Theories

In this task I am going to identify 2 different theories of language development I am going to be doing, Naom Chomsky and Jean Piaget. Jean Piaget According to Piaget, language development is related to cognitive development, that is, the development of the child’s thinking determines when the child can learn to speak and what the child can say. For example, before a child can say, “This teddy is smaller than that one”, she/he must have developed the ability to judge differences in size.

In Piaget’s view, children learn to talk ‘naturally’ when they are ‘ready’ without any deliberate teaching by adults he thinks children pick up language by repeated behavior. From doing his research into children’s language and how they think, Piaget put his theory on the idea that children do not think like adults he thought that they learnt through schemas which is repeatable behaviour which you see in children as they play and then Piaget thought that through their play and interactions with their surroundings children build up their own understanding of the world.

And Piaget thinks language development comes from logical thinking and reasoning skills. Schemas Schemas are patterns of repeatable behaviour which you might see children do everyday through play and on placements I have seen children do things on placements. Schema: Transporting I have seen most children when I’ve been at placement doing this e. g. when they carry blocks from one place to another either in a bag or trolley or when they take sane from the sand tray to the sensory area this is transporting. Rotation this is when children are fascinated by things spinning e. . the washing machine or anything with wheels they like rolling things down a hill and children enjoy spinning around or being swung around. An example of how children could learn language though schemas could be, if a chid is rolling or pushing a toy car along the floor. And it goes under the sofa they will say something like ‘oh or its gone’ only as they do it more and more and they have influence through the environment they will become more advance in there language and later on the child will be ale to identify that its gone under the sofa.

Piaget thinks children pass through 4 distinct stages: sensory motor, pre-operational; concrete operational; formal operational. Sensory-Motor Period According to Piaget’s theory he thinks children are born with basic ‘action schemas’ such as sucking and grasping. The sensory-motor period starts from birth to 2 years. This is when the children are doing their basic action schemas to take in information about the world. Piaget describes two functions of children’s language: the “egocentric” and the “socialized. During the sensory-motor period, children’s language is “egocentric”: they talk either for themselves or “for the pleasure of associating anyone who happens to be there with the activity of the moment. ” This stage involves the use of motor activity without the use of symbols. Knowledge is limited in this stage, because it is based on physical interactions and experiences. Infants cannot predict reaction, and therefore must constantly experiment and learn through trial and error. Such exploration might include shaking a rattle or putting objects in the mouth. As they become more mobile, infants’ ability to develop cognitively increases.

Early language development begins during this stage. Children show that they know objects are still the when they can’t see them at 7-9 months, demonstrating that memory is developing. Infants realize that an object exists after it can no longer be seen. The pre-operational stage usually occurs between toddlerhood (18-24months) and early childhood (7 years). During this stage children begin to use language; memory and imagination also develop. In the pre-operational stage, children engage in make believe and can understand and express relationships between the past and the future.

More complex concepts, such as cause and effect relationships, have not been learned. Intelligence is egocentric and spontaneous, not logical. The Concrete Operations Stage, this stage was believed to have affected children aged between seven and eleven to twelve years old. During this stage, the thought process becomes more rational, mature and ‘adult like’, or more ‘operational’, although this process most often continues well into the teenage years. Piaget claims that before the beginning of this stage, children’s ideas about different objects, are ormed and dominated by the appearance of the object. For example, there appears to be more blocks when they are spread out, than when they are in a small pile. During the Concrete Operational Stage, children gradually develop the ability to ‘conserve’, or learn that objects are not always the way that they appear to be. This occurs when children are able to take in many different aspects of an object, simply through looking at it. Children are able to begin to imagine different scenarios, or ‘what if’ something was to happen. This is because they now have more ‘operational’ thought.

Children are generally first able to conserve ideas about objects with which they are most comfortable. Once children have learnt to conserve, they learn about ‘reversibility’. This means that they learn that if things are changed, they will still be the same as they used to be. For example, they learn that if they spread out the pile of blocks, there are still as many there as before, even though it looks different! Formal Operations Stage (11yrs-16yrs) Finally, in the formal operational stage of adolescence, When faced with a complex problem, the adolescent things about all possible solutions before trying them out in the real world.

So when the child has passed through these stages Piaget thinks they are ready for the world and they will be able to sort things out throughout their life. Noam Chomsky Chomsky believes that children are born with an inherited ability to learn any human language. He claims that certain language structures which children use so accurately must be already engraved on the child’s mind. Chomsky believes that every child has a ‘language acquisition device’ or LAD which stores children’s language and structures for them to use and expand using their growing vocabulary.

Chomsky points out that a child could not possibly learn a language through imitation alone because the language spoken around them is highly irregular – adult’s speech is often broken up and even sometimes ungrammatical. Chomsky’s theory applies to all languages as they all contain nouns, verbs, consonants and vowels and children appear to be ‘hard-wired’ to acquire the grammar. Every language is extremely complex, often with subtle distinctions which even native speakers are unaware of.

However, all children, regardless of their intellectual ability, become fluent in their native language within five or six years. Chomsky thinks children learn language quickly and easily, and he thinks language is natural. All babies babble the same sounds, deaf babble. I’ve notice children at my placement make grammar mistakes and example would be, a child fell over in the playground and they said ‘I fellded down’ instead of saying ‘I feel down’ so Chomsky thinks children learn this themselves and we influence it as they get older because they listen to what we say and then we would say ‘oh have a fell down’.

So by use saying it the correct way were hoping that the child them remembers this. Evaluation: Both Piaget and Chomsky believe that language is just something that children are born with and that it’s not through nurturing them but they believe that nurturing will help bring on their language and support it. Piaget thinks language development is related to cognitive development, that is, the development of the child’s thinking controls when the child can learn to speak and what the child can say.

For example, before a child can say, “This teddy is smaller than that one”, she/he must have developed the ability to judge differences in size. Whereas Chomsky just thinks children will pick up the language but he believe it’s get influenced but people around but he think vocabulary has to be learned and that grammar is influenced by interaction. Chomsky he thinks children are born with all that is needed to produce language, but Piaget thinks parents and carers reinforce and therefore shape children’s language.

Agenda Setting Theory I. The original agenda: not what to think, but what to think about. A. Maxwell McCombs and Donald Shaw regard Watergate (American political scandal – 1970’s. It ended in President Nixon resigning from office) as a perfect example of the agenda-setting function of the mass media. B. They believe that the mass media have the ability to transfer the salience (importance) of items on their news agendas to the public agenda. II. A theory whose time had come. A. Agenda-setting theory contrasted with the prevailing selective exposure hypothesis, reaffirming the power of the press while maintaining individual freedom.

Agenda-setting theory set to prove that we don’t have as much control over our beliefs as we would like to think. (selective exposure: says people know what they are interested in, and what they believe/find important. They choose to expose themselves to media sources that provide them with information that matches their interests and confirms their existing beliefs) B. The hypothesis predicts a cause-and-effect relationship between media content and voter perception, particularly a match between the media’s agenda and the public’s agenda later on. causal relationships are different than correlational relationships – note how the findings change between studies). III. Media agenda and public agenda: a close match. A. In their groundbreaking study, McCombs and Shaw first measured the media agenda. B. They established the position and length of story as the primary criteria of prominence (i. e. where it was in paper – front page – and how long of an article it was – more writing equals more important (discourse makes meaning)) C. The remaining stories were divided into five major issues and ranked in order of importance. D.

Rankings provided by uncommitted voters (uncommitted = undecided; these are people who have not made up their minds yet) matched closely with the media’s agenda. IV. What causes what? A. McCombs and Shaw believe that the hypothesized agenda-setting function of the media causes the correlation between the media and public ordering of priorities. B. However, correlation does not prove causation. 1. A true test of the agenda-setting function must show that public priorities lag behind the media agenda. (this would prove that one comes before another and is the cause of the other) 2.

McCombs and three other researchers demonstrated a time lag between media coverage and the public agenda during the 1976 presidential campaign. C. To examine whether the media agenda and the public agenda might just reflect current events (reality), Ray Funkhouser documented a situation in which there was a strong relationship between media and public agendas. The twin agendas did not merely mirror reality, but Funkhouser failed to establish a chain of influence from the media to the public. (this was the Vietnam War example) D.

Shanto Iyengar, Mark Peters, and Donald Kinder’s experimental study confirmed a cause-and-effect relationship between the media’s agenda and the public’s agenda. V. Who sets the agenda for the agenda setters? A. Some scholars target major news editors or “gatekeepers. ” B. Others point to politicians and their spin-doctors. C. Current thinking focuses on public relations professionals. D. “Interest aggregations” are becoming extremely important. VI. Who is most affected by the media agenda? A. Those susceptible have a high need for orientation or index of curiosity. B.

