Affects of Combat Veterans after War Research Paper

Affects of Combat Veterans after War - Research Paper Example Their American comfort of feeling safe and sheltered from the reality of what the world and war is something that can’t be explained unless you have seen your rack mate die or kids killed over family members not doing what there told. The kind of stress and hostile environment he encounters in wars leave deep psychological impacts. They get exposed to the worst that human nature harbors. When they return home, they are not the same people. The society needs to dig deeper to understand the emotional problems of the war veterans because these problems drive them to seek drugs or make them suicidal.   War vets have a hard time fitting in their past personality. They cannot function the way they used to even though they want to return to their normal life and be done with the war. They suffer from post-traumatic stress disorders PTSDs. PTSD is the most common phenomena found in the soldiers returning from wars (Gulgowski 30). The Centre for Policy Research in New York discovered that over a third of the men who participated in heavy combat in the Vietnam War showed signs of acute post-traumatic stress (Gulgowski 30). In the Iraq and Afghanistan wars, about 1 in 10 soldiers returning from duty showed drug or alcohol abuse problems (â€Å"PTSD†). It is observed that war veterans try to ‘avoid’ the PTSD symptoms through drugs and alcohol, to sleep better (â€Å"PTSD†). It is a very common phenomenon that war veterans develop mental disorders like post-traumatic stress, which gets deeply rooted in their psyche. Getting rid of the symptoms is extremely ha rd and sometimes impossible. Governments in every country pay considerable sums of money to institutions to look after war veterans. They want to make them feel that they are an essential part of the society even after fighting bloody wars. The damage done to their psyche is horrible and sometimes it is deeply inflicting that it becomes impossible to grow out of it. The tragedy is

The Relationship Between Philosophy And Education Religion Essay

The Relationship Between Philosophy And Education Religion Essay Children are born illiterate; the Empiricists would even go to the extreme of saying that we are born in a state of tabula rasa. Jean Jacques Rousseau in this regard says, We are born weak, we need strength; we are born totally unprovided, we need aid; we are born stupid, we need judgment.  [1]  Rousseau would argue that this ignorance can be overcome by teaching  [2]  ; the second oldest profession  [3]  . The domain of education, a fragment of the larger field of philosophy, incorporates the study of the purpose, process, nature and ideals of education. It comes without a surprise that it has attracted the attention of philosophers and thinkers from every generation. Plato, a leading giant in the field, who set the discussion in motion, through his works especially the Republic, together with Meno and the Laws, summed up the history of educational thought and of philosophy of education.  [4]  Together with Plato, one has to mention in the same respect other figures such as Aristotle, John Locke, Jean-Jacques Rousseau, John Dewey and Immanuel Kant among others. In this assignment I aim to highlight the mutual relationship between Philosophy and Education. Moreover, I shall show how the two can only be separated merely for convenience sake and my ideas will be supported by the words of leading figures in the field. Something that is very particular to the study of philosophy is the study of what philosophers from different times thought. This methodology cannot be applied to other disciplines such as chemistry or maths. If a particular hypothesis is disproved, it is immediately discarded from its teaching and it only survives, as a historical curiosity. Philosophy is different and particularly unique since its study is, not in the ordinary sense of the phrase a body of knowledge but rather an activity of criticism or clarification.  [5]   Philosophy, again compared to science, does not give us as such new knowledge. Rather it gives a new view point, a different perspective of what we already know. Philosophy provides a comprehensive understanding of reality, and it can be helpful and I would say vital in making the best choices among goals, values and priorities. Sometimes philosophy is classified as being the critical eye. This should not be understood as a sort of intellective demolition; rather its role is more as, a sort of inspector or assayer who rejects those theories and arguments which can be shown to be faulty by the logical touchstone or gauges which are his stock in trade.  [6]  Philosophy can give more positive guidance to educational theorists and can therefore be more than placed in a very restricted scenario of being like a censorship. There are ways in which philosophy as a specialized discipline is predominantly relevant to education. Philosophical methods and findings can be of a particular service to educational theorists, just as for arguments sake being of the same service to other sciences. It can be of major help in sorting and analyzing concepts like cause, self, being; that play a major part in our scientific, moral and political thinking. Edward Alsworth Ross would continue to argue that, Philosophy and educatio n are like the sides of the same coin, present different views of the same thing and that one is implied by the other.  [7]   So what is exactly education, or Education theory? What is implied in the word education? Education theory according to D J OConnor is, an established hypothesis, à ¢Ã¢â€š ¬Ã‚ ¦ a logically connected set of such hypotheses whose main function is to explain the subject matter.  [8]  A theory that, does not grow like Topsy, but rather comes from an attempt to understand various practices.  [9]  Education is more than just directing the students to draw on subjects such as reading, writing, mathematics, science or history. The word education, derived from the Latin word educare means, bring out, bring forth what is within the individual, and ducere, to lead  [10]  . Education refers to a set of skills and attitudes that impart knowledge. These techniques are provided with the backing of various theories which purport to explain or justify their use. After all, the whole system is derived from a set of values or ideas embodied and expressed in the purpose for which this knowledge, attitudes and modus operandi is imparted and should direct the training that is given. Education aspires to pave the way for living life; and life with a purpose. It must help the students (in organized education) to live not only by being placed in society and earn a living but live with a wider sense of life. Although the main age group, that are primarily concerned with education are children and young adults, education is a preparation; the foundation of a lifetime. It also concerns adults that wish to orient the directions of their lives. The basic intent of education nowadays, more than ever before, requires an educational method that shall be efficient as possible. It must help the individuals to accomplish the day-to-day working, which are compulsory skills and attitudes, which unfortunately for various reasons today children more than before, are no longer successfully achieving from their family. Education should also provide the learner with a vocational training that will enable them to live as useful members of their thrust society, to be more capable as much as possible to support oneself. Education involves the acquisition of a body of knowledge and understanding which surpasses mere skills, know-how or the collection of information. Such knowledge and understanding must involve the principles which underlie skills, procedural knowledge and information, and must transform the life of the person being educated both in terms of his general outlook and in terms of his becoming committed to the standards inherent in the areas of his education.  [11]   Education, just sharing the obvious, must awaken interest in knowledge; intelligence that can be achieved by various studies especially in involving oneself in the study of philosophy. Together with this, man as an individual should be aware and appreciate the cultural and moral achievements of mankind. The main characteristic of Homo-sapiens is the relay of their knowledge from one generation to another that kept not only the wheel turning but changed the spin in energy. It speaks of the facts that man managed to evolve in creating havens for himself to live life easier, more comfortable and nevertheless more meaningful. Bear in mind that the wonderful things that you learn in your schools are the work of many generations, produced by enthusiastic effort and infinite labour in every country of the world. All this is put into your hands as your inheritance in order that you may receive it, honour it, and add to it, and one day faithfully hand it on to your children. Thus do we mortals achieve immortality in the permanent things which we create in common. If you always keep that in mind you will find meaning in life and work and acquire the right attitude towards other nations and ages.  [12]   Albert Einstein talking to a group of school children, 1934 Non scholae, sed vitae discimus  [13]  (We do not learn for the school, but for life), is a particular catchphrase used remarkably in school learning environments that abridge the following point in my next discussion  [14]  . This ethos responds, more than ever, to the needs of the universal education in the industrial democracy we are living in this day and age. Todays children are being faced with the unknown, with situations that challenge all of our understanding, that make it particularly impossible for schooling to prepare adeptly for these influxes. The theory stems largely from arguably the most influential figure in educational Progressivism, John Dewey and continued by other Progressive educational thinkers that developed effectively the educational consequences of Deweys thought. Life adjustment education is basically, opening the doors of knowledge to help children organize and select facts and develop skills in ways in which these can be useful for life. Therefore it means that Educational theories must look at the constants -persistent situations of life, and our education leads to actions based on understanding and uses programs that minimize the artificial barriers between schooling and living. It must help in achieving the interests of individuals when confronted with problems arising from time to time in their communities. Education is not a preparation for life; education is life itself  [15]  , would argue Dewey and therefore education for him, is a process of living and not a preparation for future living.  [16]   One of the wrong judgements with regards to this theory is that life adjustment education teaches children to adjust to the particular society without the stipulation of educating a change in society. However, the teaching that Life adjustment education tries to implement is not conformity or mediocrity but rather aims clearly to a forward movement towards a more complete realization of the goals of each society. The development of Education is determined by the social conditions of nations and epochs in history. Although there is a sense that educations telos can be summed up by all societies and ages, this is not completely accurate since the sum total of human skills and knowledge will certainly be greater with every generation. Further more in a brief overview of history one can realize this, and at the same time does not suppose that the teaching given in ancient times was much less than that of our present-day-schooling, different for sure but not necessarily todays education proves to be superior. Educations aims progress with the necessities of the particular culture. In societies distressed by constant attacks of enemies, the highlighted aims of education were to inculcate virtues, strict discipline, fearlessness, bodily powers, courage, patriotism, and a spirit of self sacrifice at the call of the state. Athenians society focus was a sense of appreciation for the objects of beauty especially the beauty of physique and of character. The Medieval times were characterized with the development of morality and building ones character. In the Modern period, emphasis is more on the development of the inherent qualities, aptitude and capacities of the children; influenced predominantly by the awakening studies in Psychology. The aim continues to develop particular focus on the development of the childs personality to the fullest extent. Hence the aims of education are in continuous change and the living of these aims change the outlook of life. Thus the shift in the philosophy of life changes like a spiral transformation the aims of education. This makes Education and Philosophy a dynamic sphere, changing continuously onto each other through diverse generations. Sir John Adams was particularly right when he supposed that, Education is the dynamic side of philosophy. It is the active aspect of philosophical belief.  [17]   Plato once said that Knowledge becomes evil if the aim be not virtuous.  [18]  A good educational value should maintain moral concepts that can be explicit in terms of character traits. These desirable traits such as kindness, courage, friendship or fairness are known as virtues and should be cultivated through moral learning. The virtue theory is inspired mainly from Aristotle, especially in his best known work on ethics, Nicomachean Ethics. He argues that, Good habits formed at youth make all the difference.  [19]  Values achieved in doing the right habits are an essential part of what people think makes their lives worthwhile. The Virtue Theory was followed latterly by Alasdair MacIntyre, and maintains that children need to be educated on ethics initially through a process of training and subsequently through the increase of reflective practice. Freedom is one of the perennial goals of human civilization and one of the primary measures gauging cultural progress. Modern history emphasized this characteristic of mankind, by the growing recognition that liberty belongs not only to a small privileged class but to all men. Man is condemned to be free  [20]  . Freedom in a special relation to education is focused mainly on personal freedom that is the development of ones own peculiar talents. The real goal of achieving self-fulfilment, is not just through happiness in any small sense, but with a sense of social responsibility to arrive to the point of citizenship. Jean Paul Sartre would continue to state, To be free does not mean to obtain what one has wished but rather by oneself to determine oneself to wish  [21]  . The objective of my train of thought in this assignment was to give a snapshot of the interlock association of philosophy and education; the two sides of a priceless coin. Philosophy, is not so much a discrete discipline occupying a small niche of the intellectual life. It is rather a, terrain on which all forms of thought encounter their most profoundly formative and their most profoundly disruptive ideas.  [22]  An indication of the richness and complexity of the philosophical studies surrounding Education is the critical examination of our more deeply embedded assumptions of the big ideas which run across the wider intellectual culture. This is very briefly the base line of the relationship between Education and Philosophy.

