Write report of CESIM simulation of Production n R n D department Essay

Compose report of CESIM recreation of Production n R n D division - Essay Example The chief accountable for creation offers help to fulfill the requests of all the three mainlands. Moreover, the head of creation has extra obligations of dealing with assembling agreements to gracefully enough items for redistributing. The Research and Development (R&D) office manages upgrades and advancements in new innovation (Johnson, Whittington, and Scholes, 2011, 89). The office offers data new procedures of creating and improving items, which encourages the extension of organization business exercises just as creation and request. Researchers recognize that organizations have a fundamental to play in the assembling procedure inside their tasks (Johnson, Whittington, and Scholes, 2011, 67-8). The board of similar builds the upper hand of the organization against rivals in the market. Huge connections exist among flexibly and request the executives in this way the organization should embrace intensive examination dependent on either gracefully shifter or request shifter as natural elements. It is conceivable to assess the limit of the organization to manage the assembling procedure of the business in fulfilling client requests. Moreover, it exhibits the capacity of the firm to limit the expense of creation that reverberates with the interest the board. From the promoting viewpoint perspective and taking a gander at the interest for cell phones, it is seen that the interest for handsets has fundamentally expanded since travelers can utilize the cell phones even in the planes. Taking a gander at the cost investigation, the transportation cost expected to fall by about 6% while the creation cost is relied upon to stay unaltered. The intensity of the economy of China has brought about its national bank selling enormous measures of Rmb in the FX showcase. This has thus made Rmb fall by around 10% against the USD as the Euro likewise bounce back (Cesim,

Cog week7 Essay Example | Topics and Well Written Essays - 1000 words

Machine gear-piece week7 - Essay Example Likewise the circumstance representing a test to make mental models being this week’s explore is something I totally concur with. To make a psychological qualification between the specks that spoke to the letters in order was exceptionally befuddling. References: Vetter P. Well known Photographer with Disability Challenges Stereotypes Internationally. Incapacity expressions. Recovered from: http://www.disaboom.com/expressions/renowned picture taker with-inability challenges-generalizations globally Assignment 4 The effortlessness with which the idea is so expertly clarified is profoundly admirable. It shows clearness of the ideas just as recognizable commonsense ramifications of it. The clarification as far as the qualification of these two ideas of revelatory and procedural information falls along comparable lines. With the case of the extra pieces of the tractor speaking to handling of data and afterward bit by bit execution of activities demonstrating unmistakably the extra measure of work you need to place in for procedural information. The connection to learning is justifiable in the manner the author demonstrates how information that is definitive may develop to procedural information which helps learning; with procedural information being utilized to perform increasingly procedural information. I surmise that is the most ideal approach to comprehend the connection between these two ideas as they proceed all through our lifetime as an endless cycle all together so we learn and store information.

Learn How to Start a Compare and Contrast Essay

Learn How to Start a Compare and Contrast Essay A compare and contrast essay is one of those few chances that students get to exercise and sharpen their ability to think and look at things critically and analytically. It also allows them to express their critical thinking in a written form that is well-structured and orderly. Additionally, such essays let students examine and view things with a new perspective based on the way those objects or ideas are similar or differ. But before you engage these skills, you ought to know how to approach and begin a compare and contrast essay. This article will share with you all the tips, tricks, and ideas on starting a compare and contrast essay. What is a compare and contrast essay? But before delving deep into the details of how to start these essays, we need to get the definition of this type of paper. When you get a concise understanding of this type of essay assignment, it will be easier for you to move forward with understanding how best to commence the essay. In simple language, a compare and contrast essay is a paper that picks two different ideas, persons, or objects that are related to or are dissimilar to each other so as to examine their similarities, differences, or both. A great compare and contrast essay should achieve one or some of these results: Clarify things by making it easy for people to understand them Allow readers to know what they didn’t know before Tell the reader that a particular object is better than the other Produce a fresh way of viewing a matter Produce a fact-supported argument Brainstorming your topic After understanding the definition of a compare and contrast essay, you should look at how best you need to brainstorm your topic. After getting the topic you need to write about, sit down with it and let facts and ideas settle down inside your mind in a clear way. This process of musing over these ideas so that you can clearly develop what to write about is called brainstorming. What is similar or different? Since your essay will be comparing and contrasting two ideas or objects, start your brainstorming by looking at how the two objects differ and are similar. Give it a journalistic taste Additionally, you also use a journalistic angle to get all the facts you need on the objects under comparison and contrast. This approach is best suited if you are comparing or contrasting past events. This way, you will be able to answer the simple question, “Who did what where, why, when, and how?” This technique will show who caused an action or actions, the dates, the venue, the motives, and the methods they used to do that. Assess the adequacy of your material After researching your topic, it is necessary to critically look at your materials to establish if they are sufficient to give you an easy writing time. If you determine the material is insufficient, you have to do extra research to fill the deficit. This way, you will ensure that you don’t begin your essay only to run out of ideas. You may also decide to consult your lecturer to assist you to fill up your research material deficit. Creating an outline After you are done with your brainstorming, you ought to draft a compare and contrast essay outline to guide you through the process of structuring your ideas and materials. A good outline will give you a clear guidepost to where you should go as you organize your materials. Your outline will also enable you to present your ideas logically from the introduction to the conclusion. Writing an introduction Understanding the best way to draft a compare and contrast essay introduction will set the ball rolling. Your introductory section will orient the reader into what you are going to discuss in the essay. The following are the components you will include in your introduction: Your primary topic Your primary topic allows you to provide your reader with the first hint of what lies ahead. This component should serve as a hook to take and maintain your reader on board. The objects of your comparison and contrasting After orienting your readers into your topic, show them which particular objects or ideas you will be comparing and contrasting. Your thesis Your thesis statement needs to come at the end of your introduction. It gives your readers an idea of the position you have taken on the topic and how you will defend it throughout the essay. Twin tips to draft your introduction The following tips will make your introduction more forceful. When to write your introduction In as much as the introduction of your essay is critical, it is also important to know when to write it. The reason here is that though it is your essay’s beginning point, it is not a must to write it first because it acts as a summarized introduction to what you intend to discuss in your essay. You should write is last after drafting the ideas you need to summarize. This way, you will not forget to capture any necessary idea because you will have already captured everything in the body paragraphs. Write authoritatively Your introductory section is an access to your assignment hence you should stamp your authority to win the confidence of your audience. By writing authoritatively, keep off apologies that make you look “humble” at the cost of maintaining confidence in your ideas. Parting shot Understanding the techniques of starting compare and contrast essays is key to drafting papers that will fetch you better grades. This article has shown you the best ways to achieve all that and has also left you with the personal responsibility of optimizing these ideas to sharpen your skills. But if you face inconveniencing life challenges, you can rely on the all-round essay writing help that your-writers.net offers. Contact us today for all your essay writing needs.

Pippin II of Herstal - Mayor of the Palace - Pippin the Younger

Pippin II was also known as: Pippin of Herstal  (in French, Pà ©pin d’Hà ©ristal); also known as Pippin the Younger; also spelled Pepin. Pippin II was known for: Being the first Mayor of the Palace to take effective control of the kingdom of the Franks, while the Merovingian kings ruled in name only. Occupations: KingMilitary Leader Places of Residence and Influence: EuropeFrance Important Dates: Born: c. 635Becomes Mayor of the Palace:  689Died:  Dec. 16, 714 About Pippin II : Pippins father was Ansegisel, the son of Bishop Arnulf of Metz; his mother was Begga, the daughter of Pippin I, who had also been a mayor of the palace. After King Dagobert II died in 679, Pippin established himself as mayor in Austrasia, defending the autonomy of the region against Neustria, its king Theuderic III, and Theuderics mayor Ebroà ¯n. In 680, Ebroà ¯n defeated Pippin at Lucofao; seven years later Pippin won the day at Tertry. Although this victory gave him power over all the Franks, Pippin kept Theuderic on the throne; and when the king died, Pippin replaced him with another king who was, essentially, under his control. When that king died, two more puppet kings followed in succession. In 689, after several years of military conflict on the northeastern border of the kingdom, Pippin conquered the Frisians and their leader Radbod. To solidify the peace, he married his son, Grimoald, to Radbods daughter, Theodelind. He secured Frankish authority among the Alemanni, and he encouraged Christian missionaries to evangelize  Alemannia and Bavaria. Pippin was succeeded as mayor of the palace  by his illegitimate son, Charles Martel. More Pippin II Resources: Pippin II in Print The link  below will take you to a site where you can compare prices at booksellers across the web. More in-depth info about the book may be found by clicking on to the books page at one of the online merchants. by Pierre Richà ©; translated by Michael Idomir Allen Early Carolingian RulersThe Carolingian EmpireEarly Europe Whos Who Directories: Chronological Index Geographical Index Index by Profession, Achievement, or Role in Society The text of this document is copyright  ©2000-2016 Melissa Snell. You may download or print this document for personal or school use, as long as the URL below is included. Permission is   not  granted to reproduce this document on another website. For publication permission,  please   contact  Melissa Snell. The URL for this document is:http://historymedren.about.com/od/pwho/fl/Pippin-II.htm