Need for orientation arises from high relevance and uncertainty. VII. Framing: transferring the salience of attributes. A. Throughout the last decade, McCombs has emphasized that the media influence the way we think. B. This process is called framing. 1. A media frame is the central organizing idea for news content that supplies a context and suggests what the issue is through the use of selection, emphasis, exclusion, and elaboration. 2. This definition suggests that media not only set an agenda but also transfer the salience of specific attributes to issues, events, or candidates. C. There are two levels of agenda setting. . The transfer of salience of an attitude object in the mass media’s pictures of the world to a prominent place among the pictures in our heads. (what to think about) 2. The transfer of salience of a bundle of attributes the media associate with an attitude object to the specific features of the image in our minds. (how to think about it) VIII. Not just what to think about, but how to think about it. A. Two national election studies suggest that framing works by altering pictures in the minds of people and, through the construction of an agenda with a cluster of related attributes, creating a coherent image.

B. Salma Ghanem’s study of Texans tracked the second level of agenda setting and suggested that attribute frames have a compelling effect on the public. C. Framing is inevitable. D. McCombs and Shaw now contend that the media may not only tell us what to think about, they also may tell us who and what to think about it, and perhaps even what to do about it. IX. Beyond opinion: the behavioral effect of the media’s agenda. A. Some findings suggest that media priorities affect people’s behavior. B. Nowhere is the behavioral effect of the media agenda more apparent than in the business of professional sports. C.

McCombs claims “Agenda setting the theory can also be agenda setting the business plan. ” D. Will new media continue to guide focus, opinions, and behavior? 1. The power of agenda setting that McCombs and Shaw describe may be on the wane. 2. The media may not have as much power to transfer the salience of issues or attributes as it does now as a result of users’ expanded content choices and control over exposure. X. Critique: are the effects too limited, the scope too wide? A. McCombs has considered agenda setting a theory of limited media effects. B. Framing reopens the possibility of a powerful effects model.

C. Gerald Kosicki questions whether framing is relevant to agenda-setting research. 1. McCombs’ restricted definition of framing doesn’t address the mood of emotional connotations of a media story or presentational factors. 2. Although it has a straightforward definition within agenda-setting theory, the popularity of framing as a construct in media studies has led to diverse and perhaps contradictory uses of the term. D. Agenda-setting research shows that print and broadcast news prioritize issues. E. Agenda-setting theory reminds us that the news is stories that require interpretation.

Anomie theory is important for explaining whether crime is a normal or abnormal (pathological) social phenomenon (Cartwright, 2011). It describes a lack of social norms, lawlessness and normlessness (Cartwright, 2013). In detail, it is a breakdown of social bonds between an individual and the community. This theory was first coined by Emile Durkheim, a French sociologist in his book Suicide published in 1897 (Cartwright, 2013). Later on, Robert Merton, the President of American Sociological Association, developed the link between anomie and social structure.

Unlike Durkheim, Merton used the notion from Durkheim’s anomie theory and explains that social structure could exert pressure on an individual and directly cause deviance (Cartwright, 2011). This theory is better known as the Anomie-Strain Theory. Furthermore, in 1994, Steven Messner and Richard Rosenfeld, like Merton, brought more attention to social organization and social institutions instead of focusing on individuals when analysing crimes (Cartwright, 2011), so the Institutional-Anomie Theory was developed.

In order to understand the anomie theory better, the developments of this theory from Emile Durkheim to Steven Messner and Richard Rosenfeld should all be considered. For Emile Durkheim, his main concern about anomie was social solidarity (Cartwright, 2011). Based on this concern, he divided solidarity into two categories: mechanical solidarity, which maintains low adaptation skills; and to the contrary, organic solidarity whose inertia sensitively needs changes (Cartwright, 2013). Durkheim observed that these two groups would co-exist.

The reason is that anomie is impossible when solidarity is organic. Their sensitivity to change leads to evolution among this form of labour. Later in 1897, Durkheim pointed out that the suicide rates were due to the dramatic economic changes, such as economic depression and the sudden growth of the economy (Cartwright, 2011). “According to Durkheim, these periods of anomie –times of normlessness, lawlessness, and unregulated choice – made individuals more susceptible to committing suicide or engaging in deviant behaviour” (Cartwright, 2011, p. ). In this study, Durkheim associated anomie with the influence of a lack of the norms. In Durkheim’s study of anomie theory, two notions should not be neglected. Firstly, Emile Durkheim referred to society much like a functioning organism (Cartwright, 2011), evidence for the theory can be easily found in his referring to the society as “the social organism” or “the functions of the central organ” (Cartwright, 2011, p. 6). In order to maintain the continuation of the organism, each of the integrated parts has to be working well.

Secondly, Durkheim discussed crime as an “abnormal” activity, which indicates that a certain proportion of crimes are normal and happens in most societies, (Cartwright, 2011). f in the steps of Durkheim’s study, Robert Merton described more about the relationship between social structure and anomie theory, later known as the anomie-strain theory. The definition of the word “strain” in the verb form means to subject to tension or stress. This meaning is very similar to the strain theory.

The theory indicates that the social structure of a society may pressure or force the citizens to commit crimes, due to the failure to provide many individuals’ with “the conventional means necessary to realize those culture goals”, which also means that the individual lacks access to cultural goals, such as money, job, or education (Merton, 1938). In Merton’s publication Social Structure and Anomie, he provides a good example that explains his theory.

For example, in the USA, the society’s general goal is wealth; therefore, in order to achieve this certain goal, the institutionalized manner is to be hard-working or obtaining education (Merton, 1938). Based on this theory, Merton identifies five modes of adaptation, including conformity, innovation, ritualism, retreatism and rebellion (as cited in Cartwright, 2011, p. 21). According to Merton, innovators are most likely to engage in criminal behaviour, since they may accept the recognition of certain cultural goals but reject achieving the goals in a legitimate way (Merton, 1938).

This illegitimacy adjustment as the major concern involves two features (Merton, 1938). Firstly, such antisocial behavior “by certain conventional values of the culture and by the class structure involving differential access to the approved opportunities for legitimate, prestige-bearing pursuit of the culture goal” (Merton, 1938, p. 27). Secondly, it is the consideration of equal significance. Because of the limitation of legitimate effort, for those individuals with formal education and few economic resources, success is hard to get (Merton, 1938).

In addition, Merton declared that the theory he studied was incomplete, since various structural elements were neglected; for example, “the relevance of cultural conflict for an analysis of culture-goal and institutional-means malintegration” has not yet been examined, and “the social function performed by illicit responses” has also been omitted (Merton, 1938, p. 30). As for Steven Messner and Richard Rosenfeld (1995), their study, known as the institutional-anomie theory, focused more on how criminal behavior is affected institutionally, such as by schools, churchs or companies.

Messner and Rosenfeld declared that criminology has overly focused on analyzing the behavior of individuals, such as mental illness, but paid less attention on how social organization and institutions influence the behaviour (Rosenfeld & Messner, 1995). Based on the comparison chart that Messner and Rosenfeld established in Crime and the American Dream: an Institutional Analysis, the statistic shows that the United States of America has the highest rates of robbery or homicide among a number of countries (Messner & Rosenfeld, 1995).

The reason is due to “the crime causing nature of American-style capitalism and its unique cultural goals or aspiration” (Cartwright, 2011, p. 52). Messner and Rosenfield are also concerned about the normal functions of social institutions. The definition of “institutions” means “relatively stable sets of norms and values, statuses and roles, and groups and organizations” (Messner & Rosenfeld, 1995, p, 60). At this point, Messner and Rosenfeld introduced four major social institutions: political system or polity, economy, institution of family and institution of education (Messner & Rosenfeld, 1995).

Even though these four institutions may not seem directly relevant to crime; however, according to Messner and Rosenfeld, in order to analyse the crime in the United States, the interconnection between these four institutions are central (Messner & Rosenfeld, 1995). In this study, Messner and Rosenfeld (1995) also talked about the institutional balance of power. Due to the monetary need of every cooperation and institution, the economy “has come to dominate the other three institutions” (Cartwright, 2011, p52).

The devaluation of the economy has overcome the other three major institutions. At last, the dominance of the economy has developed to a very extreme level, and the monetary goals bring out the term “the ends justify the means” (Cartwright, 2011, p, 52). As the development of anomie theory, from Emile Durkheim to Robert Merton to Messner and Rosenfeld, is discussed, the elements that tie these together is that they all try to figure out the reasons that cause criminal behavior and examines as to why crime happens.