The Many Symbols in Shakespeares Macbeth Essay -- GCSE English Litera

The Many Symbols in Macbeth      Ã‚  Ã‚  Ã‚   Shakespeare used clothing both symbolically and as a vehicle of character definition. Clothes were often used in Macbeth's case to symbolize his titles.   Symbolic clothing is identified when Ross tells Macbeth of his new title Thane of Cawdor when Macbeth does not know of the Thane's treason, Macbeth: "The Thane of Cawdor lives: why do you dress me in Borrow'd robes?" (I, III,108) Symbols using clothing such as borrowed robes, disguises and cross-dressing are found in several plays where they betray a range of situations from sheer mischievousness to dark, treasonable or murderous plots. The symbol appears again when Banquo and Macbeth are discussing whether the witches' prophecy about Macbeth becoming king will come true as well, "New honours come upon him, Like our strange garments, cleave not to their mold But with the aid of use. (I,III,144)" Later, when Macbeth shares the news of his promotion with Lady Macbeth, he speaks with a clothing metaphor again, "Golden opinions from all sorts of people, Which would be worn now in their newest gloss, Not case aside so soon. (I,vii,33-34)" Again it is mentioned in (V,ii,21) by Angus, "Nothing in love; now does he feel his title Hang loose about him, like a giant's robe Upon a dwarfish thief." Blood as a symbol in the play assumes many different meanings as the story progresses, ranging from virtuous honour to the guilt of murder. The first reference to blood occurs in (I,ii,1) when Duncan meets the bleeding sergeant and remarks, "What bloody man is that?" The man is bleeding after having fought to protect the noble Malcolm, which makes the blood a symbol of honour. Blood symbolizes another virtuous trait when it appears again in ... ...mples of this in world dictators, military juntas and corporate criminals. So Macbeth can be seen as having contemporary significance. We may now ask why the works of Shakespeare enjoy an undiminishing acceptance in most countries of the world and an aura of immortality. It is perhaps because we see in Shakespeare the mirror of the human condition with which we may all identify and gain a sense that in some strange way his plays belong to us.      Works Cited I. The Tragedy of Macbeth New Haven: Yale University Press Revised 1954 II. Shakespeare's Macbeth Total Study Edition Coles Editorial Board 1990 III. Holinshed R. Historie of Scotland (2nd Ed. Chronicles of England, Scotland and Ireland 1587) "Historie of Scotland" IV. Paul. Henry N. The Royal Play of Macbeth 1950 pp. 213-17 V. Bradley A. C. Shakespearean Tragedy 1912 pp. 468-9   