What Is the Twin Paradox Real Time Travel

The twin paradox is a thought experiment that demonstrates the curious manifestation of time dilation in modern physics, as it was introduced by Albert Einstein through the theory of relativity. Consider two twins, named Biff and Cliff. On their 20th birthday, Biff decides to get in a spaceship and take off into outer space, traveling at nearly the speed of light. He journeys around the cosmos at this speed for about 5 years, returning to the Earth when he is 25 years old. Cliff, on the other hand, remains on the Earth. When Biff returns, it turns out that Cliff is 95 years old. What Happened? According to relativity, two frames of reference that move differently from each other experience time differently, a process known as time dilation. Because Biff was moving so rapidly, time was in effect moving slower for him. This can be calculated precisely using Lorentz transformations, which are a standard part of relativity. Twin Paradox One The first twin paradox isnt really a scientific paradox, but a logical one: How old is Biff? Biff has experienced 25 years of life, but he was also born the same moment as Cliff, which was 90 years ago. So is he 25 years old or 90 years old? In this case, the answer is both ... depending on which way youre measuring age. According to his drivers license, which measures Earth time (and is no doubt expired), hes 90. According to his body, hes 25. Neither age is right or wrong, although the social security administration might take exception if he tries to claim benefits. Twin Paradox Two The second paradox is a bit more technical, and really comes to the heart of what physicists mean when they talk about relativity. The entire scenario is based on the idea that Biff was traveling very fast, so time slowed down for him. The problem is that in relativity, only the relative motion is involved. So what if you considered things from Biffs point of view, then he stayed stationary the whole time, and it was Cliff who was moving away at rapid speeds. Shouldnt calculations performed in this way mean that Cliff is the one who ages more slowly? Doesnt relativity imply that these situations are symmetrical? Now, if Biff and Cliff were on spaceships traveling at constant speeds in opposite directions, this argument would be perfectly true. The rules of special relativity, which govern constant speed (inertial) frames of reference, indicate that only the relative motion between the two is what matters. In fact, if youre moving at a constant speed, theres not even an experiment that you can perform within your frame of reference which would distinguish you from being at rest. (Even if you looked outside the ship and compared yourself to some other constant frame of reference, you could only determine that one of you is moving, but not which one.) But theres one very important distinction here: Biff is accelerating during this process. Cliff is on the Earth, which for the purposes of this is basically at rest (even though in reality the Earth moves, rotates, and accelerates in various ways). Biff is on a spaceship which undergoes intensive acceleration to read near lightspeed. This means, according to general relativity, that there are actually physical experiments that could be performed by Biff which would reveal to him that hes accelerating ... and the same experiments would show Cliff that hes not accelerating (or at least accelerating much less than Biff is). The key feature is that while Cliff is in one frame of reference the entire time, Biff is actually in two frames of reference - the one where hes traveling away from the Earth and the one where hes coming back to the Earth. So Biffs situation and Cliffs situation are not actually symmetrical in our scenario. Biff is absolutely the one undergoing the more significant acceleration, and therefore hes the one who undergoes the least amount of time passage. History of the Twin Paradox This paradox (in a different form) was first presented in 1911 by Paul Langevin, in which the emphasis stressed the idea that the acceleration itself was the key element that caused the distinction. In Langevins view, acceleration, therefore, had an absolute meaning. In 1913, though, Max von Laue demonstrated that the two frames of reference alone are enough to explain the distinction, without having to account for the acceleration itself.

Motivations and Emotions VS Formal and Informal Power Free Essays

Virtually all of our reading (Chapters 6, 7, and 8) has either a formal or informal power theme associated with them because in essence power is: intangible. Popular perspective is that power is considered a personal characteristic. Frequently people refer to power as the means to how one person exhibits domination or influence over another individual. We will write a custom essay sample on Motivations and Emotions VS Formal and Informal Power or any similar topic only for you Order Now In an organization, power is purely a structural characteristic required to mass control or procedurally influence the actions of the various employees or processes. It is vital to my analysis to reflect upon the motivations and emotions of the collective mind-frame and how informal and formal power in organization manipulates these psychological aspects in order to accomplish a goal. This comparative research paper shall initially focus on the conceptual understanding of power at an organizational level. When referring to an organization, people see organizations as bureaucratic entities created to fulfill a function using a variety of tools, hierarchical leadership, team ownership, process completion styles, and institutionalized rules or procedures. As organizations are often large and complex structures with large employee counts it is vital that a hierarchy be in place to organize tasks and indicate which employee needs to be assigned to which project. As a hierarchy is a formal process there are individuals aligned to various positions in the leadership chain. Power along this chain typically transfers downwards in order to assure that orders are carried out as requested. This authority along the vertical chain is accepted by people through an organization. Employees accept that top executives and project managers have the legitimate right to make key decisions required for a projects completion. Employees also accept that goals must be set by leadership in order to provide direction and procedures which everyone can follow and comprehend. This directing of activities enables workers to see that power throughout the organizational structure helps control the decision making process itself. In addition, it clearly allows for ownership and helps manager become accountable for projects or processes. As orders can be accepted or denied in an organization there is always an underlying emotion associated with the actual outcome. In addition, as some tasks or processes are considered more important then others there is also a certain amount of access to greater tools or resources granted to individuals assigned to those organizational contributions. These individuals are usually considered Subject Matter Experts (SMEs) and are crucial to the continued prosperity or success of a division, department, or process flow. Rationally and politically, organizations must focus on enhancing people relationships in order to obtain a desired level of success in projects. Formally an organization wields power by striving to pool individual strengths to produce a result. Logically, organizations need to be considered a centralized power which lays out procedures, rules, and the foundation for which it upholds its mission, value system, and produces a product (whether it be physical or intellectual). Informally, an organization seeks to empower workers so they can participate in decision making roles. In general, an organization prefers to have satisfied employees versus disgruntled ones. In pursuit of this goal, organizations have taken to comprehending what motivates the every-day employee. Organizations have bestowed upon their management the responsibility of determining on an individual employee level the wants and needs of an employee which can motivate the employee. As there are many process theories associated with this motivation we shall be focusing on several aspects of this emotional and psychological requirements. Based upon Boons and Kurtz, the Motivation Theory can be categorized under 2 distinct approaches. The first approach is a holistic evaluation of factors within a person’s personality or psychology which reinforces appropriate behavior or stops inappropriate behavior. The second approach focuses on how, why, and what the actual behavior itself needs to be sustained or stopped. The second approach is consisted more analytical then the first. Within the first approach lie’s Maslow’s 5 level need hierarchy, Alderder’s 3 level ERG Theory and Hierarchy, and Herzberg’s two factor theory known as hygiene and motivators. Included in the second approach is Vroom’s VIE Expectancy as a theory of personal choice, Adam’s Equity Theory which correlates individual choice as they compare work practices/environments,   and the goal-setting theory that emphasizes that conscious goals and intentions are considered the detriments of behavior; though I will include only a few of these theories in this paper. These two approaches informally play on motivating and emotional factors. In Maslow’s hierarchy of needs, psychologists have established that motivated individuals are more likely to exhibit consistent satisfactory performance. Based upon this hierarchy the first rang of the hierarchy is the importance of the basic and psychological needs such as food, shelter, exercise, social interaction, and sleep. Psychologists have determined that it is human desire to have these basic needs fulfilled in order to be motivated to do a good job. These fulfillment needs are not true motivators though but necessities. Following this satisfaction, an employee needs to feel secure and protected from economic insecurities and protected from harm, violence, and disease exposure which enables them to be self-motivated and willing to accept self-management as the basic necessity is cared for. For instance, organizations must play a key role in securing dangerous materials which can potentially harm an employee. Often security and safety in the workforce goes hand-in hand and is considered a formal power that organization uses to control decisions. In terms of security, the most common ‘security’ is job security. If a project is nearing completion there is a level of apprehension from workers about their continued role in the company. Following this fulfilled need, is the comfort zone of social needs or requirements. These needs are vital in the informal organization as they include belonging, approval, and group membership. For instance, it is not uncommon for individuals who have been promoted to be concerned about ‘fitting-in’ with employees who were once on their own functional level. Thus, project managers should always build upon the team spirit and any opportunity for social activities to reinforce unity and emotional ties to the organization. Organizations sometimes become lost in the hierarchy of decision-making and must consider the emotional welfare of their employees. The last two needs based upon the Maslow’s hierarchy are esteem and self-actualization, and these two needs differ based upon personality types as well. In the capacity of these two needs, recognition and self-confidence are important to any professional whose role requires creation of a project or product. Self-actualization is acquired when employees are performing projects which interest, intrigue, or challenge their skill-set. Managers can informally motivate by using self-actualization and esteem techniques to provide employees with opportunities for career growth, chance for promotion or raises, recognition in the team for well-done work, job security, plenty of open communication, opportunity for growth in technical expertise, challenging projects, and proper management control measures. This informal power wielded by managers incites employees to continue to produce good work while been stimulated by a good work environment. Similarly, Alderfer’s ERG theory contains a set of 3 needs: Existence, Relatedness, and Growth. Based upon this theory the existence needs are Maslow’s first and second needs combined, the relatedness is Maslow’s third and fourth needs, and growth is Maslow’s fourth and fifth levels. Unlike Maslow who believed that each hierarchy skipped leads to more motivation, Alderfer insisted that each of these needs must be fulfilled at the organizational level and focusing on simply one need at a time does not sufficiently motivate the employee. In addition the ERG theory states that should the higher need remain fulfilled; the employee will regress to a lower level known as the frustration-regression theory. For example, if career growth or non-challenging work is provided coworkers might instead proceed to socializing with coworkers instead of working on projects. In addition, ample learning opportunities should be provided for employees to progress from one role to another if desired. Managers in this theory need to address each need separately and be aware that it differs from person to person. Interestingly Herberg’s Two-Factor Theory, also referred to as the dissatisfiers-satisfiers, are hygiene motivators or the extrinsic-intrinsic factors. The Extrinsic factors are job security, salary, working conditions, status, company procedures, quality of technical supervision, and quality of interpersonal relation. Intrinsic are achievement, recognition, responsibility, advancement, the work itself, and the possibility of growth. Though the theory of hygiene does not motivate employees it does negate any opportunity for dissatisfaction in the work environment and it empowers employers to seek good leadership, control, and leadership in the organization. These better conditions leave room for motivation for both project managers and employees to receive recognition, strive for achievement, advancement in roles, and further an interest in the project requiring completion. Project managers must adopt a positive attitude and provide each employee with the attention he or she requires. This power that managers have can be shown as they give assignments that provide challenges, provide a good working environment complete with team spirit, define performance expectations clearly and consistently, and provide honest critic as well as give credit for job well done. In all tasks, people weigh the value of their input to what they obtain as an output. In Adam’s Equity Theory, employees have a need for evenhandedness and equality at work and they strive to ensure that this occurs. For instance, if an employee believe himself or herself underpaid then the quality of work produced goes down as does the quantity of work produced and the vice versa for overpaid feelings. Therefore, it is up to the manager to provide market rates or ranges for a role, and empower workers to research how much they can make in particular roles. This is an incentive and motivation to pursue growth in the company. This communication of rates invites employees to take time to learn, communicate professional expectations, and grow with the company. Formally, an organization exercises the opportunity for a great deal of power by using a variety of methods to influence behavior and promote motivation of employees. In action, organizations can motivate employees using performance driven pay increases, merit pay, team awards as an encouragement method, team recognition, goal-setting methods, continued education, and positive reinforcement. These methods are drivers for motivation and enable growth in a company. Nevertheless, it is important to remember that an organization is run by individuals and motivations and emotions will never become completed forgotten. It is up to management to exercise power and control to help employees remain satisfied that their needs are being met and considered at all levels of management. Reference: Robbins, Stephen P. and Judge, Timothy A. `Organizational Behavior.` 12th Edition. Pearson Prentice Hall. 2007 How to cite Motivations and Emotions VS Formal and Informal Power, Essay examples

