Wrong news Essay Example | Topics and Well Written Essays - 500 words

Wrong news - Essay Example t are delivered the people’s doorsteps every day; others become familiar, trustworthy faces that are broadcast on television for millions of viewers. By creating information, however, journalists of all types can actually become a source of false news. Those who write newspaper articles are often subject to strict deadlines, and sometimes they may feel unable to gather all of the correct information on time, so they fill in some of the small details on their own. Their boss may also expect them to write about something that will grab the attention of many readers, and this sort of news it not always easy to come by – so they decide a little white lie won’t hurt anyone. They may be journalists, but they are still human; and like you and me, they care about keeping their jobs. Those who write news scripts for the television, on the other hand, face a different kind of pressure. In order to keep ratings up, they must present news that people will want to watch. And if it’s going to help the show’s popularity, why not add their own clever twist to the story? It might only be a small percent of journalists who would actually make fake news at the expense of the public, but there are other ways the news can be inaccurate. While certainly not all journalists are as untrustworthy as those in the aforementioned scenario, it should be pointed out that sometimes the sources they gather their information from are wrong. Many journalists and reporters rely on the information that is shared with them by ordinary, average people. Some of these average people may skew the story to protect themselves of someone they know. Or some of these people may add their own opinions to the story, thus altering the story that the journalist interprets and relays to everyone else. Then again, there may even be some people who just like create problems for other people, so they just lied to the journalist for the sake of lying. Whatever the case is, it is important to

Federalism in America and India Essay Example for Free

Federalism in America and India Essay Thereby both countries had attained dominion status in which a number of smaller states had got affiliated forming a union with a strong central government that came to be called as Federal Government in the US and Central Government in India. Thus both states became Federal Republics. While framing the Indian constitution, its drafting committee headed by Dr. Ambedkar, had borrowed many salient features from various constitutions in the world including US but adopted them in the Indian context. Hence, both U. S and India, despite being federal in structure have many similarities and differences between them. Similarities between US and India:- 1) Written constitution:- Both US and India have a written constitution based on which the federal political structure has been set up and both federal governments are functioning. Both constitutions have provisions for amending the constitution to meet the growing socio, political and economic needs and demands of their respective countries. 2) Bill of Rights and Fundamental Rights:- The US constitution has ensured the fundamental rights of its citizens like right to equality, freedom, right against exploitation, freedom of religion, cultural and educational rights, right to property, and right to constitutional remedies etc through ‘The Bill of Rights’,. They became part and parcel of the US constitution through first ten amendments that were carried out and adopted into the US constitution. The Indian constitution has guaranteed the fundamental rights of the people through articles 14 to 34 in Part III. ) Supremacy of the Federal or Union Government:- Both countries have federal governments at the centre in which various states have acceeded to. In the US as many as 50 states have joined the federal government and in the Indian Union as many as 29 states and 8 Union territories have acceeded to. Both in US and India, states which have acceeded to the Federal set up have no unilateral power to secede from the Federal Government or the Union Governme nt. While Federal Government or the Union Government as well as the states are empowered to enact laws on a particular subject,(known as concurrent powers),the law enacted by the Federal or Union Government will have overriding effect over the law enacted by the states on the same subject. Thus Federal or Union Government is supreme in the present federal structure. 4) Division of Labor and Separation of Powers:- Adhering to Montesquieus theory of division of labor and separation of powers, both US and Indian constitutions have three basic divisions with regard to division of labor and power in their federal set up known as executive, legislature and judiciary with clear cut ‘Separation of Powers’ Each division has been entrusted with a separate power. The executive governs the country, the legislature enacts laws and the judiciary administers justice. President of US is the chief executive head of US, whereas the Union cabinet headed by the Prime Minister is the real chief executive body in India. Both US and India have a bicameral legislature. US legislature has an upper and lower house known as the House of Senate and the House of Representatives respectively and the Indian Parliament has Lok Sabha and Rajya Sabha as its Lower and Upper house respectively. Both US and India have a well organized judiciary, having the Supreme Court or the Federal Court as the apex court and a number of other courts in various states to administer original and appellate jurisdictions. 5)Powers of Checks and Balances:- Though there exists a clear cut division of labor known as separation of powers into executive, legislature and judiciary in both countries, still there is a threat. to democracy. A strong and dynamic leadership at the helm of powers as the executive and acting with unlimited powers may lead to arbitrariness. After all power corrupts power; absolute power corrupts absolutely; in the result democracy may become a laughing stock and virtually unworkable. Hence, in order to prevent unwieldy growth of any one of these three divisions, a fantastic mechanism known as powers of ‘checks and balances’ has been maintained in both countries. In other words, each division of power is somehow or other checked and controlled by other divisions of power. In the US, the President as the chief executive power appoints his members of ‘Kitchen Cabinet’ and he is the Supreme Commander-in-Chief of Army,Navy and the Air Force. He appoints the Chief Justice of the Supreme Court of the US. He enters into treaties with other countries. However, his treaties must be approved by the House of Senate. Otherwise, the treaty will not come into force. Though President Woodrow Wilson was the chief architect of the League of Nations that came into being after the first world war,US could not become a member of it since the House of Senate did not approve it. Thus important policy decisions must be necessarily approved by the House of Senate, which definitely acts as a check on the powers of US President, who is the head of the executive. Similarly laws enacted by both houses may be subjected to the power of Judicial Review and can be declared null and void by the judiciary. The President can be impeached and removed from power on the motion moved by the House of Senate in the presence of the Chief Justice of the Supreme Court of the US. Similarly in India, the Prime Minister and his cabinet can be removed from power by a successful no confidence motion passed by both houses of parliament. The important policy decisions taken by the cabinet headed by the Prime Minister, if necessary has to be enacted into laws only with the requisite majority of the parliament. The laws enacted by the parliament. re subject to the judicial review of the Supreme Cour of India. The Chief Justice and other Judges of the Supreme Court are appointed by the President as recommended by the cabinet and the Prime Minister. Thus the powers of checks and balances have been the effective mechanism both in the US and in India in safeguarding the democracy in both countries. Differences between the federalisms of US and India:- The differences that exist between the federalisms of US and India are unique. These differences have been wantonly created by the architects of the Indian constitution. The US federalism is very strong and more rigid as envisaged in their constitution by its leaders. It is more federal than unitary. in character. Whereas, India is more unitary than federal and we can even say that it is a quasi-federal state. 