Nintendo Case

1. What factors do you think enabled Sega to break Nintendo’s near monopoly of the U. S. video game console market in the late 1980s? There are a few different factors that allowed Sega to break Nintendo’s near monopoly of the U. S. video game console market. First, the introduction of a 16-bit system was huge. This was double the original 8-bit systems that were out and consumers were anxious to try it because of the enhanced graphics.Second, Sega made their new system backward compatible with its 8-big Master System games meaning that anyone who already owned these games could play them on the new system as well as any of the new games that were released. Sega also produced their games in-house which saved money. They focused their attention on increasing unit sales to drive game sales instead of focusing on making a large profit on consoles.The combination of in-house games and less focus on consoles allowed them to have over four times the amount of games as Nintend o by the end of 1991 and people ultimately flocked to where the games where. 2. Why did Nintendo choose to not make its video game consoles backward compatible? What were the advantages and disadvantages of this strategy? Nintendo chose to not make its video game consoles backward compatible because this meant that consumers would have to spend money on a new console as well as new games and thus create more revenue.The advantages to this were that they could possibly make a lot more money because of the necessity to sell new games with new systems. The disadvantages is that many people were not interested in having to spend extra money on new games if they were able to purchase a new Sega console that allowed them to use old games as well as new ones. This lead to Sega’s ability to surpass Nintendo in sales. 3. What strengths and weaknesses did Sony have when it entered the video game market in 1995?When Sony entered the video game market in 1995, it was one of the first 32- bit systems, and it had a decent amount of developer support. Although Sony did not have much of an image in the video game market, they did have a huge brand loyalty in other consumer electronics making it fairly easy to gain a following. Because of their previous success in the electronic market, many developers were excited to jump on the bandwagon to develop games for Sony which enabled them to have 800 game titles by the end of 2000. 4.What strengths and weaknesses did Microsoft have when it entered the video game market in 2001? When Microsoft entered the video game market in 2001, they had the advantage of already having some experience in the online gaming world because of the line of PC-based computer games they had already produced. One downfall they did face however was a lack of experience in the arcade environment that Sega and Nintendo both had by this point. A major strength that the Xbox focused on was having more power than the PlayStation2 by offering more memory a nd a faster processor.One other huge advantage that Microsoft had was the price point they offered the Xbox at originally. They marketed it at $299 which was significantly less than its actual production costs, and also less than competitor’s consoles. They also had the advantage of being able to spend $500 million on advertising which is more than they had ever spent on any advertising campaign, and more than other companies of its type could spend. Lastly, they planned to produce 30-40 percent of their games in-house to save on licensing and external costs.5. Comparing the deployment strategies used by the firms in each of the generations, can you identify any timing, licensing, pricing, marketing, or distribution strategies that appear to have influenced firms’ success and failure in the video game industry? Atari took numerous measures to make sure that only authorized games could be played on their consoles which were a main reason for their huge success. Nintendo and Sega spent $15 million in advertising and promoting the new systems.Nintendo made games for in-house systems as well as licensed third-party developers through strict licensing policies, and they also restricted the volume and pricing of the consoles which made the company very profitable. Sega mainly produced games in-house which allowed them to drive game sales and software developer royalties, pushing them ahead of Nintendo. Philips introduced the most expensive console to date starting at $799 which ultimately hurt their sales. They had to decrease the price to under $500, but it was too late. They would not disclose technical information about their system making software development difficult.Because of these strategies they did not last long on the market. When Sony entered the market, they entered relying on their brand image to support them and getting support from numerous game developers. Later, Sega launched the Dreamcast around the same time that Sony launched the PlayStation2. Sega got a head start on sales by launching around the holidays, but still did not hit high sales because of the price point. Even though they ended up dropping the price, Sony’s launch of the PlayStation2 only a few months later crushed any hope for the Dreamcast due to its 128-bit system as opposed to the traditional 32-bit.Nintendo decided to wait on the release of their 128-bit system because they did not offer a backward compatible system like Sony and did not want PlayStation2 sales to hurt the release of the GameCube. Although they targeted different demographics, they wanted to be sure the launch was successful. Microsoft was also launching the Xbox around the same time. They chose to launch it at an extremely low price point that was actually below the cost of production to make sure it hit the market hard. They also chose to launch around the holiday season to get as many initial sales as possible.

A Team in a Slump

For someone who is not much of a sports fan as he claims himself to be, Richard Cohen is the most unlikely person to write about the parallelisms of a Knicks’ season and the Iraq War.For Cohen, a game and a war must   both be won.   He disagrees with Vince Lombardi with the latter’s famous quote that winning is not the only thing.   He is more in agreement with Henry Ford about learning more from failures than in successes.Cohen cited the New York Knicks as having the highest paid players in the league, including those who sit it out in crucial games.   The bench warmers have $53 million contracts.   He thinks the figure to be pretty expensive for a ball club finishing at the bottom notch of the Eastern Conference.Cohen likewise called to mind Gil Hodges of the Dodgers who performed below expectations in 1952 and was for an uncomfortable length of time on such a sudden decline, or on a slump.   Hodges was well-loved, extremely good and quite strong.   But as most people would say then, things happen.   Things were not always within one’s control.The Cohen essay is also about George W. Bush once the owner of the Texas Rangers.   Owning a ball club before, Cohen believes that Bush should have known that as in the case of the Knicks, money nor power, does not a winner make.  Ã‚     In Iraq, even with all its resources America is ineffective.   It is like the Knicks on a slump.Cohen wrote, â€Å"It’s not the bench that needs to be replaced.   It’s the front office.†Ã‚   The reason for the defeat is not because the players or the soldiers are not that good, it is more of the person owning the ball club or the commander in chief from whom the orders are coming being incapable of leading his team to victory.   What it takes to win, the man in charge should know.This may be a different way to look at the much-debated Iraq War, at a sports angle with   a sports analysis on the side.  Ã‚  Ã‚   Rich ard Cohen, from his own admission is an occasional sports fan.For the most part of his essay, one would not easily find a connection between a team in a slump and a protracted war, between a former ball club owner and a president who calls the shots in Iraq.   For the average American who has a home team to root for he would understandably like to separate his sports from his politics.   As for Cohen, he should shoot from another angle.Works CitedCohen, Richard. â€Å"A Team in a Slump.† 20 April 2006.   Washington Post Writers Group. 15 May 2007