Interpersonal Communication Of Listening †Myassignmenthelp.Com

Question: Discuss About The Interpersonal Communication Of Listening? Answer: Introducation Communication skills are most important as they support in transferring ideas and information in proper manner(Keyton et al. 2013). The present essay is based on analysis of three key interpersonal skills that involves listening, feedback and questioning in selected profession which is nursing. Further, all these skills are most significant as they provide the base in sharing thoughts and the individual to whom information has been shared can act accordingly. Apart from this, the concept of communication has been supported with the help of communication theory. Presence of appropriate communication skills supports nurses to perform better in healthcare profession as ideas can be shared in the better manner, and in turn, it leads to fruitful results. Interpersonal Communication Skills Of Listening, Feedback And Three Questioning The interpersonal communication skills related to listening is considered to be most significant where this skill requires interpretation of both visual and audio stimuli with the motive to gain clarification of an idea that is shared with the help of external source. Listening skill is only effective when nurse is capable enough of gathering facts and on the basis of the same meaning of the message can be understood easily. Conscious listening directly leads to effective judgment as in case if any individual is able to listen to the message shared in the proper manner and can interpret accordingly then this allows in proper judgment. Apart from this, effective listening skills allow in resolving disputes and another form of issues in the proper manner with the nursing profession(Rost Candlin 2014). The most important aspect is to listen to the message shared in proper manner through proper attention, and if it is not present then it can adversely influence the communication process Considering the feedback skill which is also important and it highlights that the message or idea shared has been understood or not. It is regarded as the key component of interpersonal communication, and it leads to better flow of information within the nursing profession. In case if any patient has shared a message with any of the nurse and after sharing the same individual takes feedback from whom the message has been shared. Then in such case, it allows in knowing whether the message shared was understood correctly or not. Communication as one of the process does not flow in one direction and feedback is one of the most integral parts(Mishra, Boynton Mishra 2014). Feedback is one of the most significant parts of nonverbal, verbal and written communication and it directly generates value in the workplace or in another area where the message is being shared. It can be expressed that nurses must possess feedback skill, and it can take place in two forms where a nurse can give feedb ack to the person who has shared message or he/she can obtain feedback from others. The key benefit associated with this skill is that it improves knowledge level and thus, provides better growth opportunity within the nursing profession. Questioning skill is also considered to be most important as it allows in avoiding and correcting mistakes through clarification of the knowledge on a particular topic. Questioning is regarded as the open-ended process that assists in exploring ideas and issues where it becomes possible to enhance the knowledge level in a particular period. In order to demonstrate effective questioning, it is mandatory to differentiate the different type of questions that can be asked within nursing profession. Generally, various types of questions are present that involves open/close ended, straightforward, objective questions, etc. It is necessary for nurses to ensure that questions asked are linked with the subject and has relation with the same(DeVoe Wallace 2009). Due to this reason, questioning skill also has its own significance. Benefits of applying these skills to particular discipline In the present scenario, communication skills have become essential for carrying out the smooth flow of operations and functions within nursing processional. Nursers with good listening skills can enhance their overall productivity, and at the same time, they can solve problems of patients more effectively(Men 2014). However, it can be critically argued that development of good listening skills is not an easy task and nurses are required to train properly to acquire the mentioned-above skills. On the other side of this, the feedback system is also essential for the long-term growth and success within the nursing profession. Such system in the discipline of healthcare helps nurses to identify their loopholes or areas where they are lacking. Based on the information collected, effective measures can be taken to overcome weakness. On the contrary, it can be argued that negative feedbacks at frequent interval can result in lowering down the morale and motivation level of nurses to a great extent(Lane 2016). It can be stated that questioning at the workplace is also beneficial for carrying out the satisfactory flow of nursing practices. For instance, questioning helps nurses to enhance their knowledge base and overall productivity. Thus, staff members are able to contribute more to overall growth and success of the healthcare organization.; Communication Theory The overall concept workplace communication can be understood through communication theory such as Webers Classic Organization Theory of the fixed structure. The theory emphasizes on the fact that to ensure structured, effective and transparent communication; it is required by the management to operate with the well defined roles and responsibilities of all the employees(Keyton et al. 2013). The theory focuses on top to bottom approach and this result in eliminating all sort of confusion in the nursing practices. This communication theory also highlights the fact that a rigid structure within healthcare organization should be implemented by the administration so that disruption in the process of communication can be eliminated in the best possible manner(Dunn Goodnight 2016). Furthermore, it is more beneficial for healthcare organizations to provide some decision-making authorities to nurses along with defining their clear roles and responsibilities. On the other side of this, critical theory can be also taken into consideration to understand the workplace communication. The theory emphasize on the fact that emergence of conflicts within organization is natural and businesses should not worry about the same. Nurse resistance towards changes, decision and budgets are normal and the other areas or functions of management should not be adversely affected because of the same. On the contrary, the theory argues that the nurses working in healthcare organization, lacks motivation at frequent intervals. Thus, management is required to develop effective strategies to enhance the morale and motivational level of nurses. The theory highlight that effective communication between nurses can result in reducing conflicts and issues(Adler, Rodman DuPr 2016). At the same time, effective communication can support in enhancing the morale and motivational level of workers by providing them with clear direction to place their efforts and resources. Conclusion It can be inferred that the three interpersonal communication skills of listening, feedback and questioning are essential for the smooth flow of all functions within the nursing profession. Furthermore, listening ability helps nurses to become more productive and solve the problem. On the other hand, it can be inferred that feedback and questioning can result in enhancing the overall skill set and knowledge base of nurses. The Webers Classic Organization Theory of fixed structure and critical theory are the two different approaches which can be considered to understand the concept of workplace communication. References Adler, R, Rodman, GR DuPr, A 2016, Understanding human communication, Oxford University Press., Oxford. DeVoe, JE Wallace, LAFJGE 2009, 'Measuring patients perceptions of communication with healthcare providers: do differences in demographic and socioeconomic characteristics matter?', Health Expectations, vol 12, no. 1, pp. 70-80. Dunn, DM Goodnight, L 2016, Communication: Embracing Difference, Routledge, Abingdon. Keyton, J, Caputo, JM, Ford, EA, Fu, R, Leibowitz, S, Liu, T, Polasik, SS, Ghosh, P Wu, C 2013, 'Investigating verbal workplace communication behaviors', The Journal of Business Communication , vol 50, no. 2, pp. 152-169. Lane, SD 2016, Interpersonal communication: Competence and contexts, Routledge, Abingdon. Men, LR 2014, 'Strategic internal communication: Transformational leadership, communication channels, and employee satisfaction', Management Communication Quarterly, vol 28, no. 2, pp. 264-284. Mishra, K, Boynton, L Mishra, A 2014, ' Driving employee engagement: The expanded role of internal communications', International Journal of Business Communication, vol 51, no. 2, pp. 183-202. Rost, M Candlin, CN 2014, Listening in language learning, Routledge, Abingdon