1) The Constitution of US is very rigid than the Indian Constitution:- i)The constitution of US is very brief and rigid running into only a few pages, whereas the constitution of India is very voluminous containing as many as XXII parts, 395 articles and ten schedules. Since the US constitution is very rigid, the provisions meant for amending the constitution are also very rigid and more formal. The last amendment carried out in the US constitution was in the year 1992. Between the period 1989 and 1992, the US constitution has been amended only 27 times, in which the 21 st amendment was to reverse the 18 th amendment Whereas, the Indian constitution which came into force in the year 1950, has so far been amended 94 times. Therefore, it is easy to amend the Indian constitution, since it involves four different types of procedures which are comparatively easy than the amending procedure of the US constitution. For example, recently, the salaries and allowances of the Indian MPs have been hiked through a voice vote of the members of the Indian Parliament, whereas in the US, the 27 th amendment originally proposed on 25th September, 1789, was ratified on May 7 th, 1992, regulating the provision for varying the compensation of the members of the House of Senate and Representatives. i) In the US, though there is a Federal Constitution, all the states affiliated with the Federal Government,owing their allegiance to the Federal Constitution, have their own constitutions to regulate their own governance. In India, all the states affiliated with the Indian Union owe their allegiance only to the Indian constitution and do not have their own constitution; however, each state is empowered to enact its own laws inc luded in the state as well as in the concurrent list of the constitution. ) While US has the Presidential form of Government, India has the Parliamentary form of Government:- In the US, the President is the head of the state and so his government is invariably mentioned as the Presidential form of government or democracy; In India, the President is only a nominal head or titular sovereign power;( dejure sovereign),whereas the Prime Minister and his cabinet is the defacto or popular sovereign in whom the real power exists. In the US, the President is popularly elected ,besides chosen through an electoral college. However, nominating a candidate for ontesting the Presidential election by a political party in the US is a cumbersome process. This process is comparatively simpler than the Indian system of forming the cabinet and electing the Prime Minister from a party which enjoys a majority of elected members of the Lok Sabha. While the US follows the bi-party system, India has a multi -party system and a complicated process of election. While the US President holds power for a period of 4 years,while the Indian Prime Minister holds power for five years as long as his political party enjoys majority in the Lok Sabha. However, the US President irrespective of his affiliation with a political party, Republican or Democrat and irrespective of his party’s success or failure in the elections for the House of Representatives or the House of Senate, holds power for his full tenure. A person in the US can hold the post of President only for two terms, whereas, in India there is no such restriction to hold the post of a Prime Minister or President. For example, Nehru was the Prime Minister of India between 1947 and 1964 for a period of 17 years. The Indian cabinet and the Prime Minister are collectively and directly responsible and answerable to the parliament and indirectly to the people, whereas, the US President has constitutional obligations and duties and of course answerable to the people. For the dereliction of duty and blunder committed by a cabinet minister in India, the Prime Minister and his entire cabinet colleagues are liable,responsible and answerable, because they have collective responsibilities. 3) Differences between the legislatures of US and India:- In India, the lower house or the Lok Sabha is more powerful and its members are directly elected by the people and the members of the Upper house or Rajya Sabha are indirectly elected every two years. The Lok Sabha members represent their constituencies on the basis of their population strength; In the US, the House of Representatives are elected on the basis of the population strength of a state, but irrespective of the size of the state or its population, each state in the US has only two senate members, totaling 100 members in all in the US. While the Lok Sabha or the lower house is more powerful in India, the House of Senate or the upper house is more powerful in the US. While a Senate member in the US is directly elected, a Rajya Sabha member in India is indirectly elected by a system of proportional and transferable voting system. 4) Differences in the judicial system between US and India:- While the US has an advanced judicial system, India has a rapidly developing judicial system. An accused or a witness in the US can depose from the place where he is imprisoned, thereby avoiding unnecessary travel all the way from Chicago or Los Angels to New York using the advanced technology. Such facilities are yet to develop in India. While a Judge in the US can hold his post for life as long as he enjoys his good health, in India it is slightly different. A District judge unless elevated retires at the age of 58, a High Court and a Supreme court Judge retires at the age of 65. Thus both the US and the Indian Federalism despite having limitations are by and large successful.

The State Of Male Privilege In Contemporary Society Sociology Essay

The State Of Male Privilege In Contemporary Society Sociology Essay The state of male privilege within society is greatly debated. Both past and present day academics, have considered the extent of its presence and effects within society in relation to spatial and geographical dimensions. Over time, a vast selection of literature claiming that male privilege heavily affects womens power and opportunity for equality between the sexes has accumulated. This literature is a reaction to issues such as women consistently taking lower wages in the workforce and being repressed by the family unit, cultures, religion, politics and society as a whole. This has resulted in limitations for women due to stereotypical gender roles reinforced in both work and home spaces. However, the increased empowerment of women must be noted through the last century, for example, when women won the right to vote. The last decade witnessed Farrells (1993) works on The Myth of Male Power which has cast a rather different light on the alleged privileges of man. Leaving one to ques tion whether, in fact, it is to women that freedom and privilege belongs; Goldin and Katz (2006) discuss this phenomenon in The reversal of the college gender gap. Are men perhaps, as Farrell (1993) suggests, perhaps the subordinated sex? For the purposes of this essay, male privilege will be defined as the notion that the male population of society is granted rights and statuses based strictly on the grounds of their gender, thus women are denied equal liberties. Patriarchy, as a concept strongly associated with male privilege is defined as a system of social structures and practices, through which men dominate, oppress and exploit women, according to The Dictionary of Human Geography (Gregory et al. 2009). Cosslett et al (1996) highlight the theme of patriarchy is evident within theological structures. They also refer to a verse from the book of Timothy in the New Testament which clearly suggests that women are subordinate to men. Let a women learn in silence with all submissiveness. I permit no woman to teach or to have authority over men; she is to keep silent. For Adam was formed first, then Eve; and Adam was not deceived, bit the woman was deceived and became a transgressor. Yet woman will be saved through bearing children, if she continues in faith and love and holiness, with modesty. (1 Timothy 2.11-15) 1 Timothy 2.11-15 suggests that women are the cause of sin and deception. Eve, as the representation of the female form was deliberately disobedient when provided with the opportunity to exercise her own authority. Christianity interprets this foundational allegory in order to offer an explanation for the sexual hierarchy existing within society. According to Therborn (2004), the world of patriarchy remained part of society throughout the 1900s. The law of the father remained a substantial part of understanding society during the 1900s. The role of the father was to rule over the children continuing into adult life, until they were married. It was generally perceived that men were super-ordinate to their wives, thus men had generational authority. So much so, that despite a general expectation that men should keep a mistress in Latin Europe and America, divorce was incredibly difficult and a uniquely male privilege in China and Muslim countries (Therborn, 2004). Female freedom was incredibly restricted, entirely controlled by their male authority, whether it be by their father or husband. Movement in public spaces for women was physically restrained almost everywhere, however, restrictions varied to a great extent. In North-America and North-western Europe, sexually ambiguous spaces including the streets after dark, restauran ts, theatres and other places of entertainment were usually off-limits to women unless being escorted (Therborn, 2004). However, Therborn (2004) noted that more extreme measures were taken to restrain womens movement elsewhere, for example, in an area of land between the Gangetic plains of the redundant Mughal Empire to the Atlantic coast of Morocco. Women of the upper conservative classes rarely left their female quarters, let alone their home; it was expected that they should only set foot outside their home for events such as their marriage, their fathers death and at their own burial. On the few occasions when they did leave their home, they were wrapped up and veiled. Therborn (2004) discusses not only the restrictions that were placed on womens movement through space but physical restraints places on their body by men. Women in China endured great suffering; forced to conform to the male concept of beauty their feet were broken and bound up as a tribute to their male authority. Jackson (1990) suggests that some homosexual