Dornyei ( 2005 ) . It concerns motive particularly in footings of the theory of possible egos and the self-discrepancy theory ( Dornyei A ; Ushioda, 2011 ) . Pulling on theoretical paradigms from both motivational psychological science and L2 motivational research, Dornyei ( 2005 ) ‘s L2 Motivational Self System theoretical account has three chief dimentions: the Ideal L2 ego, the Ought-to L2 ego, and the L2 Learning Experience. Rationale of this Essay: Self-regulation Theory in Relation to Motivation Despite the fact that there are many theories on motive in the context of SLA, self-regulation theory seems to outdo tantrum this essay. The self-regulatory attack allows for the combined survey of motive and strategic behavior, and of knowledge and affect, under a individual theoretical model. As supported by Ortege ( 2009: 211 ) who demonstrates a clear relevancy of self-regulation theory to SLA and single differences when â€Å" larning another linguistic communication poses a high-anxiety and complex challenge that demands cognitive every bit good as affectional self-regulation, and persons differ in their capacity to self-regulate. † There have been concerns about the clear-cut of LLS, as harmonizing to Dornyei ( 2005: 162 ) , there is a alteration of position that the LLS are â€Å" vastly equivocal phenomena and nil is distinct about them. † Furthermore, Dornyei ( 2005: 190 ) stated that research workers started to accept that analyzing the LLS was non of import every bit much as the fact that the ‘good ‘ scholars choose to set originative attempt in their ain acquisition and that they have the capacity to make so. Therefore, because of larning schemes examine the result of these forces, I decided to pull self-regulation theory which is looking at the initial drive forces. The L2 Motivational Self System besides does non suit in my context of depicting a short linguistic communication experience. It concerns more in footings of primary beginnings of the motive to larn another linguistic communication which are the Ideal L2 Self, Ought-to L2 Self, and L2 larning Experience. Review of Self-regulation Theory in Second Language Acquisition The get downing point of self-regulation theory is that human enterprises are ever purposive, knowing, effortful and voluntary ( Boekaerts et al. , 2006 ) . In the face of multiple ends and resulting environmental challenges, worlds are capable of accomplishing the terminals they choose to prosecute because they are able to self-regulate their behavior ( Ortega, 2009: 211 ) . In the context of SLA, L2 self-regulation is a procedure by which persons direct their attempts, ideas, and feelings toward the attainment of their personal ends, and self-regulation is neither a distinct mental ability nor an academic accomplishment ( Zimmerman, 2000 ) . In other words, self-regulation involves procedures, responses, and schemes that pupils initiate and regulate ( Zimmerman, 1986 ) to trip and prolong both their behavioural behavior and their cognitive and affectional operation ( Boekaerts, Pintrich, A ; Zeidner, 2000 ; Zimmerman, 2001 ) . Self-regulation theory became the recent developments in the field of L2 single differences as there has been a demand to reconceptualize the ‘strategic behavior ‘ into a theory over the past decennaries. The two chief advocates for this impulse are Dornyei and Skehan ( 2003 ) who have pointed out that the L2 larning strategic behaviour should non be limited to O’Malley and Chamot ( 1990 ) ‘s taxonomy of ascertained heuristic and reported mental procedure or Oxford ( 1990 ) ‘s stock list of self-reported frequences of scheme usage. Then, in 2005, Dornyei pushed frontward the solution to speculating larning schemes and claimed self-regulation theory as a model for SLA research about strategic behavior during L2 acquisition. Self-regulation Schemes Dornyei has created a theoretical account of motivational schemes based on the psycholinguistic construct of selfaˆ?regulation which is intended to reaˆ?theorize linguistic communication larning schemes by analyzing strategic acquisition in the paradigm of selfaˆ?regulation ( see Dornyei, 2005 ; Tseng et al. , 2006 ) . This taxonomy of strategic acquisition is based in the model of motive control schemes ( Dornyei, 2001 ) and consists of five classs. Dornyei ( 2006 ) notes that his system was based on Kuhl ‘s ( 1987 ) and Corno and Kanfer ‘s ( 1993 ) taxonomy of action control schemes. The classs are defined below: 1. Commitment control schemes Commitment control schemes examine the pupils ‘ ability to put and make ends in their acquisition. It helps to continue or increase the learners’original end committedness. For illustration, pupils may maintain in head favorable outlooks or positive inducements and wagess, or pupils may concentrate on what would go on if the original purpose failed. 