To Observe the Motor Skill Development of a Toddler

The Traditional Modes of Discourse in Composition

The Traditional Modes of Discourse in Composition In composition studies, the term modes of discourse refers to the four traditional categories of written texts: narration, description, exposition, and argument. Also known as the  rhetorical modes and forms of discourse. In 1975, James Britton and his associates at the University of London questioned the usefulness of the modes of discourse as a way of teaching students how to write. The tradition is profoundly prescriptive, they observed, and shows little inclination to observe the writing process: its concern is with how people should write rather than how they do (The Development of Writing Abilities [11-18]). Also see: Current-Traditional RhetoricDiscourseExpository WritingModels of CompositionTheme Writing Examples and Observations Beginning with Samuel Newmans Practical Systems of Rhetoric of 1827, American rhetoric textbooks . . . were supplementing Whatelian argumentative rhetoric with other modes. Teachers were coming to prefer books that offered concrete treatment of the different sorts of communication aims obviously served by writing. As writing displaced oral rhetoric, the older insistence on a single argumentative purpose did not serve, and in 1866 the desire for a multimodal rhetorical system was met by Alexander Bain, whose English Composition and Rhetoric proposed the multimodal system that has remained to this day, the forms or modes of discourse: narration, description, exposition, and argument.(Robert Connors, Composition-Rhetoric. University of Pittsburgh Press, 1997)Writing in Multiple Modes- A mode is . . . considered as one dimension of a subject, a way of viewing the subject as static or dynamic, abstract or concrete. A typical discourse, then, may make use of all the modes. For instance, to write about a monarch butterfly we may narrate about the butterfly (e.g., trace its migration north in the spring or its life cycle), describe the butterfly (orange and black, about three inches wide), classify it (species, Danaus Plexippus, belonging to the family Danaidae, the milkweed butterflies, order Lepidoptera); and evaluate it (one of the most beautiful and best known of butterflies). However, even though the discourse may include all of the modes, it is common to use one of the modes to organize the discourse, as is suggested by the title of one of [James L.] Kinneavys textbooks: Writing: Basic Modes of Organization, by Kinneavy, Cope, and Campbell.(Mary Lynch Kennedy, ed. Theorizing Composition: A Critical Sourcebook of Theory And Scholarship in Contemporary Composition Studies. IAP, 1998)|- No theory of modes of discourse ever pretends that the modes do not overlap. In actuality, it is impossible to have pure narration, etc. However in a given discourse there will often be . . . [a] dominant mode. . . .These four  modes of discourse [narration, classification, description, and evaluation]  are  not an application of the communication triangle. They actually are grounded in certain philosophic concepts of the nature of reality considered as being or becoming.(James Kinneavy, A Theory of Discourse. Prentice Hall, 1972) Problems With the Modes of DiscourseThe modes are faulted for relying on faculty and associationist psychology. Faculty psychology assumes the mind is governed by the faculties of understanding, imagination, passion, or will. Associationist psychology contends that we know the world through the grouping, or association, of ideas, which follows basic laws and order. Thus early proponents of the modes of discourse assumed that one should choose a form of discourse according to the faculty to be influenced and based on laws of association. . . .In light of current composition theory, problems with the modes of discourse as a guiding principle of composition pedagogy are numerous. For example, Sharon Crowley (1984) faults the modes for focusing only on text and writer, ignoring the audience, and thus being arhetorical.(Kimberly Harrison, Contemporary Composition Studies. Greenwood, 1999)Adams Sherman Hill on the Kinds of Composition (1895)The four kinds of composition that seem to requir e separate treatment are: Description, which deals with persons or things; Narration, which deals with acts or events; Exposition, which deals with whatever admits of analysis or requires explanation; Argument, which deals with any material that may be used to convince the understanding or to affect the will. The purpose of description is to bring before the mind of the reader persons or things as they appear to the writer. The purpose of narration is to tell a story. The purpose of exposition is to make the matter in hand more definite. The purpose of argument is to influence opinion or action, or both.In theory these kinds of composition are distinct, but in practice two or more of them are usually combined. Description readily runs into narration, and narration into description: a paragraph may be descriptive in form and narrative in purpose, or narrative in form and descriptive in purpose. Exposition has much in common with one kind of description; and it may be of service to an y kind of description, to narration, or to argument.(Adams Sherman Hill, The Principles of Rhetoric, rev. edition. American Book Company, 1895)

Labour Law seen examination Essay Example | Topics and Well Written Essays - 1250 words

Labour Law seen examination - Essay Example Thus, each individual application must be treated on the merits. Fareeda Fareeda may be able to make a claim for direct discrimination given that she surpassed all the requirements that were listed by Allan in their invitation. However, there is no express mention by the Allan’s of any reason that they may have considered to select Lady Monique in Fareeda’s place. The only statement that may allude to any discrimination is their justification of Lady Monique’s associations with ‘the right sort of families and the right sort of children’. From the facts of Mandla v Dowell Lee [1982]1, it follows that Muslims may also form part of a nationality with distinct ethnic origins in order to be classified as a racial group for the purposes of the Race Relations Act 1976. The scope of discrimination was expanded by this Act to people who were treated unfavorably as a result of racial profiling of third parties (Weathersfield Ltd v Sargeant)2.  With the incep tion of the Employment Equality (Religion or Belief) Regulations 2003, religious discrimination took statutory form by protecting people with â€Å"any religion, religious belief or philosophical belief†. ... However individually she may not be able to be compensated for her grievance and her remedy must be based on the validity of the claims of the other applicants. Beverly McLaughlin Beverly also fulfills the requirements of the job offer. Her claim would be based on the assertion that she was discriminated on account of her age which is protected under the Equality Bill 2006. Given that she was more than qualified for the job, the Allan’s belief that Lady Monique would have more connections with the right families and the right children could be more than attributable in Beverly’s favor since she has more experience as a nanny working under an extremely wealthy employer for 20 years. Lady Elizabeth Porter Lady Elizabeth Porter can assert that she was discriminated against on account of her blindness under the Disability Discrimination Act 1995 as amended by the Disability Discrimination Act 2005, since her disability qualifies as one recognized by s.1 of the 1995 Act (as amended by s.18 of the Act of 2005); â€Å"a physical or mental impairment which has a substantial and long-term adverse effect on his ability to carry out normal day-to-day activities†. Her credentials are also far superior than that of Lady Monique’s. Moreover, the Allan’s are no longer under the protection of the 1995 regime which exempted employers with less than 20 employees, as the 2005 amendment changes that to include small employers as well. However, in this case, the Allan’s can resort to the defense of ‘justification’ since the child to be taken care of is 2 years old and would require to be tended to much more closely than a blind person can afford. Under the act, this defense may be