men may have suffered oppression under patriarchy (such as compulsory heterosexuality), as well as the inherent exploitation of women. Brittan (1989, p.4) considers that masculinity or patriarchy assumes that heterosexuality is normal, it accepts without question the sexual division of labour, and sanctions the political and dominant role of men in the public and private spheres. Essentially certain forms of masculinity are privileged, subordinating other forms. Thus, homosexuality is treated as secondary to heterosexuality, just as women are to men. The continued oppression and abuse of women through time and place inspired the sentiments of Mary Wollstonecraft two centuries ago, who wrote, I [only] wish women to have powerà ¢Ã¢â€š ¬Ã‚ ¦over themselves, as highlighted by Finch (1996). As the second wave of feminism began to gain strength in Britain in the 1960s, views of the family changed, as feminists argued the family was a fundamental cause of womens oppression (Finch, 1996). Finch (1996) questions whether or not the family represents restriction of opportunities, thus positioning women as subordinates to men within the family unit. He suggests that the gender relations characteristic of the dominant family form are key to understanding a womans place within society. However, Finch (1996) argues that in recent years the family form has altered. Therborn (2004) suggests that the early twentieth century saw de-patriarchalization occurring at an incredible rate. No other social institution through time has been forced to retre at and loosen its hold as much. The retreat of patriarchy from society has been aided by legal enforcement; for example, when women (all over the age of 21) won the right to vote in 1928 as well as the UN declaration of human rights 1948, which stated: Men and Women of full age, without any limitations due to race, nationality or religion, have the right to marry and to found a family. They are entitled to equal rights as to marriage, during marriage, and its dissolution Marriage shall be entered into only with the free and full consent of the intending spouses So the family form has changed and continues to change; as the first wave of feminism spurred on de-patriarchalization in the early twentieth century followed by the second wave come the 1960s, womens rights within marriage and the family were increasing. A womans ability to succeed in the eyes of Mary Wollstonecraft has to go against the grain of social life (Finch, 1996, p.20), in combination with favourable circumstances allowing a woman to gain financial independence. However, Finch (1996) recognises that this remains a difficult task even at the end of the twentieth century. Callen and Wren (1994) report a sharp rise on the hourly wages that Irish women received relative to their male counterparts during the 1970s, after the introduction of the equal pay legislation and anti-discrimination legislation. Over the past few decades the male-female wage gap has seemingly shrunk by about half. This narrowing was particularly dramatic in the 1980s but since has levelled out and remained more stable (Doms and Lewis, 2007). However, it remains that women only earn approximately 70% of the amount their male colleagues earn for the same jobs. This is evidence that men seem to have privileges which women lack. Simon and Landis (1989) suggest that the wage gap between men and women cannot narrow to equality until both genders have equal employment. Conversely, most of the figures quoted for the male-female wage gap are for production workers in the manufacturing industry, but this group of workers amounts to just 1 in 3 of all employees and less than 1 in 5 of all fe male employees (Callen and Wren, 1994). Thus, it is debateable as to whether this sub-group of the economy can provide an accurate representation of the male-female wage gap. It is also important to note that women are more highly concentrated in the younger age groups within the workforce; 70% women: 52% men were aged 35 or below. This is usually attributed to many women, especially married women, tending to leave the labour market during the years of child-bearing and child-rearing (Callen and Wren, 1994). This can affect the wage gap because generally wage gaps for groups of a similar age, or possessing similar labour market experience are smaller. The wage gap is often around just 7% for those under the age of 35. Despite increasing numbers of women returning to work after having children, many still feel that child-care and other family responsibilities are the main reason that they did not seek out paid work. The presence of a pre-school child (age 0-4) makes it much less likely that a woman will return to work (Callen and Wren, 1994). This effect is not at all mirrored in the case of men. McDowell (1997) suggests that this is due to the binaries that exist in society; the workplace is a male dominated space while the home is a female dominated space. However, Hochschild (2003) notes a staggering increase in mothers returning to work in America with children aged 3 and under, from 34% in 1975, to 61% in 2000. 90% of women that do return to the workforce have found that they still are expected to be responsible for finding and organising childcare. Whilst this increase in the number of mothers that are working outside the home may suggest that women are gaining power over themselves, it may a lso be attributed to a change from Fordist notions of a family wage. Rather, womens work has absorbed the deindustrialisation of America and the decline in mens wages (Hochschild, 2003). In fact, Pratt (2002) predicts that by 2025 women in the UK will possess 60% of the nations wealth, and by 2020 just 47% of the UKs millionaires will be men. Garai and Scheinfield (1968) suggest that the majority of studies report that men advance further in the workforce, whilst women are left behind with the expectation to get married and have children because boys have a clearer concept of their future occupational roles, are more realistic in their vocational planning, and less frequently engaged in unrealistic fantasies and pipedreams about future happiness than girls. Is the privilege and success of men within the workforce due to a lack of aspiration and focus on employment from women? Or is it as Spencer and Podmore (1987) have suggested, that womens careers are unplanned due to an indecisive nature as well as suffering from breaks for child-rearing? This began to change as in the 1960s and 1970s, young womens expectations for their futures were changing, and no longer did they expect to follow in their mothers footsteps. By 1980, levels of male and female graduates had reached parity, but womens greater increase rate did not slow; in 2003, there were 1.35 for every one male 4-year college graduates, and 1.30 for every one male undergraduate (Goldin and Katz, 2006). Thus the 21st century witnessed a reversal in the college gender gap. This effect is not purely a phenomenon of the USA; it is now occurring in nearly all OECD countries. In the three surveys conducted to assess the college gender gap, Goldin and Katz (2006) reported that girls achieved consistently higher grades than boys did throughout high school. In the Wisconsin data of high school seniors graduating in 1957, the high school rank of the median girls was 21 percentile points above the median boy. This difference whilst less extreme still remained with a 16 percent ile point difference in 1992 graduated in the NELS data (Goldin and Katz, 2006). Therefore, demonstrating that girls have an academic privilege over boys. Evidence that the college gender gap and the male-female wage gap is narrowing perhaps lead to Farrell (1993) to question whether male power is a myth, further exploring the idea that men are not the privileged gender. Farrell (1993) considers the many ways in which women are argued to be subordinate to their male counterparts; feeling of powerless through fears of pregnancy, ageing, rape, date rape, and being physically overpowered, less exposure to team sports and its blend of competitiveness and cooperation that is so helpful to career preparation, greater parental pressure to marry and interrupt career for children without regard for her wishes, to name but a few. The conclusion to these experiences of women across the globe is that women have the problem, men are the problem (Farrell, 1993, p.27-28). However, Farrell (1993) then puts a different spin on the concept of gender privilege, claiming that men have a different experience. When a man tries to keep up with payments by working overtime and is told he is insensitive, or tries to handle the stress by drinking and is told he is a drunkard, he does not feel powerful, but powerless. When he fears a cry for help will be met with stop whiningà ¢Ã¢â€š ¬Ã‚ ¦ he skips past attempting suicide as a cry for help and just commits suicide. Thus menà ¢Ã¢â€š ¬Ã‚ ¦increasingly become the suicide sex. (Farrell, 1993, p27-28) Farrell (1993) suggests that when we look at life expectancy, we acknowledge that blacks dying six years sooner than whites reflects the powerlessness of blacks in American society. Yet a man dying on average seven years sooner than a woman is rarely considered a reflection of powerlessness. If the seven year gap is biological, why was it just a one year gap in 1920? If life expectancy is one of the best indictors of power, then suicide is one of the best indicators of powerlessness, Power is the ability to control ones life. Death tends to reduce control (Farrell, 