This also counts as a similarity between the three anomie theories. In the article “Cheap Capitalism” written by Hongming Cheng, he characterized cheap capitalism by “low prices, inferior quality and unsafe condition of goods or services to maximize profits” (Cheng, 2012, p, 254). Cheng also pointed out that the cheap capitalism is “facilitated by cheap labour and raw materials and, more importantly, associated with degraded morality in the business world” (Cheng, 2012, p, 254).

In my opinion, the article provides a good example of and explanation for crime in the non-capitalist countries, such as China. Cheng gives an example about food crime, which involves rampant institutions using cheap and dangerous industrial chemicals in foods (Cheng, 2012). One explanation will be that the food industries provides low-quality food to cheap labourers, since the poor working class cannot afford buying expensive but healthy food (Cheng, 2012).

The case is related to the institutional-anomie theory studied by Messner and Rosenfeld (1995). One way to cause crime could be due to the social structure and social institutions. In the article, Cheng also provides a table of scales from 1 (not very important) to 4 (very important) that describes the factors that may lead to and influence the food crime. It turns out that social culture, moral and values got rated 3. 8 out of 4, followed by “lack of adequate enforcement” that got 3. 6 (Cheng, 2012).

From this table, it shows that “moral anomie is a major factor that associated with food crime” (Cheng, 2012, p, 265). From my perspective, the institutional-anomie theory is connected to this case the most. In conclusion, the development of anomie theory, from Emile Durkheim to Messner and Rosenfeld, provides brilliant ideas and thoughts that explain crime thoroughly. The evidence that supports their theory is solid and valid. Based on this, it makes the theory complete and reasonable.

Maslow’s served as one of the most influential theorists in his field. He proposed a more simple and appealing theory wchich acted against reductionism and instead proposed a more holistic approach for personality research. Maslow’s theory of personality is based on a theory of motivation, characterized by a particular hierarchy of need and an end product of self-actualization which follows after all the needs have been satisfied.

The Theory of Motivation, human behavior is influenced by basic needs. These needs are  ordered in a hierarchy which indicates which of these needs is the most urgent and accordingly which has to be satisfied before a higher need can be catered to. These needs are (1) physiological needs; (2) safety needs; (3) belonging needs; (4) esteem needs; and (5) self-actualization. Consequently, self-actualization, being the last of the stages is reached when all needs are fulfilled. However, achievement of this state is not fixed, it is still a process of development which is always continuous. Self-actualization signifies that the individual has reached and fulfilled all of his potentials, talents and competencies (Boeree).

In line with this, the subject for this topic would be Oprah Winfrey. Oprah Winfrey came from an extremely poor family, daughter of a housemaid and a soldier. She lived her childhood in extreme poverty and was often teased by other children due to poverty and her racial background. First, her basic physiological needs, were poorly catered to because of extreme poverty. However, her strong will and character enabled her to attain her safety, belonging and esteem needs. And her status right now as one of the most successful women in the world is a manifestation of a successful self-actualization (A Biography).

In self-actualizing an individual, there are three character traits that together shall define a new personality type. First, perception and experience is an integral part of molding a person. His eagerness to discover new things and learn new ideas shall contribute largely to the development of his personality and potentials. Another, in self-actualization, an individual must have a spontaneous attitude in expressing their thoughts and ideas.

He must be natural and must have an attitude of general acceptance towards other people and to himself. And lastly, to fully attain self-actualization, individuals must have a sense of belongingness towards the whole society. They should be able to become friendly and empathic to other people’s feelings and idea and capable of creating harmonious interpersonal relationship to people outside his intimate friends.

Oprah Winfrey, in her own way had undergone her own self-actualizing process. Her life experiences were manifestations of her successful attainment of her potentials and competencies. First, she was always open to changes, new ideas and experiences. Since her childhood, she had welcomed her potentials and worked hard to develop it. Further, she has always been liberal minded and true to her opinions and thoughts. She was one of the strongest individuals who weren’t afraid to voice out their opinion. And lastly, her commitment to the community and her developed empathy towards other people equipped her to become attached to the community.

Thus, personality development is a holistic process. It takes into account physical, mental and emotional needs. And it encompasses personal growth, and goes beyond growth that is attributed with an individual’s ability to reach out to the society in general.

References

Boeree, C. George. Abraham Maslow. Retrieved November 8, 2007 from http://webspace.ship.edu/cgboer/maslow.html

Heylighen, Francis. A Cognitive-Systematic Reconstruction of Maslow’s Theory of Self-Actualization. Retrieved November 8, 2007

A Biography: Oprah Winfrey. Retrieved November 8, 207 from http://oprah.urbanhustler.com/biography/

Essay questions for “ An Eclectic Theory of Choice of International Entry Mode ” What are the major variables that affect the decision of entry mode? Should they be weighted equally? Why yes or why no? Given that different variables may pull the MNC in the different directions, what approach is suggested by the authors? What theories have been taken as the basis for conceptualization? Considering the nine propositions, do they all make sense to you? In case you find any fault with them, state it with your arguments.  Review the methodology adopted by this paper and make your comment on its appropriateness. Discuss briefly what contributions this thesis has made to the theory of international entry mode choice.  What do you think of the limitation of this thesis? Revisiting the Eclectic Theory of the Choice of International Entry Mode During the internationalization process of a company, the decision of entry mode to a particular market is determined by a set of different considerations.

The paper “An Eclectic Theory of Choice of International Entry mode” is a theoretical approach to answer the questions of which factors are relevant and which are not. It reflects on how contemporary studies (particularly, Transaction Cost Theory) had a limited view of the problem by not including a globalstrategy factor in the analysis, therefore the authors try to advance the discussion by enriching the construct of additional variables that were disregarded by economical orthodoxy at the moment. This short paper is aimed to introduce in part the aforementioned document and present more recent findings in the topic.

In that fashion I have divided the paper into 4 main parts besides this short introduction. The first section is a brief literature review of the theoretical background behind the understanding of entry mode in the internationalization process given that the paper was published more than two decades ago. The second section aims at synthesizing the main propositions of the paper and what I consider its limitations and contributions. The third section displays empirical evidence that aimed to negate or confirm the different propositions of the authors and finally, the fourth and last section is a set of concluding remarks.

Literary review

There is no short list about existing research regarding the internationalization process of MNEs? When focusing on the entry mode (or ownership strategies), one can begin to see that there are three different streams of thought: one stream of research has often framed such a choice as determined by the need for control to minimize transaction costs arising from asset specificity and potential partner opportunism (Anderson & Gatignon, 1986; Williamson, 1985). According to transaction costs theory, for investments characterized by high asset specificity, integrated ownership structures, such as whole owned subsidiaries (WOSs), should be sed to enhance MNEs? strategic and operational control over the assets (Anderson & Gatignon, 1986) and to protect MNEs from the risk of knowledge dissemination to their partners (Davidson & McFetridge, 1985; Hill, Hwang, & Kim, 1990). Thus, transaction costs theory advocates the use of ex ante control mechanisms to minimize transaction costs arising from asset specificity and potential partner opportunism (Williamson, 1985). Another stream of research has suggested that the institutional environment shapes such a choice and proposed that MNEs may exchange ownership for legitimacy in the host country (Chan & Makino, 2007; Yiu & Makino, 2002).

When foreign ownership is not prevalent or well accepted in the host country industry, MNEs can partner with local firms or keep the ownership level lower (Chan & Makino, 2007). By doing so, MNEs can show the local communities that their activities are not ethnocentric or harmful to local firms, and they also obtain the local identity and legitimacy to acquire the resources that they need in the local environment (Xu & Shenkar, 2002). On the other hand, when FDI is well accepted in the local market, MNEs can pursue integrated ownership structures and high equity shares.

Choice of an ownership structure thus does not necessarily reflect MNEs? deliberate efforts to economize on transaction costs for an efficient governance mechanism but may rather be a response to pressures from the institutional environment (Yiu & Makino, 2002). The third stream is as in the case of Hill et al. which posits that in addition to control and legitimacy, MNE ownership strategy is also fundamentally concerned with the choice between flexibility and commitment (Buckley & Casson, 1998; Chi & McGuire, 1996; Kouvelis, Axarloglou, & Sinha, 2001). More recent papers have taken again the same question.