Students Speaking Anxiety Essay Sample

Students Speaking Anxiety Essay Sample Students Speaking Anxiety Essay Example Students Speaking Anxiety Essay Example Language learners often consider learning a second language as a difficult task because of a veritable fear of performing unknown grammar, phonology and writing. In other words, language anxiety could be a serious obstacle for learners. Due to the globalization process, there arose an absolute necessity of studying a foreign language because it allows students and people all over the world to communicate and exchange cultural experience. Reducing ESL Students Speaking Anxiety inside the Classroom Mutual understanding is impossible when people speak different languages and, therefore, language teachers admit that learning a foreign language is a challenging task that depends on social and cultural background, age, aptitude, motivation, learning styles and personality (Randall, 2007). According to Humphries (2011), â€Å"Anxiety is the subjective feeling of tension, apprehension, nervousness and worry associated with an arousal of the autonomic nervous system† (p. 66). It has been found to depend on many aspect of learning and can be applied to the second language learning. The feeling of apprehension and tension relates to the second language environments and contexts, including listening, learning and speaking (The Language Learner, n.d.). The problem of language anxiety is serious because it prevents students from acquiring new knowledge and expanding their experience in communication and interaction. Therefore, there should be specific strategies that would help them overcome the fear of interaction. Causes of Language Anxiety Language anxiety was studied by numerous theorists who have been striving to define both its internal and external factors. There are different aspects affecting language anxiety such as gender, cultural affiliation or teaching methods. For example, Hewitt and Stephenson (2011) focus on the assessment of impact of language anxiety encountered by foreign language students on their oral performance. The results of the interview have detected students with anxiety presenting different outcomes and aspects, which have been improved in the course of gradual adjustment. Apart from cultural affiliations and the types of assignments presented to ESL learners, there are specific personal characteristics, which influence the development of language anxiety. Thus, Dewaele (2013) has focused on the analysis of psychological, emotional and socio-biographical factors to show the link between student’s perception and language anxiety. By dividing students into four groups, the author seeks to explore whether language anxiety is associated with personality features such as neuroticism. Despite previous findings, it has been reported that there is a strong correlation between language anxiety and neuroticism, sharing up to 25% of probability. Additionally, significant correlations were found between psychoticism and extraversion. Social environment and context also affect students’ feeling of language anxiety. As a result, teachers should reconsider methodological dimensions and teaching techniques that can contribute to the reduction of language learning fears and anxieties. In particular, close attention should be paid to the nature of language interactions and the language itself (Wesely, 2013). There is also a strong connection between language anxiety and emotional intelligence. In particular, Chinese students’ emotional intelligence and its relation to English classroom learning anxiety in three universities of China were explored. Several important conclusions have been made. To begin with, over half of Chinese students had a high level of emotional intelligence, and only one third of them faced language anxiety. Second, moderate and strong correlations among students’ emotional intelligence, English achievement, foreign language anxiety and self-rated English proficiency have been detected. Third, language anxiety has had a strong effect on emotional intelligence in forecasting English achievement. Finally, foreign language also significantly influences the relationship between self-rated English proficiency and emotional intelligence. The nature of language anxiety could be associated with gender and age issues as well. Nahavandi and Jayakaran (2013) have conducted the research on 548 students who study in Jahad-e-Daneshgahi institute. It was aimed at evaluating language anxiety at English classes, communication apprehension and text anxiety. There was also an attempt to understand whether anxiety aspects are distinguished in terms of gender, social backgrounds and proficiency levels. The results have showed that students have differently experienced the higher side of the range. Specifically, it has been reported that communication anxiety has been found to be the major anxiety problem in comparison to other aspects. Furthermore, gender did not have a positive correlation with the feeling of anxiety. At the same time, anxiety has been largely dependent on proficiency level. Gender distribution in classes could also be a serious aspect affecting language anxiety and second language performance. In the study by Park and French (2013), attention was paid to the analysis of Second Language Classroom Anxiety Scale among 948 university students who study English in Korea. Several conclusions can be drawn from the results of the study. Specifically, it has been reported that females have higher anxiety levels as well as higher grades in comparison to males. Furthermore, gender influence is not specifically associated with the items presented in the scale. The findings, therefore, have been discussed with practical and theoretical implications for a deeper understanding of the nature and causes of anxiety. When it concerns teaching techniques, students often resort to different forms of learning, which are encouraged by motivation and attitude. However, the latter two are largely affected by language anxiety. In this context, Jain and Sidhu (2013) have introduced their outlook on the correlation between anxiety and motivation among ESL learners. The data was collected with the help of questionnaires and software to define the identified relationship. The findings have shown there is a strong negative correlation between ESL learning and gender, discipline and language proficiency. Additionally, it has been reported that science students have much higher positive attitude to language learning as compared to non-science learning. Interestingly, students with lower proficiency have a stronger relationship in motivation and attitude as compared to high proficiency students. Influence of Language Anxiety on Students inside the Classroom It should be admitted that language anxiety is explicitly revealed in the classroom as teachers could define the level of student’s readiness for English language learning. In this respect, MacIntyre and Gregersen (2012) have stated, â€Å"in the classroom, anxious learners tend to freeze up in role-play activities, forget previously learned material, are less likely to volunteer answers, and participate less than their non-anxious counterparts† (p. 104). Anxious students sometimes answer by learning more but complete courses with lower levels of achievement. Such a situation is explained by students’ increased level of anxiety and their inability to cope with nervous situations. Furthermore, the feeling of being disregarded for their performance and achievements can be the genuine reason for significant frustration among anxious learners. Anxious students are less enthusiastic about responding and correcting their mistakes and rely heavily on their own emotions. What is more important, they often exercise avoidance behavior, such as procrastinating or skipping classes, which can be associated with a high level of personal standards. Partidge and Eamoraphan (2015) have also dedicated their studies to the analysis of students’ foreign language anxiety through a cooperative learning in Thailand. The study has been confined to four objectives. First of all, the scholars have sought to discuss the level of reported language anxiety in the classroom. Second, they have compared the difference between the extent of classroom anxiety of the focus group before and after learning by means of cooperative learning approach. The third objective was to perform a comparative analysis of the differences between groups before and after the introduction approach. Fourth, the authors have compared the difference between language classroom anxiety, communication apprehension and negative evaluation before and after the introduction of a learning approach. Additionally, the classroom anxiety is a broader concept that could also include language learning anxiety. There are different factors affecting foreign language acquisitio n in the classroom. According to Partidge and Eamoraphan (2015), â€Å"the affective variable includes the student’s motivation, self-confidence, and their anxiety/ the affective variables are factors that affect learning and can act as a filter which is known as the affective filter† (p. 176). Strategies for Reducing Speaking Anxiety Since the nature of language learning anxiety refers to social, psychological and cultural reasons, the methods of reducing the level of anxiety could also be different. As such, Partidge and Eamoraphan (2015) have proposed the method of cooperative learning, an instructional method that allows achieving results in pairs and teams, pledging students to be more enthusiastic, relying on their partners or members of the group. The benefits of this strategy will show how extraverts and introverts could cooperate to deal with the problem of communication. The findings confirm that students did not show significant improvements before and after cooperative learning. However, the study has also supported the idea that language anxiety depends more on personal characteristics rather than on the ability of working in a team. Specifically, the author has argued that â€Å"language anxiety [has] to be a stable personality trait which occurs when the student has to use a language they are not p roficient in† (Partidge Eamoraphan, 2015, p. 181). Considering this idea, language anxiety could be regarded as a stable phenomenon and students should work on personal achievement before they enter a specific group. In case students encounter foreign language anxiety, the teachers should define what types of actions – direct or indirect- should be taken. They should cope with anxiety through the development of a less provoking environment. A range of techniques should be applied to help students to deal with their fears, making the classroom setting is less provoking and reducing the level of foreign language anxiety. Piazzoli (2011) has put forward an interesting theory regarding the means of reducing language learning anxiety. Specifically, the author integrates a research project that is aimed at analysis of what happens when drama strategies are applied to a higher level of language learning. The author has offered six process drama workshops as a part of the three-year Italian course in Australia. The findings have suggested that authentic contexts and dramatic tensions should be outlined for the participants in the study, which can be engaged into target language production with the interference of spontaneous communication. Additionally, the results have also reported about affective space developed by the process of drama, which was essential in introducing the extent of language anxiety among the participants. The analysis of these components should be related to the training programs developed for teachers and students. There are different aspects of these methods because they provide a specific theoretical and practical framework through which students could learn more about effective and interesting methods of learning. Prior to understanding the genuine methods of learning, teachers should pay specific attention to the cultural, psychological and emotional background of students. In this context, it is highly important to introduce a specific counseling system to learn more about student’s psychological profile and adjust the corresponding learning techniques. Integrating face-to-face interviews with school counselors will help teachers better understand what type of teaching approaches should be introduced. For instance, in case a student is defined as extravert, it can be possible to engage him/her into the development of collaborative projects in which students can exchange i deas and become less stressed with the classroom environment. When it comes to introvert students, it is possible to develop specific technological tools to help them feel more comfortable (Cassady, 2010). The analysis of these issues could be more appropriate for understanding psychological and emotional dimensions of the learning process. Further, the type of language learned and the national affiliation of students play an important role in the way they perceive second language learning. For instance, foreign students who study English language in the country of this language will definitely feel more anxiety than those who study English language in their native country. This factor should be considered by educators to adjust their teaching theories accordingly. Apart from external factors and analysis of student’s characteristics, there are also specific teaching methods, such as a psychological approach. In fact, Mahmud and Suryana (2015) have admitted that language learners should be approached individually. There are two basic methods to redeem language learners’ level of fear and language anxiety such as classroom setting and learner centre solution. In a certain context, the best solution to cope with the problem is to implement a holistic approach by evaluating learner’s individual traits and the effectiveness of classroom management. At this point, language teachers should find out more about new teaching materials as well as about the psychological aspects of teaching. Training programs should both encourage student to be less narrow-focused and be more opened. Specifically, the task of teachers is to ignite student’s motivation and desire to communicate with peers. In case of failure, educators should find out the way to make reluctant students act in the classroom environment and perform different tasks. In the majority of cases, students who participated in the training programs had a better awareness of their problems and were more prone to start regulating their behavior with regard to external demands. Teachers could also engage students’ parents in solving the problem of language anxiety. A holistic approach is the best solution in this case because it embraces new collaborative ideas in which cultural, psychological and educational dimensions are taken into consideration. Teachers should also inform students about the significance and challenges of second language learning to keep them more motivated and enthusiastic. In other words, acknowledgment of the possible difficulties and obstacles can make students be ready for these challenges and will be more predictable in the outcomes of learning. Higher awareness of the difficulties will also make them less stressed when they make certain mistakes. Additionally, the task of the teacher is to pay attention to individual traits that make students unique. Highlighting their achievements and controlling their performance will provide a powerful framework for the development of new methods of learning in case of failure of the previous ones. The majority of students emphasized the need for independence and intrinsic motivation for external regulation, whereas others were more concerned with the external motivating factors. Teacher’s obligation is to notice these differences in order to timely offer support and help. Further, teachers should also encourage their students to be more self-motivated; they should invent new approaches to make students more enthusiastic about their problems and challenges (Cassady, 2010). What is more important, they should serve both as teachers and counselors, expressing their concern with the emotional and psychological state of students. In fact, self-regulation is one of the most challenging and exciting aspects of foreign language learning because it embraces cognitive dimension and introduces a specific space for analyzing attitudes, emotions, beliefs and motivation for context and cultural communication. It is also a powerful source for personal development and self-determinatio n. There are many other approaches that can enhance students’ awareness and reduce language anxiety. Teaching students to be self-reliant and independent can have a positive influence on language anxiety reduction. Further, enhancing students’ proficiency will also facilitate the reduction of language reduction as well as introduce more motivation and independence to students. Internal factors play a much more significant role in reducing the consequences of language proficiency. In fact, the development of learning strategies should also be congruent with the specifics of the training programs accepted in a specific educational establishment. At this point, teachers should make everything possible to inform about the details of the program and provide new schemes for its successful accomplishment. This dimension should also correlate with the student’s readiness to enter a new language environment. Such aspects as gender and age should be taken into consideration since it has been found that females feel greater levels of anxiety as compared to male students (Alrabai, 2014). Besides, they could also introduce a certain level of readiness to accept challenges and changes. In case students are reluctant and unmotivated, the task of the teacher is to notice the way students accept new information and acquire new knowledge. As soon as these challenges are considered with greater detail, teachers can create new theoretical and practical frameworks within w hich they can improve the quality of education at schools and reduce the level of language anxiety. In conclusion, the students should realize the significance of learning a foreign language at schools in order to develop and maintain strong motivation to learn English. It is also useful for students to further confirm their awareness of the significance of ESL learning when studying in higher education establishments. Motivation can allow students to establish achievable goals for their foreign language learning. Additionally, students should also enhance their attention, volitional control and motivation. The majority of students who take part in the studies focused on their independence. Therefore, a holistic approach plays an important role since the majority of the studies reviewed above underscored the importance of integrating collaborative teams in the classrooms for reducing language anxieties. In such a way, it is possible to understand how these challenges could be reduced and dealt with. Most of these challenges could be removed with the help of introducing counseling a nd analysis of these aspects. Higher awareness of the significance of foreign language learning could be estimated by teachers who should constantly control the level of students’ engagement and performance. Lower level of awareness will stipulate students’ anxiety despite the high emotional intelligence level and proficiency. In general, the development of anxiety reducing strategy should be associated with the expanded notion of language anxiety, which does not often relate to students’ knowledge of the subject but to their ability to communicate, their personal psychological traits and overall social and cultural background. The latter should also be taken into consideration since there could be many national affiliations in these groups. Awareness of personal weak and strong points will help students be more confident in their knowledge and proficiency. The language proficiency level is also essential because it has a direct impact on language anxiety among students. However, sometimes lover level of language proficiency is outweighed by certain psychological and emotional characteristics of students.