1993, p27-28). Until boys and girls reach the age of 9 rates of suicide are equal, but from the age of 10, as a boy grows older he is far more likely to commit suicide than a girl of the same age. Between the ages of 20-24, a male is 6 times more inclined to commit suicide than a female. By the age of 85, the suicide rate for men has increased to 1350% higher than for women of the same age. This suggests perhaps that men h ave a less privileged life, for feeling more stressed with work may cause an inclination toward suicide. It is easy to ignore the influence and power that a woman possesses, which a mother can have over her children including both sons and daughters. But it is the mother who is able to make their childs everyday life heaven or hell through discipline, whether that be making their bedtime earlier, taking away desserts, or grounding the child if they do not obey (Farrell, 1993). Few men are able to say they hold this kind of influence or power. Despite the old saying that man is master of the house, many men feel they were visitors in their wives castle. A wife may feel that a mans home is his castle, but from a husbands perspective, his wifes home is his mortgage. In the past, the prohibition against divorce gave a woman security in her workplace (the home), knowing they would be supported. However, no man could say he had a similar security in his workplace; his source of income could fire him, whilst her source of income could not fire her. Even today, now that divorce is a legal option, if a man quits his job, he does not receive unemployment pay. Yet, if she initiates divorce, she is able to take a half share of their possessions. Perhaps then, women possess greater privileges than men? It has been a long held assumption that women spend a greater amount of time on housework and childcare than men spend working, concluding that women work two jobs, men work one (Farrell, 1993, p.37). However, a study by the University of Michigan (1991) found the average man worked 61 hours per week, while the average woman works 56 hours a week. A nationwide study in 1975 found similarly that husbands did 53% of the total work, including childcare, housework, work outside the home, commuting and gardening, while wives did only 47%. A mans freedom or lack of it has been compared to that of a slave; a slave is expected to give up their seat for a woman, or to help her put on her coat like a slave would for their master (Farrell, 1993). Men as opposed to women are expected to do societys most hazardous jobs, like ones slave would have been given (Farrell, 1993).The difference simply being societys rules and expectations of men, such as that of politeness, whilst slaves act out of subservience. A man may feel through expectation that in a sense he is being discriminated against, but there is evidence that women also experience this. Black congressman Shirley Chisholms statement that she faced far more discrimination as a woman than as a black was widely quoted (Farrell, 1993). Although, perhaps the greatest discrimination that American men experience of all, purely because of their gender, is the expectation that men and only men should be conscribed into combat in the case of war. Farrell (1993) explores the idea of the pro-choice woman and the no-choice man, arguing that registering all our 18-year old sons for the draft in the event of war is as sexist as registering all our 18-year old daughters for child-rearing in the event that the country requires more children. Is it fair that an 18-year boy can be barred from all federal employment from the US Post Office to the FBI, as well as facing a $250,000 fine and five years in prison if he refuses to register for the draft? Farrell (1993) suggests that in essence he is subject to being killed purely for not killing; for whilst in prison he will be subject to homosexual rape and thus AIDS because of his reputation for not wanting to fight. Is this fair, while a female who does not register is able to atte nd a state school or a private school with federal aid, get married, have children, or be single and work. In other words, a woman who does not sign up for the draft is free to live life as she pleases, while a man has an obligation to die (Farrell, 1993, p.130). To conclude, the understanding of male privilege has changed greatly over the last century. There are a great many examples over time and place which suggest that women have suffered under the dominance of man, but, it is by no means a universally accepted concept. Farrell (1993) has persistently argued that men find they are subordinates to women and children. Many of the issues around gender discrimination in the workplace in terms of employment and wages, have found improvements in favour of women, to the extent that Pratt (2002) suggests that in the UK women will possess more wealth than men by 2025. However, male privilege remains prominent in other aspects of society, only time will tell whether this will remain or will gradually fade. It is difficult to say how near or far society is from gender equality due to the vast disputes as to the state of male privilege that exists today.

Three Approaches to Coping with School Violence Essay -- Exploratory E

We humans have always sought to increaseour personal energy in the only manner wehave known: by seeking to psychologically steal it from others—an unconscious competition that underlies all human conflict in the world. (James Redfield, 1993, The Celestine Prophecy, New York: Warner Books,65–66) Some school critics and statisticians have observed that drug-dealing, vandalism, robbery, and murder have replaced gum-chewing, â€Å"talking out of turn,† tardiness, and rudeness as the most chronic problems afflicting today’s schools. If the intent of this observation is to shock and rattle the public’s sensibilities, it’s working. Of course, some of us may interpret such suggestions as merely dark, stoic, and cynical—â€Å"scare† tactics quite in keeping with the current national mood about many social issues these days. Yet, as a profession (and a society) maybe a little shock treatment now and then is good for us, especially if we ourselves work in relatively â€Å"safe† schools and communities. Maybe it’s time to remind ourselves that one school’s problem can become every school’s problem if the profession at large is not watchful and careful. No school is immune to the potential of extreme violence, as many of us, without meaning to, have learned. If you’re a long-time, veteran English teacher, you may never have thought you’d see the day when an issue of English Journal would be devoted to school violence. The idea never occurred to me, either. But here we are, and here that issue is. And, what’s more, it’s high time. While none of us needs convincing that the violence problem is serious in a great many places, some of the statistics are sobering. The National Education Association (March 1994) reports that the number of children... ... suffice. Works Cited Anderson, Elijah. 1994. â€Å"The Code of the Streets.† TheAtlantic Monthly (May): 81–94. Elam, Stanley M. 1993. â€Å"The 25th Annual Phi Delta Kappan/Gallup Poll.† Phi Delta Kappan (Oct.): 137–152. â€Å"Guns Among Young People in the U.S.† 1993. Youth Record. Washington, D.C.: Youth Policy Institute. (Aug. 3): 10. Jones, Clarisse. 1994. â€Å"Report Shows Violence Rising in Schools.† The New York Times (Aug. 13): 27. Merina, Anita. 1994. â€Å"Fighting School Violence Means Taking on Guns.† NEA Today (Mar. 12): 4. Survey of the American Teacher 1993: Violence in America’s Public Schools. New York: MetLife. Zimmer, Judith. 1993. We Can Work It Out. Culver City, CA: Social Studies School Service. Denny Wolfe is professor of English Education andDirector of the Tidewater Virginia Writing Project atOld Dominion University in Norfolk, Virginia.

Founding Fathers

When you think of the Founding Fathers, the common names George Washington, Thomas Jefferson, and Benjamin Franklin often come to mind. What many people don't realize, is there were many more significant people besides them that helped make America free and independent. Even more than this, there were many women and minorities that contributed to this change. The women and minorities males that I am going to talk about in this paper show true drive, determination, and passion. These people prove that it doesn't matter what your gender or race is for you to make a difference and have extraordinary triumphs.There were countless women throughout history whose actions and sacrifices helped to establish our independence. The first story of these brave women is about Molly Pitcher in the Revolutionary War. From a young age, Mary Ludwig, nicknamed Molly, had wanted to be a soldier. This goal was looked down upon in girls, and would have been expected from a man or boy. She grew up on a farm , and in any weather condition, would be found outside working hard. This sense of determination gave Molly strength, and the ability to do whatever she attempted quickly and efficiently.Wanting to utilize this quality usefully, she went to live with a family friend, assisting her in household work. Molly then learned how to use her hand for anything, but her need for helping was not yet fulfilled. Molly eventually married a comrade, John Hayes, who joined the Continental army when the battle of Lexington began. Proudly, Molly stood by her husband excited that he was able to serve his country. On January 3, 1777, the Continental army fought the British at Trenton, loosing thirty men, and