Li & Li in 2010 resuscitated the topic and made a contribution by not only providing a theoretical background proposing similar hypothesis as in the case of Hill, Hwang and Kim in 1990 but also by analyzing the ownership structure and equity shares of over 5,000 new foreign investments in manufacturing industries in China during 2000 to 2006. Explaining the contents of the paper is outside of the objectives of this short essay, but the Li & Li? s took Hill et al style of theoretical constructions one step further and provided stronger empirical evidence (outside the realm of mall sample surveys) that supports the logic behind such framework. Empirical tests of MNEs’ initial entry modes are rather limited, even though existing theoretical research has elaborated on the options features of JVs compared with other investment modes (Buckley & Casson, 1998; Chi, 2000; Lee, 2004; Pennings & Sleuwaegen, 2004). Cuypers and Martin (2010) observed that foreign investors are inclined to take a smaller equity share in a JV when they face strong exogenous uncertainty (e. g. , exchange rate uncertainty) rather than endogenous uncertainty (e. . , cultural uncertainty). Brouthers et al. (2008) showed that, in choosing international entry modes, MNEs tend to adopt JVs (over WOSs) under high demand uncertainty. Synthesis What are the major variables that affect the decision of entry mode? Given that different authors have considered variables like country risk, country familiarity, country development stage, technology, and transaction costs, Hill et al. begin their work with a vision to unify the framework and analyze how different factors affect the decision.

The first attempt to create a unified framework was carried out by Anderson and Gatignon in 1986 through the use of transaction cost theory. I believe that the authors see the shortcoming of this initial unified proposal in the Ceteris Paribus assumption of Economics that is used only as a theoretical tool to analyze relations among events or variables. Any theory that treats related events in isolation will be insufficient and that? s why the authors propose the strategic relationship as another vital element of the decision.

Their proposal includes the following factors. Should they be weighted equally? Why yes or why no? Different factors in the decision often suggest , it is according to the particular weights each company puts in this factors that the final choice of entry is done. In other words, when deciding entry mode different factors have different weights and according to each company’s strategic considerations, such weights will have different magnitudes.

Given that different variables may pull the MNC in the different directions, what approach is suggested by the authors? The authors suggest that instead of focusing in a single variable, the company will have a set of strategic constraints that will limit their decision options. They focus their attention on how much control the company wants, according to the resource commitment they will provide and taking into consideration the dissemination risks of their knowhow. This can be formulated as the following. These factors come from previous research and theoretical constructs. One important analysis that needs to be done is how these factors correlate to each other.

One factor that I? m not sure if it? s included in any of these variables is regulation. For example, many automobile giants in the world wanted to enter the Chinese market as WOSs but because of regulation they are forced to enter as JVs. This makes me believe that there is an unspoken assumption that the markets the authors were conceiving in their constructs were open markets with little participation of the government (maybe they include it with country risk? ). What theories have been taken as the basis for conceptualization? This theoretical construct is a criticism to the Transaction Cost analysis to the entry mode decision, but in the words of Hwan, the theoretical heritage of the Eclectic Theory can be traced in part to the seminal work of Perlmutter [1969], which acknowledged the increasing existence of geocentric approaches to multinational management. The geocentric approach outlined by Perlmutter provided a succinct explanation for the existence of and benefits attached to managing subsidiary units not as a portfolio of independent units but as an interdependent network.

Another foundation, upon which their argument rests, is the rich body of literature on global strategy (e. g. , Hout, Porter and Rudden [1982]; Hamel and Prahalad [1985]; Kogut [1985a, 1985b]; Kim and Mauborgne [1988]; Yip, [1989]), which has either explicitly or implicitly built upon Perlmutter’s geocentric conception. I believe that the biggest theoretical difference from this global-strategy construct and classical economics theory within the entry mode decision is that the overriding objective is overall corporate success, not the maximization of each individual subsidiary unit’s efficiency.

The second is that in achieving this objective, interdependencies across subsidiary units must be actively managed, meaning that sometimes it would mean that in order to maintain global strategy, some SBUs might even be required to operate at a loss (which is a rationale outside the boundaries of traditional economics). Considering the nine propositions, do they all make sense to you? In case you find any fault with them, state it with your arguments. The first thing I noticed is why are they called propositions instead of Hypothesis? Any theory is based in hypothesis because its aim is to provide chances for something to be proved or not.

The second thing I notices is that the propositions are not “symmetrical”. By this I mean that when you make such kind of propositions, in order to fully understand the relationship of the explanatory variables with the dependent variable, the author must not only look at one side of the coin but at both. For example, Proposition 1: Other things being equal, firms that pursue a multi-domestic strategy will favor lowcontrol entry modes. That is one side of the coin, the other side would be: Other things being equal, firms that do not pursue multi-domestic strategy will not favor low-control entry modes.

The value of such construct is that it gives a more robust base for empirical testing. Each proposition is set to analyze the validity of each factor within the whole unified framework, so its validity remains to be tested empirically. Review the methodology adopted by this paper and make your comment on its appropriateness. This paper is a theoretical construct based upon the works of others with the addition of new factors, it does not apply specific methodological tools for testing its validity. In terms of epistemological value, the theory is constructed in the same fashion as Falsificationism (Popper? ) would propose because the validity of the theory that was accepted previously was put into question by the authors and therefore they provided a new set of hypothesis that should accommodate more accurately to reality than Transaction Costs theory. To discuss the appropriateness of such construct without empirical evidence would be to begin an epistemological debate about the validity of theories and their validity into describing “Truth”. If it were me who wrote the paper I would have not done a theoretical construct without any experimental study about its validity. I believe that? why some of the authors (specifically Hwan) wrote another paper a couple of years later were with the use of surveys they tried to analyze the validity of such constructs. Methodologically speaking, I believe that is a much more fruitful contribution to science than providing list of propositions that may or may not be of use. Discuss briefly what contributions this thesis has made to the theory of international entry mode choice. The biggest contribution of this paper was the search of different factors that could explain the decision of mode of entry for the internationalization process of a company.

Previous studies at the moment had already identified a diversity of variables that influence the entry mode decision decision, and the authors grouped them into one of two categories: environmental or transaction specific factors. Furthermore, according to the theoretical constructs of the time, the studies of the factors had an underlying assumption that each entry decision is made in isolation and is driven essentially by efficiency considerations at the level of the individual entrant or subsidiary unit.

This paper made a case directed towards establishing the importance of a third group of factors: global strategic, namely the strategic relationship it envisages between its operations across borders, in reaching its entry mode decision. For a business manager who is in such internationalization process, this theoretical construct can provide him a roadmap to which variables he/she should pay attention to in order to make the decision of entry.

In my opinion, managers tend to first see how other companies enter the market in their initial stages and see if that would be a viable choice and such “contextual” approach is not included in the factors. What do you think of the limitation of this thesis? The biggest limitation of any theoretical construct is that it remains just a theory and not be applicable. That? s why I took it upon me to see if someone had tried to prove or deny the Eclectic Theory. The results of that search are shown in section three of this paper.

Empirical evidence 2 years after the publication of Hill et al. Eclectic Theory, one of the co-writers, Peter Hwang along with W. Chan Kim published the paper: “Global Strategy and Multinationals? Entry Mode Choice”. The main objective of the paper was to provide empirical tests to the propositions made by the Eclectic Theory. They used a survey from ninety-six multinational managers and had a fundamental result that an express incorporation of global strategic variables into an analysis of the entry mode decision is warranted.

The survey was a mail questionnaire composed of four parts: modes of entry, global strategic factors, environmental factors, and transaction-specific factors. It was distributed to 629 U. S. based MNE, mostly from the manufacturing sector and targeted senior-level management. 137 questionnaires were returned (22% response rate), of which 41 were disregarded because of incomplete answers. Another 18 were disregarded because respondents provided a positive response to the control question of whether government regulations imposed restrictions on the mode options available.

The respondents operations were geographically wide with 25 located in Asia Pacific, 17 in South America, 25 in Europe, 16 in North America, 4 in Africa and 9 in the Middle East. One big methodological problem to measure the validity of the propositions is that such variables are not easy to measure. This translates that the nine key variables recognized to influence the focal decision of foreign entry mode are linked to the empirical world only through indicators.

Moreover, they appear to be wide-ranging, multifaced constructs. As such, psychometric measurement based on multiple items rather than a single-item proxy seemed a more fitting approach [Peter 1979; Fomnell 1982; Churchill 1979], and was used in the analyses. I personally believe that psychometric variables do not fully reflect the necessary information, but that is just because I am biased towards more robust statistical data and believe that what people think they know is not actually what they know.