Florence Kelley essays

Florence Kelley essays Florence Kelley was born in Philadelphia in 1859 into a cultured and affluent family. Her family was actively devoted to social reform. Her father, Congressman William (Pig Iron) Kelley, fought passionately to persuade government to uphold the rights of the poor and weak. He strongly believed that every child in America, whether born rich or poor should be afforded the same opportunities and chances in life. Florence was conditioned from a very early age to despise the sight of little children hard at work. Her father was a dominating influence throughout Florence's life. He taught her to read at the age of seven. He provided books that focused on child labor and children who were far less fortunate1. He took her on a midnight tour of factories where young boys helped in the manufacturing of steel and glass. There she witnessed the deplorable and dangerous conditions children were forced to work under. She often contends that through this experience, she developed her enthusiasm to advocate for child labor reform. She wrote while still a very young woman, "We that are strong, let us bear the infirmities of the weak."2 1 Goldmark, Josephine Clara, "Florence Kelley's Life Story: Impatient Crusader". 1953. University of Illinois Press, Urbana. ISBN# 0-8371-9011-8 2 *idbsu.edu/socwork/dhuff/history/extras/kelly.htm*, "Florence Kelley A Woman of Fierce Fidelity." Florence's mother, Caroline Bartram-Bonsall, lost her parents at a very young age. Caroline's adoptive family Isaac and Elizabeth Pugh, were close friends of her parents. It was through them that Florence was connected to Sarah Pugh. Florence's Great-Aunt Sarah was a leading abolitionist who advocated on behalf of the women's suffrage movement, the oppression of women, free trade, peace, and a single standard of morals for men and women. Sarah was feisty and strong. She confided to Florence that she never used sugar and she only wore li...