then retreating to Morristown, New Jersey.When she was aware of this, she went to the fields to make sure there were no hurt men. Unfortunately, she found a wounded soldier, but was able to nurse him back to health. When June occurred, temperatures began to rise, scorching the fighters. Because of t he heat and long hours of fighting on June 28, 1778, many of the man's tongues became swollen, and their bodies became exhausted. Molly decided to spend her time through the blistering heat going back and forth carrying water to the soldiers. â€Å"Molly Pitcher! † was a frequent exclamation they would say, thankful to see the water.The heat did get to her husband, causing him to pass out, but Molly was right by his side to help him in any way possible. Since her husband was not able to use the cannon, Molly took his place, loading and firing the gunner. The courageous acts displayed by Molly played an important part of the soldiers' victory. General Washington praised her, and even awarded her â€Å"one of his gallant men†. Sticking by her husband's side, fighting for him when he couldn't, and even bringing water for the thirsty soldiers were valiant acts Molly portrayed.Molly was a prominent part in this battle and earned a spot in American history. One year later an other brave female helped gain America its independence, Penelope Barker. Back in their time, women were expected to stay home, cook, clean, and take care of their family. Penelope lived with her husband in North Carolina. Unlike how female were supposed to act, Penelope had a mind of her own and was interested and engaged in politics. Even though her husband was an agent of the English crown, Penelope believed that England had gone too far with the Tea Act of 1773.Once she learned about the Boston Tea Party, Penelope decided to have her own. Door to door Penelope went speaking with and convincing other women to boycott all British tea and clothing. Penelope was able to convince fifty other women to attend a meeting he held on October 25, 1774. By the end of the meeting, they wrote a letter proclaiming about their boycott, signed it, and published it in a London newspaper. The better known Boston Tea Party was conducted by men, wearing costumes to protect their identity, yet she rej ected the notion of hiding and instead made it public.Penelope Barker went on to say, â€Å"Maybe it has only been men who have protested the king up to now. That only means we women have taken too long to let our voices be heard. We are signing our names to a document, not hiding ourselves behind costumes like the men in Boston did at their tea party. The British will know who we are. † This turned into the first women’s political activity in colonial American History. She took a stand in what she believed in and did something about it. Once this reached the newspaper in London, it received a lot of negative feedback.The crown did not take the women colonists seriously, and many citizens laughed at their attempts. Because women's views on matters politic were not considered worthy of consideration, the British laughed and their cartoonist's had a fun day being able to make fun of them. Others called the women bad mothers or â€Å"loose† women. This shortly stop ped though, when other women in the colonies started to boycott the goods and listening to what these ladies had to say. More and more people started to join and boycott which eventually got the crown’ attention.Although this movement may not seem like a huge deal, we have Penelope Barker to thank for advancing the cause of women’s rights to engage in politics, and gaining more independence. Stepping out of the norm, and doing what you believe is right is the most courageous act. By making a petition and boycott, Penelope was able to bring attention to something that wasn’t right with America. Sybil Ludington is the next American female hero on the list. It was 1977 and America was fighting with England to claim our independence. As she was lying in bed, she was wishing there was something she could do to help the cause.She already used spun wool instead of England’s fabric, and refused to drink the English tea. Sybil felt as if that was all women were do ing, and she wanted to do more. From outside she heard someone yelling, â€Å"Colonel Ludington! Colonel Ludington! The British are burning Danbury, Sir! You must gather your men and march against the British! † Sybil’s father then said that their supplies were in Danbury, so all their weapons would be destroyed and they would need to muster the men. Sybil already knew that the men in her father’s militia lived in farms scattered all over the country, being released from their duty to spring plant.They needed to be called out to form their fighting unit. Sybil offered to help and to go get the men since she knew the roads but her father said that it would be far too dangerous, that she could be attacked. As she pleaded that she really wanted to help, that there was no one else to do it her father saw the determination and strength in her and let her go. As Sybil started to leave on her horse, Star, the sky was bright red, meaning the British were currently burni ng Danbury. Her father gave her detailed instructions right before she left to take a stick and knock on the men’s farmhouse doors with it.He also told her to go as far south as Mahopac Falls and then north to Stromyville. Finally she was off, and started at Alder place charging up to the farmhouses, yelling that the British were burning Danbury and where to meet. As Sybil went from farmhouse to farmhouse it was also continuously raining, resulting in her getting drenched. Also at one point she had to fight off a â€Å"highway man†. Finally, she reached all of her destinations, a distance of 40 miles and gathered all 400 men to her father. At the time Sybil Ludington was only 16 years old.Her sense of stability, audacity, and determination was enough to get 400 of her father’s men to fight in the war. If it wasn’t for her, there would be no men, and America would have lost the war. Sybil significantly impacted the result of that war, which is what caused us to become free. The last female who helped participate in the Revolutionary War and earn America independence was Deborah Sampson. From a young age, she learned to work hard because her father died, and her mother sent her away to work on a farm. Deborah was best known for her eagerness to learn, begging her new family to teach her anything the boys knew.One of her passions was to help the men in the Revolutionary War, although this seemed impossible because girls were not allowed to fight. Disregarding that rule, Deborah dressed up like a man called â€Å"Robert† and became a soldier at the age of 19. Her dedication, braveness, and willingness to sign up for dangerous missions, made the other soldiers proud of her, and landed her a spot to be an aide for the general. When Deborah was sent to West Point, New York, she got wounded in the leg. She didn't tell anyone and tended the wounds herself so no one would find out her secret.After serving another eighteen months and a few battles at West Point, she was wounded again, and her identity was discovered by the doctor. On October 25, 1783, Deborah was â€Å"honorably discharged† from the army. Although this was discouraging, she received a letter from Paul Revere , granting her a pension. On January 20, 1792, Massachusetts General Court recognized Deborah as a hero. They decided that she did â€Å"perform the duty of a soldier† and exhibited extraordinary heroism. It didn't matter what gender, Deborah Sampson was a faithful, gallant soldier that impacted America in a huge way.Besides just women who helped in making America independent and free, there were minorities. The actions of black men for our nation’s founding have often been ignored. There were many slaves who joined the army to gain their freedom, but there were thousands of other African Americans who served America just because it was the right thing to do and we as a nation needed it. These hero’s deeds are no le ss important than any white man’s deeds. They have also fought and died, held office, wrote in support of independence, and led their communities. There were many black men, about 12,00- 15,00 that became soldiers in the American Revolution.They fought in an integrated army. By 1779, fifteen percent of the Continental Army was black, getting to fight in the first Battle of Lexington and Concord, and the last battle at Yorktown. Besides integrated units, there were three all black units: Rhode Island First regiment, the Black Bucks of America, and Volunteer Chasseurs. Caesar Augustus was enlisted in the Continental Army at the age of 14. He was of mixed race and from Dorchester, Massachusetts. Augustus was able to serve the entire length of the war. For the first two years he spent in the service of an officer but then he reenlisted to be able to fight.Although Augustus didn’t do anything extraordinary, he was an African American who fought in the war, and eventually di ed fighting for our country. Another African American was Cyrus Bustill. He was born in 1732, with his father being a lawyer but his mother being a slave. Since the child takes the mother’s job, he had to be a slave. Cyrus was trained how to bake and once he got his freedom at the age of 36, he helped out by making bread for the solider. It was something that the soldiers during the American Revolution needed. George Washington even gave his a silver piece and commended him for his service.Cyrus also became