Continuing with the questionnaire, the respondents were asked to evaluate the foreign venture under discussion across each of these items on a 7-point Likert-type scale. After data collection, an iterative procedure was employed to refine the set of indicators for each construct. The item-to-total correlation, i. e. , the correlation between the score of each indicator and the total score of those indicators used to capture each construct, was then examined. Following the steps suggested by Nunnally [1978], those indicators with a low correlation with the total score.

Introduction In this essay I aim to show an apprehension of Jung’s personality types by depicting and measuring his theory and to demo how they might useful in assisting a healer to find curative ends. I will besides look at some of the unfavorable judgments levelled at Jung’s theory. Carl Gustav Jung. ( 26 July 1875 – 6 June 1961 ) . was a Swiss psychologist and head-shrinker. and the laminitis of analytical psychological science. His male parent was a Pastor. and he had an stray childhood. going really introspective. it seems he had a schizophrenic personality.

Although Freud was involved with analytical psychological science and worked with patients with hysterical neuroticisms ; Jung. nevertheless. worked with psychotic patients in infirmary. He was struck by the cosmopolitan symbols ( or Archetypes ) in their psychotic beliefs and hallucinations ( ref. Dennis Brown and Jonathan Redder ( 1989 ) p. 107 ) . His work and influence extends manner beyond understanding personality. and he is considered to be one of the greatest minds to hold theorised about life and how people relate to it.

Carl Jung was among many great personality theoreticians who drew inspiration and counsel from the ancient theoretical accounts like star divination and the Four Dispositions. For 100s of old ages at that place has been some sort of ‘typology’ to seek and categorize individual’s attitudes and behavior. e. g. Astrology. Oriental astrologists invented the oldest signifier of typology ; believing is that there is a personality trait that is relevant to each mark and that a person’s character/personality can be classified in footings of the elements – fire H2O air and Earth.

Those under fire had a ardent nature and corresponding disposition and destiny. etc. The ancient Greeks believed in the ‘four temperaments’ / ‘four humours’ . which can be traced back to Ancient Greek medical specialty and doctrine ( 400BC ) . particularly in the work of Hippocrates – the ‘Father of Medicine’ ) and in Plato’s thoughts about character and personality. It was believed that in order to keep wellness. people needed an even balance of the four organic structure fluids: blood. emotionlessness. xanthous gall. and black gall.

These four organic structure fluids were linked to certain variety meats and unwellnesss and besides represented the ‘Four Temperaments’ or ‘Four Humours’ of personality. The Grecian doctor Galen ( AD 130-200 ) subsequently introduced the facet of four basic dispositions reflecting the wits: the sanguine. floaty type ; the phlegmatic. sulky type ; the choleric. choleric type ; and the melancholiac. dejected type. Galen besides classified drugs in footings of their supposed effects on the four wits.

He therefore created a systematic usher or choosing drugs. which although scientifically wrong were the foundation rock of handling psychological and psychiatric unwellnesss. Carl Jung approached personality and ‘psychological types’ ( besides referred to as Jung’s psychological types ) from a position of clinical depth psychology. He was one of the few psychologists in the 20th century to keep that development extends beyond childhood and adolescence through mid-life and into old age. He focused on set uping and developing a relationship between witting and unconscious procedures.

Jung believed that Page 2 there was a duologue between the witting and unconscious and without it the unconscious procedures can weaken and even endanger the personality and this is seen in one of his cardinal constructs of individualization. He believed that individualization is a life long procedure of personal development that involves set uping a connexion between the self-importance and the ego. which could be brought to its highest realization if worked with and the unconscious was confronted. ( Stevens 1999 ) Jung. like Freud. referred to the self-importance when depicting the more witting facet of personality.

Unlike Freud he did non seek to understate the unconscious side of the personality. but alternatively gave it equal position. complimentary to that of the witting. He referred to the integrated personality as Self ; the Centre of the entire mind. including both the witting and the unconscious. The Self includes all of a person’s qualities and potencies whether or non they become evident at a peculiar phase of life. The end of therapy is to steer the client to go a whole a human being as personal fortunes will let.

It was out of Jung’s confrontation with the unconscious. both in himself and in his patients. that he easy elaborated his psychological science. In his 1921 work. ‘Personality Types’ . Jung compared his four maps ( as shown below ) of personality to the four points on a compass. While a individual faces one way. he or she still uses the other points as a usher. Most people keep one map as the dominant one although some people may develop two over a life-time. It is merely the individual who achieves self-fulfillment that has wholly developed all four maps.

His book besides acted as the compass by which Jung tried to understand how he differed from Freud and Adler. but more significantly. could get down to chart the internal universe of people. Jung’s Four Psychological Functions are as follows: Rational Functions? Thinking ( procedure of cognitive idea ) ? Feeling ( map of subjective judgement or rating ) enabling determination doing Irrational Functions? Sensation ( perceptual experience utilizing the physical sense variety meats? Intuition ( receptiveness to unconscious contents ) supplying the information on which to do judgements.

Jung held a deep grasp of originative life and considered spiritualty a cardinal portion of the human journey. There is a whole literature associating Jungian psychological science and spiritualty. chiefly from a Christian position. This literature includes Hagiographas by Kelsey ( 1974. 1982 ) and by Sanford ( 1968. 1981 ) . Caprio and Hedberg’s ( 1986 ) Coming Home: A Handbook for Researching the Sanctuary Within is a practical usher for religious work in the Christian tradition. It contains striking personal narratives. first-class illustrations. and utile exercisings.

( Frager & A ; Fadiman 2005 ) Jung’s description of personality provinces that in order to Page 3 place a psychological type it is necessary to find whether a individual is oriented chiefly toward his interior universe ( invagination ) or toward external world ( extroversion ) . known as the cardinal attitude of the person to underscore its importance. Jung’s eight personality types are as follows: ? Extroverted Thinking – Jung theorized that people understand the universe through a mix of concrete thoughts and abstract 1s. but the abstract constructs are 1s passed down from other people.

Extroverted minds are frequently found working in the research scientific disciplines and mathematics. •Introverted Thinking – These persons interpret stimulation in the environment through a subjective and originative manner. The readings are informed by internal cognition and apprehension. Philosophers and theoretical scientists are frequently introspective thinking-oriented people. •Extroverted Feeling – These people judge the value of things based on nonsubjective fact. Comfortable in societal state of affairss. they form their sentiments based on socially accepted values and bulk beliefs.

They are frequently found working in concern and political relations. •Introverted Feeling – These people make judgements based on subjective thoughts and on internally established beliefs. Oftentimes they ignore predominating attitudes and withstand societal norms of thought. Introverted feeling people thrive in callings as art critics. •Extroverted Feeling – These people perceive the universe as it truly exists. Their perceptual experiences are non colored by any preexistent beliefs. Jobs that require nonsubjective reappraisal. like vino taste testers and proofreaders. are best filled by extrospective feeling people.

•Introverted Feeling – These persons interpret the universe through the lens of subjective attitudes and seldom see something for merely what it is. They make sense of the environment by giving it intending based on internal contemplation. Introverted feeling people frequently turn to assorted humanistic disciplines. including portrait picture and classical music. •Extroverted Intuitive – These people prefer to understand the significances of things through subliminally perceived nonsubjective fact instead than incoming centripetal information.

They rely on intuitions and frequently disregard what they perceive straight from their senses. Inventors that come upon their innovation via a shot of penetration and some spiritual reformists are characterized by the extrovert intuitive type. •Introverted Intuitive – These persons. Jung idea. are deeply influenced by their internal motives even though they do non wholly understand them. They find intending through unconscious. subjective thoughts about the universe. Introverted intuitive people comprise a important part of mystics. phantasmagoric creative persons. and spiritual fiends.

They are mysterious dreamers. concerned with possibilities instead than what is presently present. Seldom understood by others. Repress feeling. Jung described himself as an introspective intuitor. Introverts are people who prefer their internal universe of ideas. feelings. phantasies. dreams. and so on. while extraverts prefer the external universe of things and people and activities. Page 4 Today the words have become baffled with thoughts like shyness and sociableness. partly because introverts tend to be diffident and extraverts tend to be sociable.

But Jung intended for them to mention more to whether you ( “ego” ) more frequently faced toward the character and outer world. or toward the corporate unconscious and its originals. In that sense. the introvert is slightly more mature than the extravert. Our civilization. of class. values the extravert much more. Jung warned that we all tend to value our ain type most. ( Boeree 1996 ) ; a impression which is peculiarly utile to healers today as it is of import non to let personal feelings to take topographic point when working with clients.