The impact of Corporate governance and on Corporate strategy Essay

The impact of Corporate governance and on Corporate strategy - Essay Example been a number of definitions for corporate governance, though, it implies as a misunderstanding of companies and the procedures practiced for the assurance of business proceedings preventing the benefit of involved groups such as the investors. It characteristically centers to alleviate the agency predicaments which may occur whilst possession and administration of the business is divided. Such problems can be diminished by means of numerous measures like the internal controls, oversight of administration or boardroom, regulatory oversight, compensation and incentive arrangements and external audits. (Segrestin & Hatchuel, 2008) According to Vinten (2004) corporate governance relies upon administrative functioning and the concern of communal accountability, the socio-cultural and ecological aspect of corporation practice, and authorized and moral exercises concerning the investors, consumers and shareholders of corporations. Comprehending the inference of corporate governance seems to increase significance amid transnational workforce, policy makers, industrialists, stakeholders and associated businesses. On a worldwide level, drive in the direction of incorporated commercial procedures and a free economy is being made available through globalization. Local organizations require competition with multinational firms in such situations. Corporate governance points towards the strategies and course of actions practiced by the corporations for achieving positive purposes, business goals and visions regarding investors, workers, patrons, dealers and various regulatory interventions and the society in general. Th e function of corporate governance is to make best use of investors prosperity beside endeavors to attain proper profits for them. By itself, corporate governance bears propositions for the corporate communal accountability of corporations. (Collin, 2007) According to North (1990), institutions are structured out of the humanly restraints that occur as a result