a member of the Free African Society. Next was Prince Hall. He was the slave of William Hall, a Boston Family. A month after the Boston Massacre, he was freed by his master and worked as a peddler, caterer and leather dresser. He eventually served in the Battle of Bunker Hill. Hall was able to supply leather drum heads to the Continental Army. Before the war even began he joined the British Army Lodge of Masons, and once the British retreated they took over. It was the fir st African America Lodge, and was named after Hall. He became one of Boston’s most prominent citizens and a leader in the black community.Prince Hall was able to speak out against slavery and the rights of blacks. Because of the lack of schools for black children, he set one up in his own home. He also in 1797 spoke out against violence. â€Å" How, at such times, are we shamefully abused, and that to such a degree, that we may truly be said to carry our lives in our hands, and the arrows of death are flying about our heads†¦tis not for want of courage in you, for they know that they dare not face you man for man, but in a mob, which we despise†¦Ã¢â‚¬  During a harsh winter at Valley Forge, there was a new regiment created, the Rhode Island First.This was made up of all African Americans, 125 men, some were free and some were enslaved. Their first fight was at the Battle of Newport in 1778, resulting in the Continental Army forcing to retreat. The regiment put its elf between the retreating Americans and the British and were able to hold the line when the British attacked, causing the British to have many casualties. These men’s bravery helped save many lives not only there, but in other battles like the Battle of Croton River. Eventually, there was a statue in honor of the Black soldiers. It read, â€Å"?When the Constitution of the United States was framed, colored men voted in a majority of these States; they voted in the State of New York, in Pennsylvania, in Massachusetts, in Connecticut, Rhode Island, New Jersey, Delaware and North Carolina; and long after the adoption of the Constitution, they continued to vote in North Carolina and Tennessee also. The Constitution of the United States makes no distinction of color. † These men that I have mentioned above risked their own lives to help make America free. Sometimes when we hear the big named, popular people, we tend to forget about everyone else that was involved. 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Winston Churchills Life essays

Winston Churchill's Life essays Death- 1965 January 24 at the age of 90 National Origin- Oxfordshire, England Early Influences- his father, Randolph Churchill Awards, Prizes Honors received- In 1900 Winston Churchill was elected into Parliament. In 1905 Winston Churchill is appointed undersecretary of state for the colonies. 1908 appointed president of the board of trade. 1910 appointed home secretary. 1911 appointed 1st lord of the Admiralty. 1915 resigns as lord of the Admiralty. 1922 loses seat in Parliament, but then in 1924 is reelected back into Parliament as Chancellor. 1940 may 10th Winston Churchill is appointed Prime Minister of Britain. 1945 he resigns from being prime minister. 1951 returns as prime minister. 1953 was knighted by Queen Elizabeth II. In October of 1953 Churchill was awarded the Nobel peace prize. Publications- THE STORY OF THE MALAKAND FIELD FORCE, THE RIVER WAR, SAVROLA, LONDON TO LADYSMITH VIA PRETORIA, IAN HAMILTON'S MARCH, MR. BRODRICK'S ARMY, LORD RANDOLPH CHURCHILL, FOR FREE TRADE, MY AFRICAN JOURNEY, LIBERALISM AND THE SOCIAL PROBLEM, THE PEOPLE'S RIGHTS, THE FIGHTING LINE, THE WORLD CRISIS, MY EARLY LIFE: A ROVING COMMISSION, INDIA, THOUGHTS AND ADVENTURES AMID THESE STORMS, MARLBOROUGH: HIS LIFE AND TIMES, GREAT CONTEMPORARIES, ARMS AND THE COVENANT WHILE ENGLAND SLEPT, STEP BY STEP 1936-1939, INTO BATTLE BLOOD SWEAT AND TEARS, THE UNRELENTING STRUGGLE, THE END OF THE BEGINNING, ONWARDS TO VICTORY, THE DAWN OF LIBERATION, VICTORY, WAR SPEECHES 1940-1945, SECRET SESSION SPEECHES, THE SECOND WORLD WAR, THE SINEWS OF PEACE, PAINTING AS A PASTIME, EUROPE UNITE, IN THE BALANCE, THE WAR SPEECHES DEFINITIVE EDITION, STEMMING THE TIDE, A HISTORY OF THE ENGLISH-SPEAKING PE0PLES, THE UNWRITTEN ALLIANCE, FRONTIERS AND WARS, YOUNG WINSTON'S WARS, IF I LIVED MY LIFE AGAIN, WINST ON S. CHURCHILL: THE COMPLETE SPEECHES, THE COLLECTED ESSAYS OF SIR WINSTON CHURCHILL, THE DREAM, THE CHAR ...

Buying behavior, TV advertisements, ethical and unethical. The WritePass Journal

Buying behavior, TV advertisements, ethical and unethical. References Buying behavior, TV advertisements, ethical and unethical. CHAPTER1.1 INRODUCTION1.2 PROBLEM STATEMENT1.3 PROBLEM JUSTIFICATION1.4 OBJECTIVES1.5 SIGNIFICANCE OF THE STUDYCompaniesConsumersAdvertising firms 1.6 SCOPE AND THE LIMITATIONS OF THE STDY.CHAPTER 22.1LITERATURE2.2 LITERATURE REVIEWImplications for the Western WorldImplications for Asian countriesImplications for neighbor countryCHAPTER 33.1 CONCEPTUAL FRAMEWORK3.2 HYPOTHESES3.3 METHODOLOGY  3.4 POPULATION AND SAMPLE.3.5 STATISTICAL APPROCHCHAPTER 44.1 CONCLUSIONReferencesAppendix (Statistical Approach) Appendix 2 (Operationalisation)Related CHAPTER 1.1 INRODUCTION It is believed that the buying behavior of consumers can be influenced by vast promotions. Among all types of promotional techniques, TV promotions play a vital role in consumers’ buying behavior. â€Å"Advertising perception has a significant impact on consumers’ intention to reject the products and the brand† (Chan et al, 2007). The marketers around the world use different kinds of promotion techniques as a tool of conveying the message about their products or services to the target consumers. Marketers tend to believe that all consumers around the world have similar needs as well as desires and that the global market is growing increasingly homogeneous (Chan et al, 2007). Therefore they try to capture the market through advertising without considering what customers expect from the firms. Due to the rapid growth in the media, all most all firms use TV as their media of promotion to grasp the target market. The Sri Lankan structure of advertising industry is also affected by globalization. At present, there are number of private and government advertising companies inSri Lanka. The advertising companies are also affected by the local FMCG companies. Due to the arising completion, companies should involve in vast promotions in order to capture the market before their competitors. It is believed that there is a relationship between TV promotions and buying behavior of consumers. In order to identify what the customer expects from marketers, it’s vital to carry out a research on how ethical and unethical TV advertisements affect on consumer buying behavior in FMCG industry inSri Lanka? 1.2 PROBLEM STATEMENT How ethical and unethical TV advertisements affect on consumer buying behavior in FMCG industry in Sri Lanka?    1.3 PROBLEM JUSTIFICATION The companies that are operating in the FMCG industry inSri Lankashould focus on increasing their sales through identifying their customer expectations. Today almost all the organization around the world, use TV advertisements as a way of conveying the message about their product to the target market. Therefore it is important for marketers to identify the consumer perception about ethical and unethical TV advertisements and its impact on the company sales. Most of the companies do not analyze their customer expectations before they telecast their advertisements on TV. This has created a contradictory situation in the society which may result in negative perceptions about the product which is promoted through the advertisement. R.C. Earnest (2007), who conducted a research on ethnically targeted advertising, has found that â€Å"there were negative attitudinal, emotional, and behavioral reactions by those who are not targeted, which may result in a drop of sales.† With the arising competition, it’s important for organizations to find out the ways and means of satisfying customers in order to make the existing customer retain with the company and attract new customers through vast promotions. The level of understanding of what local customer expect from the marketers when they are doing their promotions through television is, questionable. It is important for organizations to understand and examine the impact of TV advertisements on consumer buying behavior in order to be successful in the future. 1.4 OBJECTIVES To identify how consumers react to unethical and ethical TV advertisements done by FMCG industry inSri Lanka. To find out the impact on buying behavior of the consumers depending on the ethicality and unethicality of the TV advertisements. To find out the relationship between different types of advertisements and buying behavior To find out what type of advertisements attracts more customers towards the product. To recommend alterations to enhance the quality of suitable TV advertisements inSri Lanka. 