Both introvert and extrovert overvalue their strengths and each tends to underestimate the other. To the extrovert. the introvert seems narcissistic and dull. and to the introvert. the extrovert appears superficial and insincere ( Fordham. 1966 ) . Jung believed that a individual remained an extrovert or introvert without alteration for the whole of his life. and that heredity determines whether the libido is directed inward or outward. Whether a individual is an introvert or extravert they need to cover with both their inner and outer universe. And each has their preferable manner of

covering with it. ways which they are comfy with and good at. This hypothesised stableness of the introversion-extroversion trait is consistent with empirical research utilizing Non-Jungian steps of invagination and extroversion. ( Cloniger 2000 ) Jung suggested a nexus between each of the attitudes and certain neurotic upsets which will be discussed subsequently. We now find the introvert-extravert dimension in several theories. notably Hans Eysenck’s. In Eysenck’s ( 1982 ) position people are biosocial animate beings and that psychological science stands at the hamlets of biological scientific disciplines and societal scientific disciplines.

He states that psychological science must go more of a true scientific discipline with methodological analysis in all that the healer does in order to allow personality theoreticians to do anticipations that can be tested and hence do possible the development of the causal theory of personality. which he believes will necessarily assist the healer with clients showing jobs. Jung compared the witting portion of the mind ( self-importance ) to an island that rises out of the sea. We notice merely the portion above the H2O. even though there is a greater land mass below the H2O – much like an iceberg. the unconscious prevarications below ( Fordam1953 ) .

The personal unconscious is a reservoir of experience unique to each single consisting of perceptual experiences. ideas. feelings and memories that have been put to one side or repressed but non ever covered by sea and therefore can be reclaimed. Whereas the personal unconscious is alone to every person. the corporate unconscious is shared or “transpersonal” and consists of certain potencies that we all portion because of our human nature. because we all live in groups and in some signifier of society or household life.

He believed that the corporate unconscious did non develop separately but was inherited and consisted of preexistent signifiers. the originals. An original is a cosmopolitan thought signifier or sensitivity to react to the universe in certain ways and is important to Jung’s construct of the corporate unconscious because it emphasises potencies in which we may show our humanity. He believed that they appeared to us in dreams. art. ritual. myths and symptoms.

Eysenck believed that from a point of position of scientific discipline. Jung’s part to the survey of personality types had been chiefly negative as he permitted mystical impressions to overrule empirical informations and sought to travel beyond descriptive analysis to the causal analysis of personality. A individual is non normally defined by merely one of the eight personality types. Alternatively. the different maps exist in a hierarchy. One map will hold a superior consequence and another will hold a secondary consequence.

Normally. harmonizing to Jung. a individual merely makes important use Page 5 of two maps. The other two take inferior places. Jung believed that it was non sufficient to possess merely one of the above-named maps to be a all-around personality and be able to confront life’s experiences. Jung described two of the four maps as rational and two as irrational ; besides he used the footings judging/perceiving. Thinking can account for logic and judgment. Our likes/dislikes are a feeling map.

These two maps are known as rational as they use our reflecting ability. Sensation and intuition are known as irrational maps because it is what is seen in the external universe ( esthesis ) and interior universe ( intuition ) . In pattern. the subsidiary map is ever one whose nature. rational or irrational. is different from the primary map. For case. feeling can non be the secondary map when thought is dominant. and frailty versa. because both are rational and judging maps ( Daryl Sharp. 1989. p. 19 ) One of the four maps may be developed more. and this would be known as a primary or superior map. whilst the others may be classed as inferior.

What this means is that a primary map is one which a individual uses more. whilst possibly. other maps are non used so much ( inferior ) and these might lend to a individual experiencing unable to get by with a state of affairs in which an inferior map is needed to be active. Jung acknowledged that the four orienting maps do non incorporate everything in the witting mind. Will power and memory. for case. are non included.

The ground for this is that they are non typological determinants-though of course they may be affected by the manner one maps typologically believing is ever accompanied by an lower status of feeling. and differentiated esthesis is deleterious to intuition and frailty versa ( ref. Daryl Sharp. 1987. p. 15 ) Jung used the term ‘libido’ to specify what he meant by extravert and introvert. it was non meant in a sexual manner. like Freud. but as a term for energy. Introversion. writes Jung. “is usually characterized by a hesitant. brooding. retiring nature that keeps itself to itself. psychiatrists from objects { and } is ever somewhat on the defensive” .

Conversely. Extraversion “is usually characterized by an outgoing. candid. and suiting nature that adapts easy to a given state of affairs. rapidly form fond regards. and. puting aside any possible scruples. will frequently venture Forth with careless assurance into unknown situations” . ( ref. Daryl Sharp1987. p. 13 ) . The balance between the two can be disturbed either manner. on the one side. utmost backdown. invagination or even psychosis. cuts a individual off from external world. On the other side. overly extroverted or constricted personalities may be cut off from subjective feelings or interior world ( Ref. Dennis Brown & A ; Jonathan Redder 1989p. 81 ) .

Jung acknowledged that it is sometimes hard to work out what personality type some people belong to. he stated. ‘…It is frequently really hard to happen out whether a individual belongs to one type or the other. particularly in respect to oneself’ ( ref Jung. Anthony Stevens. 2001. p. 99 ) Peoples change their manner of behavior in different fortunes. because this is the manner they wish to be perceived. to be accepted by others. Jung referred to this as a character ( or a mask ) where a individual relays to others. person they are non. apparently to conform to others outlooks of them.

This is besides known as the crude side of the personality The character Page 6 signifiers in early childhood. when a kid signifiers in his head what is acceptable to his parents. instructors etc. If it is repressed this is what Jung referred to as ‘the shadow’ . If the shadow is non allowed to come up. it will turn bigger. Jung believed that by confronting up to your shadow. it may enable you to alter it. The shadow may emerge in times of utmost anger/dreams. Jung believed that the shadow is indispensable as it allows an single to see the universe.

We are each Born with a natural balance. If our natural balance is disquieted due to repression or conditioning so our heads will in some manner seek to reconstruct the balance which Jung saw as the power of the unconscious surfacing as ‘the return of the pent-up ‘ . The self-importance emerges out of the ego in childhood. It is your individualism. who you are. your ain self-importance appertaining merely to you. the Centre of consciousness. As you go into maturity there may be problem between the self-importance and ego. as the persons attitude alteration.

Avowal of the Self liberates its originative energies and brings certain cognition that the best life is the life lived sub specie fraternization ( ref. . Anthony Stevens 2001. p. 157 ) . Jung seemed to put a batch of accent on the Self. I suppose this is because it is the Self. which he believed. will finally imagine alteration in behavior. He was one of the few psychologists in the 20th century to keep that development extends beyond childhood and adolescence through mid-life into old age. ( ref. Anthony Stevens 2001. p. 38 ) . .

Jung disagreed with Freud on his positions on gender i. e. the ‘Oedipus complex’ . Jung preferred to name this complex ‘a love aspect’ . of a mother/child and non a sexual one/incest. as Freud believed to be the instance. Jung and Freud both agreed though. that unconscious ideas ( dreams ) were the manner to personal penetration of the person. After his separating with Freud. overtly because of dissension about the importance of gender. but possibly besides over father-son competitions. Jung once more withdrew into what Heisenberg ( 1970 ) calls a ‘creative illness’ during which he excessively conducted a ego analysis ( ref Dennis Brown and Jonathan Redder ( 1989 ) p. 107 ) .

But he did non utilize ‘free association’ . but provoked unconscious imagination which he wrote down. pull his dreams. protracting narratives which he told himself. This is how he became involved in analytical psychological science. He spent long periods at his lakeside retreat. jumping between his inner world/ outer universe. Freud. looked back into a client’s childhood. whereas Jung looked to the hereafter more and did non set much importance into the past. more in what can be achieved. the ends to take for… . . the hope… . . of alteration. The unconscious head of a adult male. Jung believed. contained a female component ( anima ) . and a woman’s a male component ( animosity ) .

These he believed to be linked to titillating desires. on what the single discoveries attractive in the opposite sex. Another belief Jung held. is that if a individual reacts really strongly to his anima/animus it may take to homosexualism. This is what he believed. non which has been proven to be true.

Page 7 Jung’s theories. I believe to be utile in therapy. because if you can measure an persons personality. you can endeavour to do the therapy more applicable to their ‘type’ which Jung viewed as their singularity as an person. ‘the wholeness’ . He did non conceal behind a client like Freud. preferring to utilize a face to confront method. where the client and the healer are equal ; he besides used personal work on dreams. a assortment of ways to seek and advance growing in the client. to look to the hereafter.