2. Metacognitive control schemes Metacognitive control schemes involve the monitoring and controlling of concentration, and the curtailing of any unneeded cunctation e.g. placing repeating distractions and developing defensive modus operandis, and concentrating on the first stairss to take when acquiring down to an activity. 3. Satiation control schemes Satiation control refers to pupils ‘ capacity to command ennui and dissatisfaction in a acquisition undertaking, and the ability to get by with these negative feelings ( Dornyei, 2005 ) . For illustration, pupils may add a turn to the undertaking or utilizing one ‘s phantasy to invigorate up the undertaking. These schemes can assist to extinguish ennui and add excess attractive force or involvement to the undertaking. 4. Emotion control schemes Emotional control schemes examine how scholars cope with emotionally charged feeling such as emphasis, depression and letdown that may impede their linguistic communication development. For illustration, pupils may utilize self-encouragement or utilizing relaxation and speculation techniques. 5. Environment control schemes Environmental control schemes refer to how a pupil controls their acquisition environment in order to ease survey. Learners with good environmental control are more cognizant of how their environment affects their acquisition and hold schemes to control these negative effects. For illustration, pupils may seek to extinguish distractions or inquiring friends to assist. Such activities will assist in extinguishing negative environmental influences and working positive environmental influences by doing the environment an ally in the chase of a hard end. Chapter FOUR PERSIAN LANGUAGE LEARNING EXPERIENCE Learning Context Iranian Language Experience is portion of the Second Language Teaching and Learning faculty. The purpose of this linguistic communication experience is non chiefly for future usage but to represent, and do more existent, some of the issues connected with the linguistic communication instruction and acquisition with which the faculties trade. The teacher gives the grounds for taking this linguistic communication as follows: It is improbable that any of the faculty pupils has learned it before. It is an Indo-Europeaen linguistic communication, and so its grammatical classs, and some of its vocabulary, will be comparatively familiar to pupils. The class runs eight hebdomads, covering the first six lessons of the text edition. The pupils will larn in romanised written text non the Arabic book version as the intent is to larn a limited sum of colloquial Persian ( Farsi ) , with associated grammar and vocabulary. There will be a reappraisal session at the terminal of each two-lesson subdivision. ( See Appendix 1 for more inside informations ) The category consists of about 30 pupils from assorted nationalities, assorted with females and males, aged about from 20 to 25, and all the lessons are taught in English. The teacher is the native talker of the mark linguistic communication. I am a complete beginner-level scholar as I have no old cognition in Iranian linguistic communication or civilization. Though, I still show a great involvement in larning a new linguistic communication. I see this as a challenging undertaking, and I am extremely motivated by the idea of utilizing the linguistic communication as a mean of researching Iranian civilization and people. Iranian Language Learning Experience in Relation to Self-regulation Theory Personally, I aware that larning a 2nd linguistic communication is considered as a challenging undertaking which requires clip and attempt. As I am extremely motivated to utilize the linguistic communication non merely merely for the intent of the faculty, I developed my ain end to larn the linguistic communication every bit much as I could within the clip bound. In order to accomplish the end, maintaining my acquisition on path is really of import and the undermentioned schemes are how I regulate my Iranian linguistic communication acquisition in conformity to self-regulation theory: Commitment control schemes During the first two hebdomads, I was really interested to larn the linguistic communication when the teacher began to present the lesson with an easy to retrieve greeting phrase. I became more motivated to larn Iranian when the teacher presented about the tourer topographic points and the civilization. Hence, I made up my head that I have to take this as an chance to larn the linguistic