Definition And Types Of Anxiety English Language Essay

Definition And Types Of Anxiety English Language Essay In order to understand the specific type of anxiety that learners experience in a foreign language classroom, it is important to first consider anxiety in general terms. As a psychological construct, anxiety is described as a state of apprehension, a vague fear that is only indirectly associated with an object (Scovel, 1991, cited in Tanveer, 2007, p. 3). Speiberger (1976, cited in Wang, 2005, p. 13) distinguished anxiety from fear by pointing out that although anxiety and fear are both unpleasant emotional reactions to the stimulus conditions perceived as threatening, fear is usually derived from a real, objective danger in the external environment while the threatening stimulus of anxiety may not be known. Spielberger (1983, cited in Wilson, 2006, p. 41) defined anxiety as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system. More specifically, Morris, David, Hutchings (1981, cited in Wilson, 2006, p. 41) claimed that general anxiety consists of two components: worry and emotionality. Worry or cognitive anxiety refers to negative expectations and cognitive concerns about oneself, the situation at hand, and possible consequences, and emotionality or somatic anxiety concerns ones perceptions of the physiological-affective elements of the anxiety experience, which are indications of autonomic arousal and unpleasant feeling states, such as nervousness, upset stomach, pounding heart, sweating, and tension (Morris, David, Hutchings, 1981, cited in Wilson, 2006, p. 41, cited in Cubucku, 2007, p. 134). Trait Anxiety, State Anxiety, and Situation-specific Anxiety MacIntyre Gardner (1991, p. 87-92) identified three approaches to the study of anxiety, which are: trait anxiety, state anxiety, and situation-specific anxiety. Trait anxiety is an individuals likelihood of becoming anxious in any situation (Spielberger, 1983, cited in MacIntyre Gardner, 1991, p. 87). As trait anxiety is a relatively stable personality characteristic, a person who is trait anxious would probably become anxious in many different kinds of situations, more frequently or more intensely than most people do (Woodrow, 2006, p. 309). This approach to anxiety research has been criticized in that the interpretation of trait anxiety would be meaningless without being considered in interaction with situations because a particular situation may be perceived as anxiety-provoking by some but not by others although those people may have similar trait anxiety scores (MacIntyre Gardner, 1991, p. 88). State anxiety, in contrast to the stable nature of trait anxiety, is momentary and thus not an enduring characteristic of an individuals personality. It is the apprehension that is experienced at a particular moment in time (MacIntyre Gardner, 1991, p. 90). In other words, it is a transient anxiety, an unpleasant emotional temporary state, a response to a particular anxiety-provoking stimulus such as an important test (Spielberger, 1983, cited in Wang, 2005, p.13, and cited in Tanveer, 2007, p. 4). The higher the level of trait anxiety an individual possess, the higher the level of state anxiety he or she may experience in stressful situations (MacIntyre Gardner, 1991, p. 90). The state-anxiety approach to anxiety research has been criticized for asking the question Are you nervous now? instead of Did this situation make you nervous?; in other words, it does not the subjects to ascribe their anxiety experience to any particular source (MacIntyre Gardner, 1991, p. 90). Situation-specific anxiety re ¬Ã¢â‚¬Å¡ects a trait anxiety that recurs consistently over time within a given situation (MacIntyre Gardner, 1991, p. 87; Spielberger, Anton and Bedell, 1976, cited in Woodrow, 2006, p. 309). Zheng (2008, p. 2) proposed that the three categories of anxiety can be identified on a continuum from stability to transience, with trait anxiety related to a generally stable predisposition to be anxious across situations on one end, state anxiety related to a temporary unpleasant emotional state on the other, and situational-specific anxiety related to the probability of becoming anxious in particular situations in the middle of the continuum. According to MacIntyre and Gardner (1991, p. 90), situation-specific anxiety can be considered as trait anxiety, which is limited to a specific context. This perspective examines anxiety reactions in a well-defined situation such as public speaking, during tests, when solving mathematics problems, or in a foreign languag e class (MacIntyre Gardner, 1991, p. 90). Facilitating Anxiety and Debilitating Anxiety Facilitating anxiety improves learning and performance, while debilitating anxiety is associated with poor learning and performance. According to Scovel (1978, cited in Tanveer, 2007, p. 10), anxiety, in its debilitating and facilitating forms, serves simultaneously to motivate and to warn the learner. Facilitating anxiety occurs when the difficulty level of the task triggers the proper amount of anxiety (Scovel, 1978, cited in Zheng, 2008, p. 2). In such case, facilitating anxiety motivates the learner to fight the new learning task; it gears the learner emotionally for approach behavior (Scovel, 1991, cited in Tanveer, 2007, p. 11). However, although a certain level of anxiety may be beneficial, too much anxiety can become debilitating: it motivates the learner to flee the new learning task; and stimulates the individual emotionally to adopt avoidance behavior which may lead to avoidance of work and inefficient work performance (Scovel, 1978, cited in Zheng, 2008, p. 2; Scovel, 199 1, cited in Tanveer, 2007, p. 11). Such phenomenon can be best described by the Yerkes-Dodson Law, which suggests a curvilinear association between arousal and performance (Wilson, 2006, p. 45). When represented graphically on an inverted U-shaped curve, the Yerkes-Dodson Law shows that too little arousal produces minimum performance; moderate arousal enhances performance and reaches a peak at the top of the curve; after that, too much arousal will again hinder performance (MacIntyre, 1995, p. 92). FIGURE 1 (MacIntyre, 1995, p. 92) Anxiety in Foreign Language Learning Language learning anxiety has been classified as a situation-speci ¬Ã‚ c anxiety, or a trait which recurs consistently over time within the given context of language learning situations, that is, the language classrooms (MacIntyre and Gardner, 1991; Horwitz, 2001). Horwitz et al. (1986) were the first to treat foreign language anxiety as a separate and distinct phenomenon particular to language learning (Young, 1991, cited in Wang, 2005, p. 16). According to Horwitz et al. (1986, p. 128), foreign language anxiety is a distinct complex of self-perceptions, feelings, and behaviors related to classroom learning arising from the uniqueness of the language learning process. Other researchers also proposed similar definitions. Oh (1992, cited in Wang, 2005, p. 16) perceived of foreign language anxiety as a situation-specific anxiety students experience in the classroom, which is characterized by negative self-centered thoughts, feelings of inadequacy, fear of failure, and emotional reactions. In a similar vein, MacIntyre and Gardner (1994, cited in Wang, 2005, p. 16) described foreign language anxiety as the feelings of tension and apprehension, which are particularly associated with activities in a second language learning context. According to Horwitz (1986, p. 126), anxiety centers on the two basic task requirements of foreign language learning: listening and speaking, and difficulty in speaking in class is probably the most frequently cited concern of the anxious foreign language students. On the other hand, Hilleson (1996, cited in Matsuda Gobel, 2004, p. 22), in his diary study, identified various types of anxiety related to different skill areas: the participants in his research demonstrated anxiety related to not only speaking and listening but also reading and writing. Although research into foreign language anxiety has been almost entirely associated with the oral aspects of language use, there has been a recent trend to identify the relationship between anxiety and other language proficiencies ((Horwitz, 2001, p. 120; Matsuda Gobel, 2004, p. 22). According to Tallon (2008, p. 7), while previous studies suggested that foreign language classroom anxiety is a more general type of anxiety about learning a second language with a strong speaking anxiety element, recent research on foreign language anxiety showed the existence of language-skill-specific anxieties: listening, reading, and writing. The Measurement of Anxiety in Foreign Language Learning Generally, there are three major ways of measuring anxiety in research, including behavioral observation; physiological assessment such as heart rates or blood pressure tests; and participants self-reports of their internal feelings and reactions (Casado Dereshiwsky, 2001; Daly, 1991; cited in Zheng, 2008, p. 3). According to Zheng (2008, p. 3), participants self-reports are by far the most common way of examining the anxiety phenomenon in educational research. Early Research on Foreign Language Anxiety As anxiety is a complex, multi-faceted construct (Phillips, 1992, p. 14), it is not surprising that early studies of the relationship between anxiety and language learning provided mixed and confusing results. Youngs (1991, p. 438-439) review of sixteen studies that examining how anxiety interferes with language learning and performance showed inconsistent results both within and across studies, and she concluded that research in the area of anxiety as it relates to second or foreign language learning and performance was scattered and inconclusive. According to Horwitz (2010, p. 157), Scovels review of the then available literature on anxiety and language learning can be considered a turning point in the study of foreign language learning anxiety. Scovel (1978, cited in Horwitz, 2001, p. 113) attributed the truly conflicting set of findings to ambiguity in the conceptualization and measurement of anxiety. He argued that since the early studies employed different anxiety measures such as test anxiety or facilitating-debilitating anxiety, etc, it was understandable that they found different relationships between anxiety and language learning. Some studies found the anticipated negative relationship between anxiety and language achievement, but there were also several studies which found no relationship, and positive relationships between anxiety and second language achievement were also identified. For example, in a research conducted by Chastain in 1975 (cited in Horwitz, 2010, p. 156), the directions of the correlations between anxiety (test anxiety) and language learning (course grades) in three languages (French, German, and Spanish) were not consistent, indicating three levels of correlation: positive, negative, and near zero. Backman (1976, cited in Aida, 1994, p. 156) examined Venezuelan students learning English in the US, whose language progress measured by a placement test, a listening comprehension test, and teachers ratings did not show a significant correlation with any of the anxiety measures. Kleinmann (1977, cited in Horwitz, 2010, p. 156) utilized the facilitating-debilitating anxiety framework to study Spanish-speaking and Arabic-speaking ESL students, and found that learners with more facilitating anxiety had a lower tendency toward avoidance behavior in the oral production of linguistically difficult English structures while there was no evidence that debilitating anxiety negatively influenced their oral performance. Horwitz, Horwitz, and Copes Construct of Foreign Language Anxiety It is essential to trace the development and subsequent use of the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986), as this instrument has been employed so widely (in its original form, or translated, or adapted) and with such consistent results since it first appeared. As it has been observed to be highly reliable (Horwitz, 1986; Aida, 1994; Rodriguez Abreu, 2003), I was interested in using it for my research. 3.2.1. Development of the FLCAS According to Horwitz (1986b, p. 559), research into the relationship between anxiety and language achievement had been held back by the lack of a reliable and valid measure of anxiety specific to language learning. She further stated that although teachers and students generally felt that anxiety is an obstacle to be overcome in learning a second language, the empirical literature at that time failed to adequately define second language anxiety and to demonstrate a clear-cut relationship between anxiety and language achievement or performance. She suggested that one likely explanation for the inconclusive results of previous studies was that existing measures of anxiety did not test an individuals response to the specific stimulus of language learning. The Foreign Language Classroom Anxiety Scale was developed so as to provide researchers with a standard instrument for such purpose (Horwitz, 1986b, p. 559). This self-report measure was claimed to evaluate the degree of anxiety, as ev idenced by negative performance expectancies and social comparisons, psycho-physiological symptoms, and avoidance behaviors (Horwitz, 1986b, p. 559). The author stated that the scales items were developed from student reports, clinical experience, and a review of related instruments. 