1.5 SIGNIFICANCE OF THE STUDY Companies The buying behavior of the consumers would be analyzed with regard to the TV advertisements done by companies who are operating in the FMCG industry inSri Lanka. This study will enable the companies to understand their consumers and plan their future promotions in a way in which it will increase customers’ satisfaction. The study also emphasis on possible consequences that may arise in the long run if the company target only one ethnic or religious group in their advertisements. It will also enable the companies to get an idea about the effectiveness of using Indian and other foreign TV advertisements in Sri Lankan context. As this study enables to indentify customer’s perception of the ethical and unethical advertisements, the companies would be able to fulfill customer expectations by providing what customers perceive as ethical. It will create positive attitudes towards the product and the company, ensuring their sales would not drop as a result of an unethical advertisement. Consumers As the study focuses on customer perception regarding ethical and unethical advertisements, the customers will be able to watch TV advertisements without feeling uneasy and embarrassed and they wouldn’t become offended regarding controversial advertisements Further as the production of unethical advertisements diminishes due to the awareness created among the advertising firms through the study and the consumer would be able to grasp the exact message which the company wishes to deliver to the customers when the advertisement is devoid of unethical content. The study will provide an opportunity for the customers to express their views on ethical and unethical TV advertisements. Advertising firms As the study provides details regarding the factors that should be considered when producing TV advertisements for Sri Lankan audience, the advertisement firms will be benefited in terms of understanding the target audience and to be more responsible about the content of the advertisements. The study will specify on what is ethical and what is unethical in terms of customer perspective, which should be the main concern of the advertising firms. Through the provided recommendations the firms can improve the quality of their advertisements, meeting customer expectations which will enable them to serve the society better. 1.6 SCOPE AND THE LIMITATIONS OF THE STDY. Limitation associated with this study begins with the nature of sample, which are the working women in selected areas whose minimum educational level would be the completion of GCE (A/L) and the advertisements done by companies who are operating in the FMCG sector inSri Lankawithin the time period of 2007-2008. The above mentioned sample is selected based on following assumptions: As the society acceptance is more towards the working females, the data gathered through them would be more reliable. Minimum educational level is specified considering the fact that they are knowledgeable enough to distinguish what is ethical and unethical. Further the selected area would beColombomunicipal council and the time period is specified due to time limitation and ease of data gathering. The study is carried out considering only a group of customers which might cause biasness in the findings. Selection of TV as media of advertising and FMCG industry are limiting the study to one particular sector. CHAPTER 2 2.1LITERATURE â€Å"Ethics of advertising intends to ensure that advertisers and consumers co-exist without being harmed by the messages of advertisements.† Ethical advertising provides information regarding the product without harming any parties involved as well as people who watch.â€Å"Unethical advertising, by contrast, deceives consumers by concealing significant facts about a product or service.† Unethical do not satisfy the interests and expectations of the consumers (AcaDemon, 2008) 2.2 LITERATURE REVIEW Numbers of researches around the world have carried out research to find out if there exists a relationship between TV advertisements and the buying behavior. Implications for the Western World It is interesting to observe that TV advertisements have an impact on the Buying behaviors of the New Zealandcustomers. A group of researchers who carried out a research â€Å"to examine what influences perceptions of infomercial advertising effectiveness among a sample of actual infomercial buyers† (Martin et al, 2002), have found that the consumers included in the sample which was 2,670 customers who had bought one of six different products advertised within two weeks, has admitted that the infomercial advertisements (Appendix 1) had been effective in getting them to buy the product (Martin et al, 2002). Unlike most researchers, this group has identified a relationship between a demographic factor which is age and the buying behavior of the consumers. According to the findings of Martine et al, (2002) age impacted how consumers view infomercials, as did the product type purchased. Hypotheses Ho1 and Ha1 were developed according to the findings of this study. Barrio-Garcia Luque- Martinez (2003) who conducted a research inSpainhad focused on a different aspect of advertising. In contrast to the above mentioned group, this group has selected the comparative advertising in order to find out the relationship between TV advertisements and buying behavior of the consumers. The study was carried out on the objective of â€Å"to provide marketing professionals with a theoretical outline that will allow them to understand the persuasive mechanism that underlies comparative advertising effectiveness, helping them in their marketing decision-making processes† (Barrio-Garcia Luque- Martinez, 2003). Comparing to the above group, this group had identified a negative relationship between advertisements and buying behavior of the consumers. The findings of the study states that, â€Å"increase in comparative advertising intensity negatively affect towards the brands advertised and also purchase intensions† (Barrio-Garcia Luque- Martinez , 2003). In order to gather data, they have used relatively a small sample which consisted of 720 consumers selected from four geographical areas ofSpain. The finding of this study was utilized in order to develop Hypotheses Ho2 and Ha2. Petrovici Marinov (2007), two British researchers have also concentrated on how TV advertisements affect on buying behavior of the consumers. They have used a different approach to attempt the research objective which is â€Å"to explore the relationship between determinants and primary antecedents of advertising and attitudes to advertising in the context of European Union accession countries† (Petrovici Marinov, 2007). Even though the sample selected was small (797 respondents) comparing to New Zealand researches (sample of 2,670 respondents), this group has selected their sample from two different countries (Romania and Bulgaria) which helps to broaden their study further and their findings are more reliable as they have conducted face-to-face interviews with the respondents. It is proved that brand recognition and acquisition can be achieved through realistic, truthful and fair advertising (Petrovici Marinov, 2007). Hypotheses Ho3, Ha3 and Ho4, Ha4 were developed in rel ation to the findings of this study. Romani (2006) who conducted the research inItalyhas used different types of variables compared to other western researches to test the relationship between TV advertisements and buying behavior. The variables used in this study were, willingness to buy the advertised product, trustworthiness towards the source of information and completeness or clarity of price information contained in the advertisement. The researcher has used qualitative and experimental studies in order to identify the misleading price communication strategies and consumer response to those advertisements. The respondents sample were very small (480) compared to above mentioned studies which is a drawback of the study. The conclusions drawn from the study show that there is a negative relationship between price misleading advertisements and the customer’s willingness to buy and there is a positive relationship between trustworthiness towards the source of information. The objective of the study was to †Å"investigate consumers’ reactions to advertisements containing misleading information on price† (Romani, 2006). Development of hypotheses Ho5, Ha5 and Ho6, Ha6 were based on the findings of this study. Implications for Asian countries According to R.C. Earnest (2007), â€Å"Unintended audiences often view advertisements targeted at other groups and make decisions regarding the advertisement, brand and company behind the advertising which affect future consumer behavior†. The objective of the study was â€Å"to extend current knowledge on advertising effects on those not targeted by noting unintended consequences on attitudinal, emotional and behavioral reactions† R.C. Earnest (2007). A similar type of sample which Petrovici Marinov (2007), used in their study was utilized in order to gather data. Instead of selecting the sample from two countries, R.C. Earnest (2007) has selected the sample from two distinct ethnic groups (Malay and Chinese) inKuala Lumpur,Malaysia. A fair number of respondents (200 Chinese and 199 Malays) were selected from each group and data were gathered by means of a questionnaire which was based on fiction advertisements targeted at dominant and non- dominant ethnic groups inM alaysia. Hypotheses Ho7 and Ha7 were developed on the basis of findings of this study. Chan McNeal (2003) have concentrated on an atypical aspect of how TV advertisements influence on buying behavior of the consumers. They have emphasized on parent- child communications about consumption and advertising which distinguish their study from the others. Comparatively a large sample (1,665) of parents with children aged 6 to 14 were selected from 3 cities inChinaand a questionnaire is being distributed in order to gather data. Out of all the findings of their study most relevant finding to the current study is