communication every bit much as I could in order to go to the country in the hereafter. With this in my head, I committed myself to purchasing a Iranian text edition, so I would hold to to the full use the book and survey exhaustively throughout the class. Metacognitive control schemes After the consequence of the first quiz, I became cognizant that keeping my motive through civilization geographic expedition was deficient, and I needed to reexamine more grammar and vocabularies sporadically. In other words, I needed to construction my Iranian acquisition by puting frequent ends. To exemplify clearly, I set mini-goals for myself to finish one or two exercisings in the text edition per twenty-four hours. I besides had a specific end for each hebdomad that I must complete analyzing one chapter in the text edition before every Monday category. In the instance that there were other deadlines from other classs and I could non complete one chapter by weekend, I told myself to give a Sunday eventide to finish the chapter. These mini ends provided me an chance to reflect and supervise my ain advancement each hebdomad and helped supplying the motive to concentrate on my undertakings. Satiation control schemes During the class, I was ever looking for a new inspiration or a new motive in larning the linguistic communication. I enhanced my involvement by seeking about tourer topographic points or Iranian civilization online. I besides recorded my ain voice to get the better of ennui while larning new vocabularies or practising pronunciation. Emotion control schemes It was obvious that I experienced negative feelings such as anxiousness, defeat, and disheartenment after the consequence of the quiz. I avoided interacting with the teacher in the undermentioned lesson. However, I understood that I could non maintain avoiding the interactions, and it would be better if I had prepared for the lesson in front. I tried to acquire rid of negative feelings and cheered myself up by reminding myself about the existent purpose of the class, which is to indicate out some issues in the instruction and acquisition of a 2nd linguistic communication, and that the quiz grade was merely a manner to reflect on my L2 acquisition advancement. Environment control schemes As the Persian lesson runs merely one hr per hebdomad, larning in category would be deficient to accomplish my personnal end. to finish the book. Therefore, I tried to hold excess lessons and/or sought out extra beginnings of input and interactions. I look for a good environment that have easy entree to clip and topographic point to avoid cunctation such as the cyberspace ; I pattern Iranian pronunciation through YouTube pictures and analyze more about Iranian grammar and vocabulary through free lessons online. Self-evaluation Due to the fact that I needed to reflect on my day-to-day advancement in order to integrate received feedback on the prospective assignment, it helped me to supervise my advancement and detect my schemes whether the manner I self-regulate has been bettering my acquisition or non. In footings of committedness control schemes, I had a high sum of motive in the beginning that I wanted to larn every bit much as I could. I had a really high outlook of myself and even bought the text edition in hope to analyze farther the demand. Although, this might non be strong plenty to maintain myself commit to my end, in fact it kept me engaged in the undertakings for a short period. Part of this failure was due to the fact that I did non hold a definite agenda of my Iranian acquisition and that I was distracted by other topics. Another portion might due to high intrinsic motive, I was excessively ambitious to larn and did non analyze my ability exhaustively. However, even though my motive was dropped after the quiz, when I subsequently set up the mini ends for each hebdomad, my procedure of learn became more construction and prolong my motive throughout the hebdomad. In other words, these schemes help me minimising cunctation or distraction and maximising concentration and maintaining ends in focal point. This can be said that metacognitive control schemes are indispensable to develop a scholar liberty. As Wenden ( 2001: 62 ) demonstrates that â€Å" a acknowledgment of the map of metacognitive cognition in the self-regulation of larning should lend to a clearer apprehension of scholar liberty, particularly how it can be developed and enhanced. † Wenden ‘s findings on the function of metacognitive cognition in self-regulatory procedure besides corroborate Chamot and O’Malley ‘s ( 1994: 382 ) observation that â€Å" expressed metacognitive cognition about undertaking features