His positions on mental unwellness gave some hope to a sick person as he believed that within the psychosis experienced there is a personality concealed. with hopes. desires etc. he tried to understand them through reading. Jung saw mental unwellness as a defect. as inferior. but tried to assist the single face this inferior side and near his extrospective side to accomplish ‘wholeness’ .

On the whole. Jung’s typology is best used in the manner that one would utilize a compass ; all typological possibilities are theoretically available to the Self. but it is utile to be able to set up those coordinates that one is utilizing to chart one’s class through life. Jung accepted that this class is ne’er intractably fixed ; it may be at any clip be capable to change. Viewed in this visible radiation. consciousness of one’s psychological type is non a restraint but release. for it can open up new navigational possibilities in life. the being of which 1 might otherwise ne’er have discovered ( ref. Anthony Stevens. 2001. p. 101 )

Jung possessed his critics. chiefly Freudian. after his split with Freud ; in peculiar his Archetypes theories concentrating on Jung’s belief that the beginnings of originals ( and their footing in the corporate unconscious ) transcend to the person. in that they reflect on hereditary or cosmopolitan kernel. The review besides examines a related impression of Jung’s. that the corporate unconscious unites us with the universe around us in an immediate paranormal or synchronism sense. These impressions of Jung’s are found to be earnestly flawed.

In malice of this. the review suggests that Jung’s belief in the familial footing of certain unconscious content holds some promise. With this in head. suggestions are made refering needful alteration in Jung’s theory and refering the sort of grounds required for its support. ( ref. Journey of Humanistic Psychology. Spring 1996. Vol 36 no. 261. 91. p. 223-242. Another unfavorable judgment with respects to Jung is he does non dig into childhood experience ; in contrast to Freud and depth psychology and some psychologists find his theories hard and drawn out.

Besides his theory does bring forth a moderate sum of research and 2 ) Neither possible to verify or distort. ( ref. HttpYahoo. com. Page 8 Conclusion In order to expeditiously assist a client and to find curative ends it is necessary to set up whether a individual is chiefly orientated toward their inner ( invagination ) or outer universe ( extroversion ) and following to measure which are the dominant and auxillary psychological maps of the client. Jung said that people connect thoughts. feelings. experiences and information by manner of associations in the unconscious in such a manner as to impact their behaviour.

He identified these groupings as ‘Complexes’ . He believed that they may be organised around a peculiar individual or object and the healer may utilize this cognition to convey to the head of the client’s consciousness a state of affairs which they may be happening hard to untangle from. The curative end of Jungian therapy is to assist the client resoluteness imbalanced facets of their personality which nowadays in a figure of differing ways of psychological perturbation.

Examples include: utmost negativeness. dependences. grades of paranoia. sudden spiritual transition. in appropriate fond regards to unsuitable spouses. craze. passion. depression. hypochondrias or schizophrenic personality traits as Jung himself had as a male child. By understanding his theory and how each type may show the healer can assist them unlock the shadow sides of their personality. It is a procedure in which the client is helped to come to footings with the topographic point of ego within their ain universe and besides to assist them see that they are portion of a greater corporate unconscious.

Much of Jung’s work was about the interconnection of all people and civilizations. Today more than of all time as we seek to go “one world” Jung’s work with eastern every bit good as western faiths and civilizations seems more and more appropriate. The work of Hans Eysenck through empirical surveies across the universe has shown that personality types exist in all civilizations and hence concludes that there is a familial constituent to personality types.

“Such transverse cultural unanimity would be improbable if biological factors did non play a prevailing part” ( Eysenck. 1990 ) But like Jung he believed that environmental factors likely find how much an person will develop to their full potency. The usage of appropriate appraisal techniques can be priceless in assisting a healer to develop the untapped potency within the person and is so making contribute to the corporate unconsciousness and synchronism of the planet as a whole.

“Language acquisition does not require extensive use of conscious grammatical rules, and does not require tedious drill. ” “Acquisition requires meaningful interaction in the target language – natural communication – in which speakers are concerned not with the form of their utterances but with the messages they are conveying and understanding. ” “The best methods are therefore those that supply ‘comprehensible input’ in low anxiety situations, containing messages that students really want to hear.

These methods do not force early production in the second language, but allow students to produce when they are ‘ready’, recognizing that improvement comes from supplying communicative and comprehensible input, and not from forcing and correcting production. ” “In the real world, conversations with sympathetic native speakers who are willing to help the acquirer understand are very helpful. ” Introduction Stephen Krashen (University of Southern California) is an expert in the field of linguistics, specializing in theories of language acquisition and development.

Much of his recent research has involved the study of non-English and bilingual language acquisition. During the past 20 years, he has published well over 100 books and articles and has been invited to deliver over 300 lectures at universities throughout the United States and Canada. This is a brief description of Krashen’s widely known and well accepted theory of second language acquisition, which has had a large impact in all areas of second language research and teaching since the 1980s.

The Natural Approach (NA) is a product of Stephen Krashen, an applied linguist at the University of Southern California and Tracy Terrell, a teacher of Spanish in California. Krashen’s work on second language acquisition and Terrell’s teaching experiences form the bases of the Natural Approach. The principles and practices of this new approach have been published in “The Natural Approach” (Krashen and Terrell, 1983). The book contains theoretical sections prepared by Krashen and sections on implementation and classroom procedures prepared mostly by Terrell. The most triking proposal of the NA theory is that adults can still acquire second languages and that the ability to ‘pick up’ languages does not disappear at puberty. Thus, Krashen’s contribution to Chomsky’s LAD proposition is that adults follow the same principles of Universal Grammar. The theory behind the NA implies that adults can acquire all but the phonological aspect of any foreign language, by using their ever-active LAD. What makes adults different from children is their abstract problem solving skills that make them consciously process the grammar of a foreign language.

Therefore, adults have two paths to follow: Acquisition and learning. However, children have only one: Acquisition. In their book, Krashen and Terrell refer to their method of picking up ability in another language directly without instruction in its grammar as ‘the traditional approach’. They consider their approach as a traditional one whereas many methodologists consider Grammar Translation Method as the traditional method. For Krashen, even Grammar Translation Method is not as old and traditional as the method of acquiring a language in its natural environment, a method which has been used for hundreds of thousands of years.

The term ‘natural’ emphasizes that the principles behind the NA are believed to conform to the naturalistic principles found in successful second language acquisition. One may think that the Natural Approach and the Natural Method are similar. The Natural Method (or the Direct Method) and the Natural Approach differ in that the former lays more emphasis on teacher monologues, formal questions and answers, and error correction. Krashen and Terrell note that “the Natural Approach is in many ways the natural, direct method ‘rediscovered'[and] it is similar to other communicative approaches being developed today”.

The Natural Approach, like TPR, is regarded as a comprehension-based approach because of its emphasis on initial delay(silent period) in the production of language. What is novel is that the NA focuses on exposure to input instead of grammar practice, and on emotional preparedness for acquisition to take place.

Theoretical Basis of the Natural Approach

Theory of Language

Krashen regards ‘communication’ as the main function of language. The focus is on teaching communicative abilities. The superiority of ‘meaning’ is emphasized.

Krashen and Terrell believe that a language is essentially its lexicon. They stress the importance of vocabulary and view language as a vehicle for ‘communicating meanings’ and ‘messages’. According to Krashen, ‘acquisition’ can take place only when people comprehend messages in the TL. Briefly, the view of language that the Natural Approach presents consists of ‘lexical items’, ‘structures’ and ‘messages’. The lexicon for both perception and production is considered critical in the organization and interpretation of messages.

In Krashen’s view, acquisition is the natural assimilation of language rules by using language for communication. This means that linguistic competence is achieved via ‘input’ containing structures at the ‘interlanguage + 1’ level (i +1); that is, via ‘comprehensible input’.

Theory of Language Learning

The Acquisition-Learning Hypothesis Krashen, in his theory of second language acquisition (SLA)suggested that adults have two different ways of developing competence in second languages: Acquisition and learning. “There are two independent ways of developing ability in second languages. Acquisition’ is a subconscious process identical in all important ways to the process children utilize in acquiring their first language, … [and] ‘learning’ … , [which is] a conscious process that results in ‘knowing about’ [the rules of] language” (Krashen 1985:1). The Acquisition-Learning distinction is the most fundamental of all the hypotheses in Krashen’s theory and the most widely known among linguists and language practitioners. According to Krashen there are two independent systems of second language performance: ‘the acquired system’ and ‘the learned system’.