that, pluralistic and consensual parents take their children’s opinions about advertisements in to consideration when consuming certain products. Implications for neighbor country A study conducted by Fam Grosh (2007) has derived an interesting finding from the data they gathered using 1,000 urban young adults. Even the sample selected was relatively low compared to the  Ã‚   Martin et al’s, (2002) study, the sample was drawn from five Asian countries includingIndia. The method that they have used to gather data was telephone interviews which distinguish this study from the above mentioned studies. The respondents were questioned on their thoughts about the TV advertisements that they liked, product that was being advertised and purchase intensions. The objective of the study was â€Å"to examine likeable executional techniques in advertising across five Asian countries and their impact on purchase intension† (Fam Grosh, 2007). The researchers found that unlike in the all other four countries India is the only country where the respondents’ react for the likeable executional tools and likeable attributes such as soft sell and relevant to me, has positively affected the respondents’ decision to buy more of a product/ brand after they exposure to the advertisement (Fam Grosh, 2007). Further most interesting finding of the study is that unlike in other countries Indian customers have responded negatively to advertisements in which children misbehave. Hypotheses Ho8 and 8were constructed with relevant to the findings of this study. Above discussed literature illustrates that advertisements have a significant impact on consumer buying behavior. CHAPTER 3 3.1 CONCEPTUAL FRAMEWORK The following variables are derived from the literature provided in chapter 2. Independent Variables  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Dependent Variables 3.2 HYPOTHESES Ho1: There is no relationship between infomercial advertisements and buying behavior. Ha1: There is a relationship between infomercial advertisements and buying behavior. Ho2: There is no relationship between Comparative Advertisements and buying behavior. Ha2: There is a relationship between Comparative Advertisements and buying behavior. Ho3: There is no relationship between Realistic Advertisements and buying behavior. Ha3: There is a relationship between Realistic Advertisements and buying behavior. Ho4: There is a negative relationship between Truthfulness of the information provided and the  Ã‚   buying behavior. Ha4: There is a positive relationship between Truthfulness of the information provided and the  Ã‚   buying behavior. H05: There is no relationship between Trustworthiness of the source and buying behavior. Ha5: There is a relationship between Trustworthiness of the source and buying behavior. Ho6: There is no relationship between Price misleading advertisements and buying behavior. Ha6: There is a relationship between Price misleading advertisements and buying behavior Ho7: There is a negative relationship between ethnically targeted advertisements and buying behavior. Ha7: There is a positive relationship between ethnically targeted advertisements and buying behavior. Ho8: There is a negative relationship between Children misbehaved advertisements and buying behavior. Ha8: There is a positive relationship between Children misbehaved advertisements and buying behavior. 3.3 METHODOLOGY Population, sampling and statistical approach will be discussed under this topic.   3.4 POPULATION AND SAMPLE. Selected population for in order to gather data is working women inColombodistrict with a minimum education level of G.C.E (A/L). Below diagram elaborates the selection of sample. The sampling method adapted is a proportionate probability area sampling technique. Where the selected sample of individuals was chosen based on their geographical location (Colombo District) and were further chosen based on if they were employed and had completed the G.C.E (A/L). Since the sample is larger than 35, hence, this can be categorized as a parametric test. Note: 16.7% is the whole Female, employed and above G.C.E (A/L) rate 19,886,000 is the whole Sri Lankan population 2,421,000 is the wholeColombodistrict population 647,100 is the whole population ofColombomunicipal council 210,546 is the whole population of Dehiwala municipal council 117,563 is the whole population of Moratuwa municipal council 116366 is the whole population of Sri Jayewardenepura municipal council 3.5 STATISTICAL APPROCH According to the table provided in the Appendix 1, multiple regression analysis should be used to analyze data. Further Martine et al. (2002) also have used the multiple regression method to analyze data in their study. In order to gather data five point Likert scale would be adapted as previous researches, Chan McNeal (2003) and Martin et al (2002) have also used the same scale to gather data. CHAPTER 4 4.1 CONCLUSION The proposed study analyzes the impact of ethical and unethical TV advertisements on buying behavior of the consumers in FMCG industry inSri Lanka. Further the study analyses the relationship of how different types of TV advertisements affect on the buying behavior of the consumers using a sample of 104 working women inColombodistrict who have completed A/L examination. Literature review of the current study provides sufficient evidence of past researches which have discussed the similar relationships between the variables selected. Further the study enables the marketers to understand the customer well and as a result they will be able to fulfill consumer expectations through their advertisements. References Chan et al. 2007, ‘Consumers response to offensive advertising: a cross cultural study’, International Marketing Review, vol.24, no.5, pp.606-628. R.C. Earnest 2007, ‘Ethnically targeted advertising views of those not targeted’, Asia Pacific Journal of Marketing, vol.19, no.3, pp.265-285. Martin et al. 2002, ‘Infomercials and advertising effectiveness: an empirical study’, Journal of consumer marketing, vol.19, no.6, pp.468-480. Barrio-Garcia Luque- Martinez 2003, ‘Modeling consumer response to differing levels of comparative advertising’, European Journal of Marketing, vol.37, no.1/2, pp.256-274. Petrovici Marinov 2007, ‘Determinants and antecedents of general attitudes towards advertising’, European Journal of Marketing, vol.41, no.3/4, pp.307-326. Romani 2006, ‘Price misleading advertising: effects on trustworthiness toward the source of information and willingness to buy’, Journal of product and brand management, vol.15, no.2, pp.130-138. Chan McNeal 2003, ‘Parent-child communications about consumption and advertising in China’, Journal of consumer marketing, vol.20, no.4, pp.317-334. Fam Grosh 2007, ‘Cultural values and effective executional techniques in advertising’, International Marketing Review, vol.24, no.5, pp.519-638. City population 2008, Sri Lanka , [Online], Available: citypopulation.de/SriLanka.html [Accessed 3rd December 2008] Department of Census statistics 2006, Bulletin of Labor Force Statistics, [Online], Available: statistics.gov.lk/samplesurvey/labourforce/mainpage.pdf [Accessed 3rd December 2008] AcaDemon 2008, ‘Papers on Ethical Advertising and similar term paper topics’, [Online], Available: academon.com/lib/paper/31480.html [Accessed 10th December 2008] Appendix (Statistical Approach)    INDEPENDENT VARIABLE DATA TYPE DEPENDENT VARIABLE DATA TYPE:Buying behavior SELECTED STATISTICAL METHOD INDEPENDENT VARIABLE 1:Infomercial advertisements Interval Interval Multiple Regression INDEPENDENT VARIABLE2:Comparative advertisements Interval Interval Multiple Regression INDEPENDENT VARIABLE3:Realistic advertisements Interval Interval Multiple Regression INDEPENDENT VARIABLE4:Truthfulness of the information provided Interval Interval Multiple Regression INDEPENDENT VARIABLE 5:Trustworthiness of the source Interval Interval Multiple Regression INDEPENDENT VARIABLE 6:Price misleading advertisements.   Interval Interval Multiple Regression INDEPENDENT VARIABLE 7: Ethnically targeted advertisements   Interval Interval Multiple Regression INDEPENDENT VARIABLE 8: Children’s misbehave advertisements    Interval Interval Multiple Regression Appendix 2 (Operationalisation) Types of variables Measurement Questions/ Description Type of Data Independent Variables Infomercial advertisements Likert Scale I feel that infomercial advertisements make me buy the product compared to other advertisements. Interval Comparative advertisements Likert Scale Comparative advertisements annoy me Interval Realistic Advertisements Likert Scale I feel that realistic advertisements convince me more to buy the advertised product. Interval Truthfulness of the information provided in the advertisements Likert Scale I tend to purchase the product if the advertised information is trustworthy. Interval Trustworthiness of the source Likert Scale I believe that TV advertisements are more reliable than other sources. Interval Price misleading advertisements Likert Scale Price misleading advertisements makes me reconsider when buying the relevant product. Interval Ethnically target advertisements Likert Scale Advertisements targeting an ethnic group discourage me to purchase the product. Interval Children misbehave in advertisements Likert Scale I reject buying products that are advertised using children’s misbehaviour. Interval Dependant Variable Buying Behaviour Likert Scale Television advertisements encourage me to buy the relevant products. Interval

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