hispanos

Becas universitarias para Latinos/hispanos Si eres latino y buscas becas para ayudar a pagar por tus estudios universitarios el Hispanic Scholarship Fund es un lugar fundamental para considerar aplicar. Y es  que en sus casi cuarenta aà ±os que han pasado desde su creacià ³n, el Hispanic Scholarship Fund  ha distribuido entre estudiantes latinos universitarios ms de 150 diferentes tipos de  becas por un monto total de ms de $430 millones.   Las becas concedidas  varà ­an entre los $1,000 y los $15,000 por estudiante. La media es de $2,500 para estudiantes en universidades y colleges de cuatro aà ±os (à ©sta es la diferencia).  Y  de $1,250 para estudiantes en Community Colleges (llamados en algunos estados Junior College o Technical College). 4 ventajas de estudiar en un Community College Los estudiantes que obtengan estas becas pueden utilizar su monto para pagar la matrà ­cula (tuition) o parte de ella o para gastos relacionados con los estudios universitarios, como transporte, alojamiento, libros, etc. Antes de aplicar asegurarse de cumplir con estos tres  requisitos: 1. Ser latino/hispano Son consideradas latinas o hispanas las  personas nacidas en uno de los siguientes paà ­ses  o con padre o madre o uno de los cuatro abuelos nacidos en al menos uno  de los siguientes paà ­ses: Argentina, Brasil, Bolivia, Chile, Colombia, Costa Rica, Cuba, Ecuador,   El Salvador, Espaà ±a, Guatemala, Honduras, Mà ©xico, Nicaragua, Panam, Paraguay,Perà º, Repà ºblica Dominicana, Uruguay y Venezuela. Y tambià ©n los del Estado Libre Asociado de Puerto Rico. 2. Tener uno de los siguientes estatus migratorios Es necesario ser ciudadano de los Estados Unidos (asà ­ se puede acreditar) o residente permanente legal. Aunque tambià ©n es posible aplicar y obtener una de estas becas si se est en una de las situaciones siguientes. Ser un joven con Accià ³n Diferida aprobada (DACA, por sus siglas en inglà ©s).Tener condicià ³n aprobada de refugiado o asilado, entrada condicional o parole y asà ­ tiene que estar seà ±alado mediante un sello en el I-94.Ser un cubano al que se la ha concedido entrada por pies secos pies mojados. En base a todo lo anterior no pueden aplicar los inmigrantes indocumentados (excepto, como se ha dicho, los jà ³venes con DACA aprobada). Tambià ©n estn excluidos las personas extranjeras presentes en Estados Unidos legalmente con una visa no inmigrante. Por ejemplo, los estudiantes internacionales con una F-1, los turistas, las personas con visas de trabajo temporal, etc.   Al final de este artà ­culo, opciones de becas para todo tipo de estudiantes universitarios, incluidos internacionales e indocumentados. 3. Tener un rà ©cord acadà ©mico excelente Se pide una media de GPA de 3.00 (si bien para recibir The Gates Millennium Scholarship es necesario un 3.30).   El GPA es la forma de puntuar acadà ©micamente en los Estados Unidos. El mximo es un 4.00. Si los à ºltimos estudios se realizaron fuera de los Estados Unidos, hay que traducirlos y convertirlos en puntaje GPA.   Seguir las especificaciones del Hispanic Scholarship Fund.Si se aplica siendo estudiante de à ºltimo aà ±o de High School, las calificaciones para obtener esa media se computan desde el grado 9 al grado 11.Si se aplica en el primer aà ±o de estudios universitarios, hay que notificar el GPA que se obtuvo al graduarse de High School.Si se aplica despuà ©s del primer aà ±o, incluir GPA de estudios universitarios, debià ©ndose al menos haber completado 12 crà ©ditos. Si se aplica como estudiante en estudios de postgrado, verificar los requisitos. Aplicar para recibir una beca Por internet en la pgina del Hispanic Scholarship Fund. Y dentro de plazo. Hay que tener en cuenta que es un conjunto de becas, no una sola que luego se distribuye. Y entonces hay que verificar las fecha para aplicar a cada una de ellas. Generalmente el plazo para aplicar para una beca para el curso escolar del aà ±o siguiente se abre en septiembre.   Por lo tanto, si ves que cuando entras en la pgina no hay ninguna beca con plazo abierto, regresa ms tarde. Pero aprovecha para enterarte de quà © becas podrà ­an ajustarse a tu perfil y quà © papeles se necesitan para aplicar. Para asà ­, cuando se abra el plazo, tenerlo todo a mano y no perder la oportunidad. La aplicacià ³n es gratuita. De dà ³nde viene el dinero de las becas El dinero de las becas proviene de donaciones de empresas, fundaciones y tambià ©n de personas privadas. Destacan: Bill and Melinda Gates FoundationCoca-ColaGeneral ElectricGoya FoodsTargetUnivisià ³nThe Chicago Community TrustThe Gilbert and Jacki Cisneros FoundationThe Goizueta FoundationWalmartWells Fargoy muchas ms.   Un dato sobre becas desconocido, pero cierto Un buen nà ºmero de universidades de à ©lite Estados Unidos -entre ellas algunas Ivy League- conceden ayuda financiera en forma de becas basadas en el sistema need-blind. Esto quiere decir que si el estudiante es admitido la universidad se compromete a pagar los gastos demostrados necesarios para poder cursar la carrera. De estas universidades, algunas sà ³lo aplican este sistema a ciudadanos y residentes permanentes legales, pero otras -algunas de las cuales se encuentran entre las 10 mejores universidades del paà ­s- tambià ©n consideran a inmigrantes con la Accià ³n Diferida aprobada (DACA, por sus siglas en inglà ©s), indocumentados no elegibles para DACA y tambià ©n a estudiantes internacionales. Este es un listado de 13 universidades que siguen esta polà ­tica de need-blind admissions. De interà ©s Las 10 mejores universidades para estudiar ingenierà ­a. Edad de consentimiento sexual por estados. Porque tener relaciones sexuales consentidas por un menor de edad puede tener consecuencias legales serias.

Andy Warhol's Pop Art Research Paper Example | Topics and Well Written Essays - 1750 words

Andy Warhol's Pop Art - Research Paper Example The paper "Andy Warhol's Pop Art" states the primary sources of Andy Warhol's pop art. The world of fashion in New York and internationally were interwoven with the fine art crowd of museums. Artists, models, young actors and actresses, musicians, and all manner of up and coming celebrities were pictured in Andy Warhol’s diary. Warhol’s language is like gossip when he describes the scenes, scandals, cliques, and conversations that occur in his presence involving some of the most famous names in pop culture. Mick Jagger, Bianca Jagger, Halston, Basquiat, Lou Reed, Nico, and others are favorites as he attends parties on the Upper East Side of Manhattan featuring all of the wealth and luxury of the entertainment world. Warhol clearly understood the path to celebrity and struggled to achieve that in his life. Hacket writes: â€Å"Every night, celebrities of the art, fashion, music, and ‘underground’ filmmaking crowds jammed themselves into favorite corners of the back room at Max’s and monitored each other’s clothes, makeup, wit, and love interests while they received ‘exchange’ celebrities from out of town—directors and producers from Europe or Hollywood—and waited to be taken away from ‘all this’ (New York notoriety) and put into ‘all that’. Andy’s art hung on the wall.† Thus, if every artist must be supported and reflective of a larger culture, than Warhol’s closest identity is to this Upper East Side Manhattan and Greenwich Village crowd of young bohemians, artists, models, and actresses., all of whom shared the career goals of Warhol of attaining celebrity status through their self-expression. Warhol’s art becomes more â€Å"universal† and American when it symbolizes a superficial culture, pop culture, where everybody has 15 minutes of fame. Fame is an integral part of art and art history as it is known in modern times, because if an artist is not famous, his or her work will not be printed, distributed, and known. If the artist is not famous, it will have no influence on other artists and vanish, no matter its beauty or technical excellence. Warhol’s art is conceptual and uses silk-screens of sampled images taken from photographs, or copied from print and television advertisements. Warhol himself may only paint a few details of

Competitive Advantage of Sales force.com Case Study

Competitive Advantage of Sales force.com - Case Study Example Finally, the paper will outline the action plan about how to implement the suggested recommendations. Basically, SWOT refers to strengths, weaknesses, opportunities and threats and this is a widely used technique by managers to determine the strategies that can be implemented by the firm in its operations (Strydom, 2004). As noted, Salesforce.com specialises in providing the CRM services and the section below outlines its SWOT analysis. The company is facing problems related to competition and its inability to realise profits from its operations. Essentially, businesses are primarily concerned with generating profits in their operations as their main goal. However, in this particular case, the main problem is related to intense competition facing the company in its operations. Indeed, competition is inevitable as a result of the fact that there are also other players in the environment in which organizations operate. Porter (1985) has suggested that there are companies with viable strategies that can hardly matched by their competitors and this gives them competitive advantage. Thus according to this concept, strategies such as differentiation, diversification low cost leader as well as focus can give the firm competitive advantage depending on how they are implemented. In the case of Saleforce.com, differentiation and low cost leader are viable alternatives that can be implemented. Differentiation entails that the company ought to design its products and services in a unique way in order to gain customer superior value. This will help the company to gain more revenue by virtue of charging high prices for quality products offered.