The ‘acquired system’ or ‘acquisition’ is the product of a subconscious process very similar to the process children undergo when they acquire their first language. It requires meaningful interaction in the target language – natural communication – in which speakers are concentrated not in the form of their utterances, but in the communicative act. The ‘learned system’ or ‘learning’ is the product of formal instruction and it comprises a conscious process which results in conscious knowledge ‘about’ the language, for example knowledge of grammar rules.

According to Krashen ‘learning’ is less important than ‘acquisition’. Krashen believes that the result of learning, learned competence (LC) functions as a monitor or editor. That is, while AC is responsible for our fluent production of sentences, LC makes correction on these sentences either before or after their production. This kind of conscious grammar correction, ‘monitoring’, occurs most typically in a grammar exam where the learner has enough time to focus on form and to make use of his conscious knowledge of grammar rules (LC) as an aid to ‘acquired competence’.

The way to develop learned competence is fairly easy: analysing the grammar rules consciously and practising them through exercises. But what Acquisition / Learning Distinction Hypothesis predicts is that learning the grammar rules of a foreign/second language does not result in subconscious acquisition. In other words, what you consciously learn does not necessarily become subconsciously acquired through conscious practice, grammar exercises and the like. Krashen formulates this idea in his well-known statement that “learning does not became acquisition”.

It is at this point where Krashen receives major criticism.

The Natural Order Hypothesis

According to the hypothesis, the acquisition of grammatical structures proceeds in a predicted progression. Certain grammatical structures or morphemes are acquired before others in first language acquisition and there is a similar natural order in SLA. The average order of acquisition of grammatical morphemes for English as an ‘acquired’ language is given below: -Ing——–Aux———Irregular——Regular Past Plural—–>Article—->Past———->3rd Sing.

The implication of natural order is not that second or foreign language teaching materials should be arranged in accordance with this sequence but that acquisition is subconscious and free from conscious intervention (Ellidokuzoglu, 1992).

The Input Hypothesis

This hypothesis relates to acquisition, not to learning. Krashen claims that people acquire language best by understanding input that is a little beyond their present level of competence. Consequently, Krashen believes that ‘comprehensible input’ (that is, i + 1) should be provided. The ‘input’ should be relevant and ‘not grammatically sequenced’.

The ‘input’ should also be in sufficient quantity as Richards pointed out: “.. child acquirers of a first language are provided with samples of ‘caretaker’ speech, rough – tuned to their present level of understanding, .. [and] adult acquirers of a second language [should be] provided with simple codes that facilitate second language comprehension. ” (Richards, J. 1986:133)

The Monitor Hypothesis

As is mentioned, adult second language learners have two means for internalising the target language. The first is ‘acquisition’ which is a subconscious and intuitive process of constructing the system of a language.

The second means is a conscious learning process in which learners attend to form, figure out rules and are generally aware of their own process. The ‘monitor’ is an aspect of this second process. It edits and make alterations or corrections as they are consciously perceived. Krashen believes that ‘fluency’ in second language performance is due to ‘what we have acquired’, not ‘what we have learned’: Adults should do as much acquiring as possible for the purpose of achieving communicative fluency. Therefore, the monitor should have only a minor role in the process of gaining communicative competence.

Similarly, Krashen suggests three conditions for its use: (1) there must be enough time; (2) the focus must be on form and not on meaning; (3) the learner must know the rule. (5) The Affective Filter Hypothesis The learner’s emotional state, according to Krashen, is just like an adjustable filter which freely passes or hinders input necessary to acquisition. In other words, input must be achieved in low-anxiety contexts since acquirers with a low affective filter receive more input and interact with confidence. The filter is ‘affective’ because there are some factors which regulate its strength.

These factors are self-confidence, motivation and anxiety state.

Language Acquisition  –  Language Learning

The expression “language learning” includes two clearly distinct, though rarely understood, concepts. One involves receiving information about the language, transforming it into knowledge through intellectual effort and storing it through memorization. The other involves developing the skill of interacting with foreigners to understand and speak their language. The first concept is called “language learning,” while the other is referred to as “language acquisition. These are separate ideas and we will show that neither is the consequence of the other. The distinction between acquisition and learning is one of the hypotheses (the most important) established by the American Stephen Krashen in his highly regarded theory of foreign language learning.

Language Acquisition

Language acquisition refers to the process of natural assimilation, involving intuition and subconscious learning, which is the product of real interactions between people where the learner is an active participant.

It is similar to the way children learn their native tongue, a process that produces functional skill in the spoken language without theoretical knowledge; develops familiarity with the phonetic characteristics of the language as well as its structure and vocabulary, is responsible for oral understanding, the capability for creative communication and for the identification of cultural values. Teaching and learning are viewed as activities that happen in a personal psychological plane.

The acquisition approach praises the communicative act and develops self-confidence in the learner. A classic example of language acquisition involves adolescents and young adults who live abroad for a year in an exchange program, attaining near native fluency, while knowing little about the language in the majority of cases. They have a good pronunciation without a notion of phonology, don’t know what the perfect tense is, modal or phrasal verbs are, but they intuitively recognize and know how to use all the structures.

Language Learning

The concept of language learning is linked to the traditional approach to the study of languages and today is still generally practiced in high schools worldwide. Attention is focused on the language in its written form and the objective is for the student to understand the structure and rules of the language through the application of intellect and logical deductive reasoning. The form is of greater importance than communication. Teaching and learning are technical and governed by a formal instructional plan with a predetermined syllabus.

One studies the theory in the absence of the practical. One values the correct and represses the incorrect. There is little room for spontaneity. The teacher is an authority figure and the participation of the student is predominantly passive. In the teaching of English, for example, one studies the function of the interrogative and negative modes, irregular verbs, modals, etc. The student learns to construct sentences in the perfect tense, but only learns with difficulty when to use it.

It’s a progressive and cumulative process, normally tied to a preset syllabus that includes memorization of vocabulary and seeks to transmit to the student knowledge about the language, its functioning and grammatical structure with its irregularities, its contrasts with the student’s native language, knowledge that one hopes will become the practical skills of understanding and speaking the language. This effort of accumulating knowledge becomes frustrating because of the lack of familiarity with the language. Innumerable graduates with arts degrees in English are classic examples of language learning.

They often are trained and theoretically able to teach a language that they can communicate in only with extreme difficulty.

Interrelationship between Acquisition and Learning and its Implications

The clear understanding of the differences between acquisition and learning makes it possible to investigate their interrelationships as well as the implications for the teaching of languages. First, we ought to consider that languages, in general, are complex, arbitrary, irregular phenomena, full of ambiguities, in constant random and uncontrollable evolution.

Therefore, the grammatical structure of a language can be too complex and abstract to be categorized and defined by rules. Even if some partial knowledge of the functioning of the language is reached, it is not easily transformed into communication skills. What happens in fact is a dependency predominantly opposite: to understand the functioning of a language as a system and to understand its irregularities is a function of familiarity with it. Rules and exercises only will make sense when we have already developed solid intuitive control of the language in its oral form, that is, when we have assimilated it.

On the other hand, Krashen admits that the knowledge obtained through formal study (language learning) can serve to monitor speaking. Krashen, however, doesn’t specify the language that would be the object of study, but he was probably using the study of Spanish as the basis for his inferences and conclusions because it is the dominant foreign language in the United States, and particularly in the state of California, where Professor Krashen lives and works.

Therefore, it is necessary to explore the degrees of irregularity and difficulty of the target language and how that affects Krashen’s theory.

The Degree of Phonetic Signaling in the Language and the Inefficiency of Learning:

It’s also easy to assess the degree of phonetic signalling of languages and understand the importance that that aspect has. If we analyse and compare Spanish and Portuguese with English, we conclude that there is a significant difference, being English considerably more economical and compact than the Romance languages.

This means a greater difficulty in achieving oral proficiency in the target language when going from Portuguese or Spanish to English than going the opposite direction. It also means that more time needs to be devoted to the practice of the spoken language (especially listening) and less time spent on the study of text and grammatical items.

Word Stressing:

The unpredictability of word stressing in English and the absence of any indication of stress from spelling is another element to demonstrate that Krashen’s arguments acquire even greater strength. There are many other points of contrast between English and Spanish that show the greater degree of irregularity and difficulty of English. The fact is that even with a target language with a large degree of regularity such as Spanish, the contribution of learning will only be effective and durable if the student simultaneously develops familiarity and skill with the language in natural environments.