and appropriate schemes for undertak ing solution is a major clincher of linguistic communication larning effectivity † . In add-on to my repletion control schemes, the manner that I ever look for inspiration from different beginnings for my ain acquisition can maintain my larning on procedure. In my sentiment, this scheme should be a manner to increase my motive when I feel procrastinated or bored. However, I found myself passing excessively much clip shoping on the cyberspace about Iranian civilization and had less clip to reexamine the undertaking. I should be careful that it would non take up excessively much clip of my day-to-day Persian acquisition otherwise it would non be effectual. So, it seems that this scheme might non be helpful to me sometimes because I can utilize it as an alibi to stall. My emotion control schemes, peculiarly to my positive self-talk is besides mentioned in a survey by Bown ( 2009 ) that this technique helped scholars maintain position on their linguistic communication acquisition. It alleviated feelings of defeat or anxiousness. Bown divided that scholars used self-talk for two primary intents: ( a ) to remind themselves of their ain motive for larning the linguistic communication and ( B ) to promote themselves when they felt that they were non doing adequate advancement. The usage of this self-talk besides served to assist scholars maintain their outlooks of themselves realistic, as informed by their beliefs about linguistic communication acquisition. Learners would state themselves that errors are portion of acquisition or that it takes longer to larn Russian than other linguistic communications they may hold studied antecedently ( Bown, 2009 ) . Though it is true that the usage of this scheme became effectual when I had a low quiz grade, in my i nstance it must be combined with other schemes ( such as metacognitive control schemes ) at the same clip in order to wholly encouraging myself. I must hold a definite program ( the mini ends ) to back up my positive self-talk. For my environment control schemes, Wolters ( 1998 ) , mentioning research from Corno ( 1989, 1993 ) , Corno and Kanfer ( 1993 ) , and Kuhl ( 1984, 1992 ) , pinpoints a self-regulation technique I employed: ( 1 ) environmental control, for illustration â€Å" a pupil who†¦ decides to travel to a quiet topographic point conducive to analyzing ( 225 ) . † In my sentiment, the manner that I ever try to turn my environing environment into a learning environment for me makes me sometimes bask larning by myself instead than analyzing in the schoolroom. It helps me finish the mini end I set for myself in each twenty-four hours. In add-on, this can be supported by the survey from Bown ( 2009 ) . The findings suggested that effectual self-regulation depended on the scholars ‘ sense of themselves as agents in the acquisition procedure. Learners who recognized their function as writers of their ain acquisition transformed the acquisition environment to run into their single de mands ( Bown, 2009 ) . Chapter FIVE CONCLUSION AND DISCUSSION It is believed that motive is indispensable in larning a 2nd linguistic communication as it can be a goaded force for the scholars to get down their 2nd linguistic communication acquistion and it can be a force that sustain the acquisition throughout the acquisition. However, motive, harmonizing to Dornyei and Ushioda ( 2011 ) , is a dynamic and complicate factor which concerns about the pick, continuity, and attempt of the scholars in modulating thier ain motive. From this, motive can be seen as a factor that correlative to the scholar behavior which can lend to the scholar liberty. There are many theories which were developed to analyze about motive in relation to L2 learner behavior and scheme usage. Self-government theory ( SDT ) is one of the theories that has a wide model for the survey of human motive and personality. It is concerned chiefly with intrinsic motive and the manner to which the person is self-motivated and self-determined.Language Learning Strategies ( LLS ) is another attack which examines the schemes that the good linguistic communication scholar employ. The L2 Motivational Self System is another recent attack in relation to L2 motive and the ego model. It concerns three ‘self ‘ dimensions: Ideal L2 Self, Ought-to L2 Self, L2 Learning Experience. Self-regulation refers to the grade to which persons are active participants in their ain acquisition. It is a more dynamic construct than larning scheme, foregrounding the scholars ‘ ain strategic attempts to pull off their ain accomplishment through specific beliefs and procedures ( Dornyei, 2005 ) . In the context in