The advantages and disadvantages of women in police Essay

The advantages and disadvantages of women in police - Essay Example It was, of course, the same male police administration that had refused over the years to assign women to general patrol and there by had blocked police women's access to the required experience2. However this trend could not be continued for long and they had to give the opportunity to women police. Finally when women were given the opportunity, as a result of Federal law mandating equal opportunity regardless of gender or race, to perform general police work and serve on patrol, they demonstrated their fitness for police work. Statistics point out certain facts about women police. In 2001, women accounted for only 12.7% of all sworn law enforcement positions in large agencies, 8.1% in small and rural agencies3, and 14.4% in federal agencies. Even though women gained an average of roughly half a percentage point per year within large police agencies from 1972 to 1999, there is increasing evidence that this trend is now reversed. For instance, the representation of women in large police agencies in 2000 and 2001 in reality declined from the year before i.e. from 14.3% in 1999 and 13.0% in 2000 to 12.7% in 2001. hence it can be clearly noted form these statistics that at the present rate, women will not achieve equality in large police agencies for several years to come. Obviously, if the similar trend continues barriers will continue to exist for women in the field of law enforcement4. There are advantages and also a few disadvantages of women in police force. As a result there is a controversy over how the women's policing style differs from men's style and also if this difference have any impact on overall policing. Many times it was observed by many of the researchers that women in the police service itself are reluctant to discuss these differences in styles. This is mainly because they think this may push them back into specialist positions that may have tremendous prestige but often limit good promotional opportunities. Many feminist groups, predominantly the U.S.-based National Center for Women and Policing, a project sponsored by the Feminist Majority, an activist feminist group in the U.S., believe that women's difference is an advantage5. Hence, they consider that, in many of the areas of police activity, women are especially adaptable and can even perform much better than men. There are certain unique works in policing that women can handle with more efficiency. For instance, policewomen are particularly suitable for working for special police prostitution groups, dealing with migrants in prostitution and trafficking in women within the larger cities. They are in fact becoming more and more experienced concerning working with police groups dealing with domestic violence and juvenile affairs. Policewomen are generally more acceptable to women and children who have been the victims of the misdeeds of men. In such cases girls and young children have more confidence in women. Today crime prevention is much more important than punishing for a crime after it occurs. The field of crime prevention is becoming more significant to police agencies and here policewomen play their greatest role. Women police are also gifted in gaining the confidence of children and in identifying antisocial

'Give an account of the main mosques of Samarra' and al-Fustat in the Essay

'Give an account of the main mosques of Samarra' and al-Fustat in the early 'Abbasid period.' - Essay Example Through a discussion that begins with first developing a basic understanding of the function and form of Mosques from the medieval period, then moving through a discussion of specific structures, an exploration of the Mosques from the Abbasid period can be made in order to better understand the importance of these great structures. Function In attempting to study the architecture of the Islamic world, Hillenbrand suggests that one of the primary difficulties lies in the terminology that is used. This is due to the multiplicity of purposes that each building would serve as a function within the culture. He states â€Å"Small wonder that one and the same building could be designated by a string of descriptive terms if each did in truth refer to some aspect of its regular function†.1 In examining the ways in which the buildings of the Islamic middle ages were used it is clear that that mosques were not only used for worship, madrasas were not only used for education, and neither were mausolea used just for burial. The many needs of the culture were fit into the buildings through multiple functionalities, thus the first understanding of such buildings must be made through the idea of function. In discussing function, the first problem that can be seen in studying Islamic buildings is that there is little in the way of written information on the building of these structures. Technical renderings and information about the circumstances of how these buildings came into being are few and far between, allowing for only the buildings themselves to serve as objects of study on their construction.2 Although there is suspicion that the Islamic religious aesthetics influenced the building of Mosques during the medieval period, there is no explicit reference known or accessible to Western cultures that suggest that this is the case. Therefore, in studying the function of such buildings, one must look at the building itself to try and access this aspect and the culture in order to understand the development of needs for which the building served as a solution for cultural needs. According to Meri and Bacharach, however, most Mosques of the medieval period were designed after the creation of house that was build for Mohamed in Medina, which is located in Saudi Arabia. Literary evidence of the form of this house is more relevant than the archaeological as it is described as having a â€Å"large walled courtyard with entrances on three sides and two covered porticos, the larger of which functions as a sanctuary for the faithful where they may find shelter from the sun during prayer†.3 The original orientation of the qibla wall, the wall of the larger portico, was originally facing towards Jerusalem, and then later towards Mecca, thus providing for the importance of orientation when building a Mosque. The small portico was used as a place of shelter for those who were poor, thus setting up the division of classes within the Mosque cultural usag e. The three basic elements developed from this original structure were the courtyard for the gathering of the followers of Islam, the sanctuary for prayer, and the qibla wall.4 Form Hillenbrand lists three distinct areas in which form can be discussed. The first is in hierarchy, the second is in

Interview Questions Assignment Essay Example | Topics and Well Written Essays - 500 words

Interview Questions Assignment - Essay Example My academic background is the main reason as I have gained significant knowledge for practice in the profession. Hiring me at this stage of my study will also mould me into the organization’s culture, as I develop my career while in the organization. An experienced person, having experienced many organizational cultures, may find it difficult to change into the company’s environment, a challenge that I do not face. I also offer the company leadership potentials that will help in empowering and motivating employees. Being a dynamic person and a fast learner, I can play many roles in the organization and shall therefore save it the burden of employing many people for specialized roles. My greatest weakness is my orientation to results. I always focus on achieving expected results in my environments, whether the results are my responsibility or that of a peer. This means overworking and sometimes stepping into other people’s mandates. The weakness has two major adverse consequences by I often manage them. One of the consequences is overworking to burnout but I normally take a rest when I experience fatigue. Another adverse consequence is conflict with peer when I move in to help in their roles. Though I often explain my intentions before engagement, there is sometimes lack of time for explanations and some people have accused me of taking advantage of their responsibility to seek recognition. This has however never been the case. An example of a time of successful communication with a difficult person involved a conflict with a classmate. He was known for his arrogance and lack of rationale that often involved him in violence, especially when he was under drugs. We were on an informal discussion about a news article that divided public opinion and he rose against my opinion. He quickly got emotional and people feared a fight. I had to either walk away to avoid a violent encounter or to confront him and let him know that his behavior was not right. I

Sport Organization Communications Proposal Term Paper

Sport Organization Communications Proposal - Term Paper Example The term communication now covers all the latter-day additions to the primitive trench or passageway: telegraph, telephone, radio, television and computer. The distinguishing feature of all these modern inventions is that they enable rapid communication between persons widely separated thus giving them the group name ‘telecommunications’ with ‘tele’ stemming from the Greek word far ‘far off.’ In broad terms, communication means that which is shared, the ‘commons’ as the English language flowered, communication stood for the action of sharing in the mental or non-material realm, especially in and through the use of words. Anything that links two or more persons or places has come to be communication as it has come to include the means as well as the primary activity itself, (Adair, 2009) Communication skills are essential in leading, managing and working others. Understanding the nature of communication is the foundation of effective communication and hence the skills required include speaking, listening, writing and reading. For effective communication, every individual needs a good grounding and ability in these skills, so it is a matter of sharpening and honing them in the context of the daily working life. The aspiration to lead or manage others need competency in these skills as communication is a brother and sister of leadership. Principles of good speaking, which are the same as the general principles of communication are being simple, prepared, clear, vivid and natural. These principles need to be tied firmly on the communication mast as they can be applied in every form of communication. According to Adair (2009), communication usually implies both intension and means and in a sharper focus can be said that it is essentially the ability of one person to make contact with another to make himself or herself understood. It can also be the process by which meanings are exchanged between

Interview Questions Assignment Essay Example | Topics and Well Written Essays - 500 words

Interview Questions Assignment - Essay Example My academic background is the main reason as I have gained significant knowledge for practice in the profession. Hiring me at this stage of my study will also mould me into the organization’s culture, as I develop my career while in the organization. An experienced person, having experienced many organizational cultures, may find it difficult to change into the company’s environment, a challenge that I do not face. I also offer the company leadership potentials that will help in empowering and motivating employees. Being a dynamic person and a fast learner, I can play many roles in the organization and shall therefore save it the burden of employing many people for specialized roles. My greatest weakness is my orientation to results. I always focus on achieving expected results in my environments, whether the results are my responsibility or that of a peer. This means overworking and sometimes stepping into other people’s mandates. The weakness has two major adverse consequences by I often manage them. One of the consequences is overworking to burnout but I normally take a rest when I experience fatigue. Another adverse consequence is conflict with peer when I move in to help in their roles. Though I often explain my intentions before engagement, there is sometimes lack of time for explanations and some people have accused me of taking advantage of their responsibility to seek recognition. This has however never been the case. An example of a time of successful communication with a difficult person involved a conflict with a classmate. He was known for his arrogance and lack of rationale that often involved him in violence, especially when he was under drugs. We were on an informal discussion about a news article that divided public opinion and he rose against my opinion. He quickly got emotional and people feared a fight. I had to either walk away to avoid a violent encounter or to confront him and let him know that his behavior was not right. I