3.2.2. Conceptual Foundations of Foreign Language Anxiety From a theoretical viewpoint, Horwitz et al. (1986, p. 127) argued that foreign language anxiety implies performance evaluation within an academic and social context. They therefore identified the three related performance anxieties: communication apprehension test anxiety; and fear of negative evaluation, which are believed to provide useful conceptual building blocks for a description of foreign language anxiety (Horwitz, 1986, p. 128). However, Horwitz (1986, p. 128; 2010, p. 158) also emphasized that foreign language anxiety is not a simple combination of these performance anxieties transferred to foreign language learning. Instead, it is perceived as a distinct complex of self-perceptions, beliefs, feelings, and behaviors à ¢Ã¢â€š ¬Ã‚ ¦ arising from the uniqueness of the language learning process (Horwitz, 1986, p. 128). Communication apprehension was originally defined by McCroskey (1977, cited in Aida, 1994, p. 156) as an individuals level of fear or anxiety associated with either real or anticipated communication with another person or persons. According to McCroskey (1984, cited in Wang, 2005, p. 17), the typical behavior patterns of communicatively apprehensive people are communication avoidance, communication withdrawal, and communication disruption. According to Horwitz (1986, p. 127), due to its emphasis on interpersonal interactions, the construct of communication apprehension plays an important role in language learning. Difficulty in speaking in groups (oral communication anxiety) or in front of the class (stage fright), or in listening to or learning a spoken message (receiver anxiety) are suggested to be all manifestations of communication apprehension (Horwitz, 1986, p. 127). People whose typical communication apprehension is high tend to encounter even greater difficulty communicating in a foreign language class where they have little control of the communicative situation, there exists a disparity between learners mature thoughts and their immature foreign language proficiency, and their performance is constantly monitored (Horwitz, 1986; Horwitz and Gregersen, 2002, p. 562). The inability to express oneself fully or to understand others not only lead to frustration and apprehension in typical apprehensive communicators but also make many otherwise talkative people become silent in a foreign language class (Horwitz, 1986, p. 127). Test-anxiety, or the tendency to view with alarm the consequences of inadequate performance in an evaluative situation (Sarason, 1984, cited in Aida, 1994, p. 157), is also relevant to a discussion of foreign language anxiety because performance evaluation is an ongoing feature of most foreign language classes (Horwitz, 1986, p. 127). Some learners may inappropriately view foreign or second language production as a test situation rather than as an opportunity for communication (Horwitz, 1986, cited in Horwitz and Gregersen, 2002, p. 562). According to Horwitz (1986, p. 126), test-anxious students often put unrealistic demands on themselves and feel that anything less than a perfect test performance is a failure. Unfortunately, students who are test-anxious may suffer considerable stress and difficulty in foreign language classrooms since daily evaluation of skills are quite common and frequent in most foreign language classes. Moreover, making mistakes is inevitable in the language l earning process, and even the brightest and most prepared students often make errors (Horwitz, 1986, p. 128). Fear of negative evaluation, the third performance anxiety related to foreign language learning, is defined as apprehension about others evaluations, avoidance of evaluative situations, and the expectations that others would evaluate oneself negatively (Watson and Friend, 1969, cited in Horwitz, 1986, p. 128). Although similar to test anxiety to some extent, fear of negative evaluation is broader in scope in that it applies to any social and/or evaluative situation in which an individual worries about the possibility of being unfavorably evaluated by others (Wilson, 2006, p. 68). Horwitz (1986, p. 128) pointed out what distinguishes foreign language learning from other academic subjects is that language learners are continually evaluated by the teacher and may also feel they are subject to the evaluation of their peers. Unfortunately, learners who are highly concerned about the impressions others are forming of them tend to behave in ways that minimize the possibility of negative eva luations (Horwitz and Gregersen, 2002, p. 562). In foreign language classrooms, students with a fear of negative evaluation tend to sit passively in the classroom, withdrawing from classroom activities that could otherwise enhance their improvement of the language skills or even cutting class to avoid anxiety situations (Aida, 1994, p. 157). 3.2.3. Reliability and Validity of the FLCAS Horwitz et al. (1986) developed the Foreign Language Classroom Anxiety Scale (FLCAS) as a 33-item self-report instrument scored on the basis of a 5-point Likert-type scale, from strongly agree to strongly disagree. Students respond to statements regarding their reactions to foreign/second language classes. Possible scores on the FLCAS range from 33 to 165: the higher the score, the higher the anxiety level. Items were developed from student reports, interviews with specialists about their clinical experiences with anxious language learners, the authors teaching experiences, and a review of related measures of anxiety. According to Horwitz (1986, p. 129), pilot testing of the scale with seventy five introductory Spanish students at the University of Texas at Austin demonstrated its reliability and validity. In terms of internal reliability, the FLCAS achieved internal reliability, achieving an alpha coefficient of .93 with all items producing significant corrected item-total scale correlations. Test- retest reliability over eight weeks yielded an r = .83 (p In one sample of 108 introductory students of Spanish, scores ranged from 45 to 147 (M = 94.5, Mdn = 95.0, SD = 21.4). Internal consistency, as measured by Cronbachs alpha coefficient, was .93, and test-retest reliability over 8 weeks was r = .83, p = .001, n = .78. Aida (1994) tested Horwitz et al.s construct of foreign language anxiety by validating an adapted FLCAS for students of Japanese. She aimed to discover the underlying structure of the FLCAS and to examine whether or not the structure reflects the three kinds of anxiety presented earlier. Her study, using ninety-six students of Japanese, yielded internal consistency of .94 (X = 96.7 and SD = 22.1), using Cronbachs alpha coefficient. The reliability, mean, standard deviation, and range obtained in this study were very similar to those of Horwitz (1986), whose sample was a group of students in introductory Spanish classes. FIGURE 2 (Aida, 1994, p. 159) Manifestations of Foreign Language Learning Anxiety Anxiety, in general, can have physical/physiological, emotional, and behavioral manifestations, and these manifestations can differ with each individual. According to Oxford (1999, cited in Williams Andrade, 2009, p. 4, and cited in Yanling Guizheng, 2006, p. 98): Physical symptoms can include, for example, rapid heartbeat, muscle tension, dry mouth, and excessive perspiration. Psychological symptoms can include embarrassment, feelings of helplessness, fear, going blank, inability to concentrate, as well as poor memory recall and retention. Behavioral symptoms can include physical actions such as squirming, fidgeting, playing with hair or clothing ¼Ã…’ nervously touching objects, stuttering or stammering ¼Ã…’ displaying jittery behavior, being unable to reproduce the sounds or intonation of the target language even after repeated practice. More importantly, behavioral symptoms of anxiety can be manifested in negative avoidance behaviors like inappropriate silence, monosyllabic or non-committal responses, lack of eye contact, unwillingness to participate, coming late, arriving unprepared, showing indifference, cutting class, and withdrawal from the course. Other signs which might reflect language anxiety: overstudying, perfectionism, hostility, excessive competitiveness, as well as excessive self-effacement and self-criticism (e.g. I am so stupid). Causes of Foreign Language Learning Anxiety Research has indicated a number of ways that learning a foreign language can cause anxiety for language learners. Young (1991, p. 427), in a comprehensive review, summarized the personal factors and instructional factors contributing to language anxiety into six categories: 1) personal and interpersonal anxieties, 2) learner beliefs about language learning, 3) instructor beliefs about language teaching, 4) instructor learner interactions, 5) classroom procedures, and 6) language testing. Generally, the six factors proposed by Young (1991) combine with other factors indicated by other researchers to form three main sources of foreign language anxiety: learners characteristics, teachers characteristics, and classrooms characteristics (Tallon, 2009, p. 2). Personal factors (Learner characteristics) Personal and interpersonal issues, according to Young (1991, p. 427), are possibly the most commonly cited and discussed sources of language anxiety. Several studies have discovered the link between anxiety and proficiency (Aida, 1994; Gardner, 1985; Gardner et al., 1997, cited in Zhang, 2010, p. 9). There are significant differences between high proficiency and low proficiency students in language anxiety level with the low proficiency students being much more anxious (Young, 1991). In a similar vein, Horwitz (1986) attributed anxiety to learners immature communicative ability in the foreign language. On the other hand, several other researchers argued that low self-esteem and competitiveness are the two significant sources of learner anxiety. Bailey (1983, cited in Young, 1991, p. 427) studied the diary entries of 11 students and reported that competitiveness can lead to anxiety when language learners compare themselves to others or to an idealized self-image. Likewise, Price (1991 , cited in Young, 1991, p. 427) stated that the majority of her subjects believed their language skills to be weaker than those of the others in class; that they werent doing a good job and that everyone else looked down on them. As regards to self-esteem, Hembree (1988, cited in Young, 1991, p. 427) implied that students who start out with a self-perceived low ability level in a foreign or second language are most likely to experience language anxiety. Krashen (1981, cited in Ohata, 2005, p. 5) also suggests that anxiety can arise according to ones degree of self-esteem as those students tend to worry about what their peers or friends think, in fear of their negative responses or evaluation. In addition, Gregersen and Horwitz (2002) examined the relationship between foreign language anxiety and perfectionism, and found some common characteristics between anxious language learners and perfectionists (e.g., higher standards for their English performance, a greater tendency toward pro crastination, more worry over the opinions of others, and a higher level of concern over their errors). The authors supposed that such characteristics may make language learning unpleasant and less successful for the perfectionist students than for others. Another personality trait that has a positive correlation with foreign language anxiety is shyness: Chu (2008, cited in Zhang, 2010, p. 11) affirmed that anxiety, willingness to communicate, and shyness function together to create a negative impact on Taiwanese students study of English. Learner beliefs about language learning, if erroneous and unrealistic, are also a major factor contributing to language anxiety (Young, 1991, p. 428). According to Tallon (2008, p. 4) when students unrealistic expectations about language learning are not met it can lead to negative feelings about ones intelligence and abilities. For example, the language learners in Horwitzs study (1988, cited in Young, 1991, p. 428): 1) expressed great concern over the correctness of their utterances; 2) placed a great deal of stress on speaking with an excellent accent; 3) supported the notion that language learning is primarily translating from English and memorizing vocabulary words and grammatical rules; as well as 4) believed that two years is enough time to become fluent in another language; and believed some people were more able to learn a foreign language than others. Such erroneous beliefs may make the students later become disappointed and frustrated. In addition, Horwitz (1989, cited in Tallon, 2008, p. 5) found a link between several language learning beliefs and levels of foreign language anxiety in university Spanish students: the more anxious learners judged language learning to be relatively difficult and themselves to possess relatively low levels of foreign language aptitude. Palacios (1998, cited in Tallon, 2008, p. 5) also found that the following beliefs are associated with learner anxiety: the feeling that mastering a language is an overwhelming task; the feeling that one needs to go through a translation process in order to communicate in the target language; the difficulty of keeping everything in ones head; and the belief that learning a language is easier at an earlier age. Tallon (2008, p. 5) concluded that all of those faulty beliefs may cause the students to have unrealistic expectations about the language learning process, and thus lead to anxiety. Instructional factors Teacher characteristics Instructor beliefs about language teaching, which determines instructor-learner interactions, are a further source of language anxiety because the teachers assumption on the role of language teachers may not always correspond to the students needs or expectations toward the him or her (Ohata, 2005, p. 7). Young (1991, p. 428) listed the following teacher beliefs which have been shown to evoke feelings of anxiety in students: it is necessary for the teacher to be intimidating at times; the instructor is supposed to correct every single mistake made by the students; group or partner work is not appropriate because it can get out of control; the teacher should do most of the talking; and the instructors role is that of a drill sergeant. According to Tallon (2008, p. 5), a judgmental teaching attitude (Samimy, 1994) and a harsh manner of teaching (Aida, 1994) are closely linked to student fear in the classroom. Besides, Palacios (1998, cited in Tallon, 2008, p. 5) found the following characteristics of the teacher to be associated with anxiety: absence of teacher support, unsympathetic personalities, lack of time for personal attention, favoritism, absence that the class does not provide students with the tools necessary to match up with the teachers expectations, and the sense of being judged by the teacher or wanting to impress the teacher. Moreover, Young (1999, cited in Tallon, 2008, p. 6) stated that using speaking activities that put the learner on the spot in front of their classmates without allowing adequate preparation are also sources of anxiety for many students. Additionally, Ando (1999, cited in Tallon, 2008, p. 6) argued that having a native speaker for a teacher can cause anxiety because the teacher may lack the sensitivity of the learning process or the teachers English may be hard for students to understand. Classroom characteristics Classroom procedures and other classrooms characteristics are the third major source of foreign language learning anxiety. Young (1990, cited in Tallon, p. 6) proposed a list of classroom activities which are perceived as anxiety-provoking: (1) spontaneous role play in front of the class; (2) speaking in front of the class; (3) oral presentations or skits in front of the class; (4) presenting a prepared dialogue in front of the class; and (5) writing work on the board. Similarly, Palacios (1998, cited in Tallon, p. 6) found demands of oral production, feelings of being put on the spot, the pace of the class, and the element of being evaluated (i.e., fear of negative evaluation) to be anxiety-producing to students. Notably, Oxford (1999, cited in Tallon, p. 7) emphasized learning and teaching styles as a potential source of language anxiety. If the instructors teaching style and a students learning style are not compatible, style wars can trigger or heighten anxiety levels. In addition, it is understandable that language testing may lead to foreign language anxiety (Young, 1991, p. 428). For example, difficult tests, especially tests that do not match the teaching in class, as well as unclear or unfamiliar test tasks and formats can all create learner anxiety. Effects of Foreign Language Learning Anxiety Foreign Language Learning Anxiety and its Associations with the three stages of the Language Acquisition process (Input, Processing, and Output) The effects of language anxiety can be explained with reference to the cognitive consequences of anxiety arousal (Eysenck, 1979; Schwazer, 1986; cited in MacIntyre Gardner, 1994, p. 2). When an individual becomes anxious, negative self-related cognition begins: thoughts of failure (e.g. I will never be able to finish this), self-deprecation (I am just no good at this), and avoidance (I wish this was over) begin to emerge. They consume cognitive resources that might otherwise be applied to the learning task. This then creates even more difficulties in cognitive processing because fewer available resources may lead to failure, which results in more negative cognitions that further consume cognitive resources, and so on. According to MacIntyre (1995, p. 26), anxiety can be problematic for the language learner because language learning itself is a fairly intense cognitive activity that relies on encoding, storage, and retrieval processes (MacIntyre, 1995, p. 26), and anxiety interferes with each of these cognitive processes by creating a divided attention scenario (Krashe