this essay, it is found that motive became a critical factors on how the scholar will take the schemes to modulate his/herself and maintain the acquisition procedure traveling in order to accomplish end of larning a 2nd linguistic communication. In other words, it can be argued that self-regulation of L2 acquisition is multidimensional, including cognitive, metacognitive, motivational, and behavioural procedures that scholars can use to heighten accomplishment. The deliberative, adaptative procedure of self-regulation enables scholars to manage undertakings efficaciously and prepares them to take duty for their acquisition ( Wenden, 2001 ) . In chapter 4, based on the Self-regulation theory, my Iranian Learning Experience has been evaluated in relation to motive. Harmonizing to the four self-regulation schemes I employed, it is found that I depend much or less on motive to modulate or command the four schemes. For case, motive became a important factor on how I use the metacognitive control schemes to alter the manner I learn the linguistic communication. While motive has been seldom concerned on how I chose the topographic point to analyze as in the environment control schemes. Nevertheless, I could non hold more that both motive and the four self-regulation schemes are the two indispensable factors that can non be overlooked in scholar liberty and the development in the procedure to heighten single acquisition in order to accomplish the end. Though the purpose of the Iranian Language Learning category was simply to see the issues that can be raised in L2 acquisition and instruction, the fact that the category is conducted merely one hr per hebdomad might non be plenty to actuate some scholars to prosecute during the lesson. In order to hold a more effectual category, the teacher could raise an consciousness of utilizing self-regulation schemes which I believe will be fruitful for the pupils themselves to hold an chance to supervise their acquisition advancement and develop their larning liberty in L2 acquisition. As Hurd ( 2008 ) emphasises, awareness-raising of self-regulation in L2 acquisition is every bit if non more of import in independent larning scene ( e.g. on-line environments and distance acquisition ) , where pupils lack the sort of social-affective support provided by regular interactions with other scholars and the instructor, and typically may be prosecuting in linguistic communication acquisition on top of full-time survey and personal committednesss. How to cite Self Regulation Theory In Relation To Motivation Education Essay, Essay examples

Treatment Process Of Clinical Depression †MyAssignmenthelp.com

Question: Discuss about theTreatment Process Of Clinical Depression. Answer: According to the report of the World Health Centre, depression is one of the biggest causes of burden for the global society that has caused disability within individuals (Penn and Tracy 2012). With the introduction of anti-depressant, it is possible to bring about revolution within the treatment process of clinical depression. The introduction of the idea of placebo effects is also associated with the popularizing the ideas with that of the placebo effects. According to Ferguson, (2001), the anti-depressant can have both long-terms and short-term effects depending upon the levels of clinical depression. The serotonin is believed to play a major role in controlling the level of human emotions. The deficiency of the same is believed to have major effects into the cause of occurring depression. Nevertheless, the anti-depressant drugs that are used cannot be entirely used to deal with the symptoms related with that of the depression. With most of the important matters related with that of the chemical imbalance that occurs within an individual is believed to be the main cause of mental diseases. The placebo effect is believed to be one of the prime forms of treatment that are used to deal with the chemical imbalance. This new forms of treatment are also believed to have major impact into the psycho-social dysfunctions. It is also possible to deal with the negative side-effects that are associated with the use of psychological and anti-depressant drugs. The social factors that are associated with mental disorders can also be dealt with the placebo effects. References Ferguson, J.M., 2001. SSRI antidepressant medications: adverse effects and tolerability. Primary care companion to the Journal of clinical psychiatry, 3(1), p.22. Penn, E. and Tracy, D.K., 2012. The drugs dont work? Antidepressants and the current and future pharmacological management of depression. Therapeutic advances in psychopharmacology, 2(5), pp.179-188.