Nauru: The Gap Between Perception and Reality Essay -- Country Analysi

It would be easy to overlook the third smallest country in the world as a frivolous waste of time. Nothing could be further from the truth in regards to the island of Nauru. It is a multifarious nation described as almost a topographical micro slice of paradise. The Nauruan people have formed a democratic republic with a constitution safeguarding liberties and ensuring prosperity. At least this is according to the Nauru websites available to the public. Countries often present themselves as a glossy postcard picture on the outside. This picture does not always match the reality of what is on the inside. Looking at what the Nauruan Government and Tourist Organization have to say can serve as a baseline for comparison to the realities that Nauru is facing and the gap between the two. Nauru is a small island located only 26 miles south of the equator with a land mass of just over eight square miles. The government describes the island purely in topographical terms as â€Å"surrounded by a coral reef, exposed at low tide and dotted with pinnacles. The reef is bound seaward by deep water, and inside by a sandy beach. The presence of the reef has prevented the establishment of a seaport †¦a 150–300 meter wide fertile coastal strip lies landward from the beach. Coral cliffs surround the central plateau. The only fertile areas are the narrow coastal belt† (Republic of Nauru [RON], 2012, p.1). The Nauru government is also very proud of their parliamentary democracy and much of their website explains not only the freedom but also compulsory voting at age twenty and above. Their constitution also touts the protection of fundamental rights and freedoms such as â€Å"life, liberty, security of the person, the enjoyment of property and th... ...all, D. (2009). Doomed Island: Nauru's short-sightedness and resulting decline are an urgent warning to the rest of the planet. Alternatives Journal, 35(1), 34-37. Nauru Tourism, Department of Economic Development.(2012). Unique Nauru. Retrieved on 27 May 2012 from: http://www.discovernauru.com/ Singh, S. (2007, Mar 28). South pacific: Island nations struggle with obesity epidemic. Global Information Network, pp. 1. http://search.proquest.com/docview/457564219?Accountid =38569 The Republic of Nauru.(2011). Republic of Nauru. Retrieved on 27 May 2012 from: http://www.naurugov.nr/index.html The Republic of Nauru.(2011). The constitution of Nauru. Retrieved on 27 May 2012 from: http://www.naurugov.nr/parliament/constitution.html U.S, Department of State Website(2012) Background Note: Nauru. Retrieved on 27 May 2012 from: http://www.state.gov/r/pa/ei/bgn/16447.htm

An Examination of Two Sides of a Controversy

One that might make your hair rise, scream with all your might or run very fast is the sight of a human skull and skeleton during a full moon in an old abandoned house. This is the usual scene in a horror movie. Indeed, people fear seeing human remains. But skeletal remains can also cause conflict between museum owners, scientists and tribal groups.Authorities are usually torn between legal wrangling of these groups each one claiming the remains’ ownership. Nations of the world are also locked in debates over cultural property rights and intellectual property rights. The dispute between two great nations over great artifacts also has some repercussion on the economy of these two countries.Almost all schools and universities in the world maintain a museum basically for their activities in arts and sciences. In here, actual samples or replicas of the past are stored and lessons are becoming interesting if students can readily see what they read in the books. The more interesting the contents of the museums, the more famous they become. This generates sense of pride for the institution and sometimes become a source of revenues too.This is the reason why museums are trying to acquire interesting objects and when they become part of the museum, the real owner of the object finds it difficult to claim it. This becomes the source of conflict between museum administrator and Native Americans in the case of ancient artifacts. Archaeologists too are hard bent on keeping them because they are prized possessions and scientists can discover various things from studying the object and contribute to the enhancement of science.One afternoon of a windy Sunday, more than ten years ago, while seeing hydroplane race, along the shores of the Columbia River, two students found human skull that was washed into the shore. An almost complete skeleton was also found in the place. Study conducted on the remains has yielded information that the skull is already 9,400 years old. A c onflict ensued immediately among scientists, Native Americans including local authorities (Ainsworth 2000).In Honolulu, Hawaii, artifacts were borrowed from a museum but apparently, the group who borrowed failed to return the remains and refused to reveal the whereabouts of the Native Hawaiian artifacts. This led to the filing of contempt of court by the federal judge against four heads of a Hawaiian gang.The four are members of the group called Group Caring for the Ancestors of Hawaii. Members of the group claimed that the artifacts were removed from its original place by an archaeologist and illegally offered for sale to the Museum. Group members assert that they just return the artifacts to where they rightly belong (New York Times 2005).An archaeology student recovered bones, beads and pieces of shells in Dry Lake Cave at the southern tip of Owens Valley in 1950. She wrote her findings in her record notebook. More than 50 years later, while her artifacts together with her record s are lying inside a stockroom in Hershey Hall, three elders of the tribal group Timbisha Shoshone of Death Valley carefully inspect artifacts trying to see objects with cultural value, which they feel are rightfully theirs. The land of their ancestors includes the Dry Lake Cave (Lee 2002).Pauline Estevez, a tribal leader, who had an invitation to visit UCLA from the Fowler Museum of Cultural History, remarked, â€Å"It is our obligation as Indian people to safeguard our land and its wealth, Some of the artifacts here are part of our treasures which we think should not be kept by the museum or its collector because the land is their rightful owner† (Lee 2002).That is the reason why Estevez took the opportunity to yield to the invitation of the Fowler Museum of Cultural History. As an elder of a tribal group, she feels that what belongs to her land should be returned because they are part of their culture. The artifacts can be their ancestors or the treasures they brought with them which witnessed the birth of their tribe. They take pride in those artifacts and should also be seen by the younger generations as part of their identity.The Kennewick man who was found in the shore of the Columbian river was supposed to be returned to the five American Indian Tribes who jointly filed a claim so that they can possess and rebury the remains that they believe are theirs. The claim was under the Native American Graves Protection and Repatriation Act of 1990. The natives might have the same motive as those inhabitants of Death Valley. What belongs to them should be returned so that the remains of their ancestors can reunite with their land and the community where they once belong.The natives feel that their ancestors will be more peaceful going back to where they belong rather than to remain in the cold museum (Ainsworth 2000). That could be the same motive that prompts leaders of the Hawaiian group not to return the artifacts that were borrowed from the Hawaiian museum. They asserted that since those artifacts were taken illegally from their original burial place, they should be returned there so that the souls of their ancestor will really lie in peace.Meanwhile, a group of angry archaeologists who are interested in the Kennewick man want to study the remains. The finding of a 9,400 year old artifact naturally will interest them. They protested the move that will give the natives the right to the ownership of the Kennewick man. That started the legal battle between the archaeologists and the ConfederatedTribes of the Umatilla Indian Reservation (Ainsworth 2000). While the natives are fighting for the return of the remains so that it can once again be a part of the original community and peacefully lie there, the scientists are hoping that they can contribute significantly to the world of science if they can study the remains. They believe that they can learn from the past as a way of improving the future.Thomas spoke in a crowded Kroeber H all and states that the significant issue about the Kennewick remains are neither about religion nor science. According to him the issue is with regards to politics and not philosophy, about leadership and power. The question of who calls the shot when it comes to ancient American history.Is it the federal, the science community or the American Indian? Thomas is a vocal advocate of cooperative partnership between the American Indians and the scientists. He maintained that in a case like the Kennewick man, it’s a long and bitter fight, which can reach the Supreme Court. He believes that this case can be settled away from the premises of the court (Ainsworth 2000).

An Interesting Approach to Parenting in To Kill a...

In the novel To Kill a mockingbird by Harper Lee, Atticus Finch takes an interesting approach(compared to other means in the era) to parenting his mischievous children, Jem and Scout Finch. Such methods include; never sheltering anything by always being honest, allowance of free will, and the lack of corporal punishment. Since these characters drive the plot, it is clear that the course of events is only possible with Atticus’s influence. In the 1930’s, and definitely still today, parents will fabricate the truth to their children. This is especially true if they are trying to explain philosophies or ideologies, like racism. Atticus Finch is not like these people. He never shelters Jem and Scout, and whenever they are puzzled about something, he answers it. This little interaction does little to nothing in contributing to the plot and characterization of the kids. However, when complicated and controversial questions arise on topics like race, class and religion, Atticus leaves nothing out. This does in fact contribute to the novel, and an example is shown on page 76, â€Å"[Atticus speaking to Scout] Simply because we were licked a hundred years before we started is no reason for us not to try to win.† This is an answer Atticus gives to Scout when she asks him why he is representing a man who is bound to lose. Obviously, it is that Tom is black, and a black man touching a white woman was in that era obs cene, therefore a question of that nature could be prompted. Instead of