Digital library Speech or Presentation Example | Topics and Well Written Essays - 750 words

Digital library - Speech or Presentation Example The traditional library is one that contains books and information sources in print form or as physical units. This is not the case with digital libraries where the information is stored electronically. There are several advantages and disadvantages of the traditional library. Using information sources in print or physical format limits the use of a particular resource to only a few individuals at a time. Furthermore, the cost of purchasing printed sources is high and they occupy a lot of space. Yet again, it is quite easy for printed sources to get damaged or destroyed due to careless use or in case of fires. The sources can also be stolen from the library or from those who borrow them. However, using sources in this form does not necessitate the purchase of equipment such as computers or the use of Internet. Traditional Versus Digital Libraries Most, if not al the disadvantages of the traditional library have been overcome by the digital library. Storing books in digital format mak es them easy to access. Access in this respect is not limited to a few people but is possible for use almost by an unlimited number of people across the world at the same time. In this respect, digitization overcomes as well the restrictions imposed by distance and physical boundaries to library users. In this sense it makes it possible for academicians to undertake distance studies without the need to physically travel to specific locations. Another major importance of having documents or files stored in digital format is in respect to availability in time. When books and periodicals are stored electronically, their access is not limited to certain times of the day r night. Furthermore, searching sources is made quite easy, less space is used for storage and preservation and conservation of the sources can be done for an unlimited amount of time. Digitization of the sources may also help in improving their value in so far as display and sound quality is concerned. This is so becaus e flaws may be removed from the sources electronically before they are finally stored for public or private use. Content of information sources The information stored in e-books is usually quite much the same as that in hardcover sources. E-books have the added advantage in that flaws that are inherent in them can be corrected easily without additional costs to users. The credibility of sources do not much depend on the format in which they are stored or accessed but on factors such as authors, publishers and level of currency. In this respect, a hardcover book is as much credible and of similar quality as its electronic counterpart. In some cases, there are different versions of editions of one source. In such a situation, it is better to choose the most recent version based on the year of publication. Terms of accessing digitized sources and their Price In order to access digitized sources, clients normally have to pay some form of subscription or buy the book altogether. In most cases, subscriptions run for a predefined period of time which may be extended upon addition of subscription fees. The prices of e-books compared to hardcover books currently are almost equal. However, it is predicted that the prices of e-boo

The Law Enforcement In England And Wales Criminology Essay

The Law Enforcement In England And Wales Criminology Essay Police officers are perceived as the gatekeepers of the criminal justice system (Mendias Kehoe, 2006:70). They are in charge in ensuring safety and security of the public, preventing crimes, and apprehending offenders. Law enforcement in the England and Wales traces its roots back to the kin policing established in the 1800s to provide protection in the communities. This form of policing flourished until increasing threats brought by terrorism compelled the government to implement changes in the police force in the 1960s. The decades following this transformation gave way to various concepts aimed at enhancing the quality of police service. Today, England and Wales follow a law enforcement style of policing in each of their decentralized forces. This paper aims to provide a critical appraisal of the policing style in the England and Wales. The next section of the paper presents the evolution of the police force. This is followed by a discussion of the different features of the England law enforcement. Critical appraisal is presented in the discussion section. Lastly, a conclusion is presented. Law enforcement in England and Wales According to Alpert and Dunham (2009), policing in England started as a private force for the elite members of society. Those who cannot afford to hire their own guards rely on a shared and informal form of policing called the kin policing. People are expected to ensure their own safety, serve as guardians of their own community, and bring forth criminal acts to the court of law. According to Beckley (2007: 938), this form of policing was employed until the 1960s when terrorism threats prompted the development of more appropriate policing strategies. The Police Act of 1964 provided for the establishment of more scientific and organized law enforcement to meet the changing needs of the public. Police professionalism standards such as the Metropolitan Police Principles and the Association of Chief Police Officers Statement of Common Purpose and Values of 1985 were established. Various innovative changes in the police force followed these developments and continued to this day. Despite these changes, policing in England and Wales still exhibit some characteristics of its older form as evidenced by the lack of centralized police system. Today, law enforcement in England and Wales consist of 43 individual county police forces. Having this system implies diversity in policing strategies between the different counties (Hawdon, 2008: 191). Moore (1992: 107) on the other hand observed that despite all this, professional law enforcement remained the main basis of any policing strategy. Features of law enforcement in UK and Wales Das and Verma (2003: 190) contend that police organizations are shaped by culture, political priorities, and immediate needs of the situations surrounding them. Law enforcement in England and Wales has distinct features that separate it from other police forces in the world. Professionalism Das Verma (2003: 204) noted that law enforcers in Europe are noted for their professionalism. They are among the best in terms of training and education. Despite this advantage, Moore (1992: 110) argued that professionalism in police force is an ambivalent concept. He believes that police professionalism should not only focus on criminal laws but also those laws that protect citizens from arbitrary action by government agencies- including the police. Thus, the police officers emphasis on the crime control rather than the law contradicts the essence of their professional duty. Multi-functioning McGarrell, Freilich, and Chermak (2007: 143-4) contend that law enforcement has changed more than any other agency in the public bureaucracy since the 1960s. The authors added that the developments in Englands police force were not only brought by threats of terrorism but also by the social and political changes in the past two decades. Police force had to adjust to meet the changing needs of the public. Police officers are not only expected to enforce laws but also to ensure public safety and security, investigate crimes, do job-related community service, control traffic, and respond to publics call for assistance (Das Verma, 2003: 224). The multitude of tasks expected from the police makes it hard to measure police performance and thus result to ambivalent perceptions about the force. Alpert and Dunham (2009) assert that people have conflicting views of the police. They are brave crime fighters and heroes on one hand and corrupt, heartless, and brutal on the other. Public perceptions about the police are often based on selective positive and negative experiences and not on their collective performance. Beckley (2007: 939) also noted the lack of centralized police organization like the National Guard or Compagnie Re ´publicaine de Se ´curite ´ in the United States and France in the UK. This function is decentralised to the various police forces. UK police officers are in charge of community policing tasks as well as specialist police duties. They have to perform tasks from traffic supervision and community patrol to criminal investigation. Technologically advanced According to Swanson, Territo and Taylor (1993), police officers not only need human and conceptual skills but also technical skills. They have to be able to use computers; analyse evidence; apply management principles; and perform planning, accounting and budgeting functions. The use of radios, mobile phones and vehicles in patrolling enables police to respond to calls for help quickly. Computers made reporting and record keeping more effective and efficient. The advancements in forensic science brought investigations to a different level. However, critics say that the use of patrol cars instead of foot patrolling limits interaction between the community and police, thus contributing to the degradation of police and community relations. Power Weisburd and Braga (2006:13) stressed the polices capability to perform their tasks without public intrusion. Despite the fact that they are established by the government and accountable to the public, they remain independent (Moore, 1992:109). Alpert and Dunham (2009) contended that police officers are provided with enormous discretionary power which may not be beneficial to the public. Das and Verma (2003:224) argued that the fact that the UN General Assembly formulated the Code of Conduct for Police Officials in 1979 attests to the authority of the police and the need to prevent abuse and misuse of this power. Reactive policing Moore (1992: 112) also recognised the reactive characteristic of policing. Police officers tend to rely on patrols and calls from the public to solve crimes. The advantage of this strategy is that it prevents the police from interfering in private lives of the people without their consent. This ensures that the participation of the police in the situation is necessary, official and acceptable to the community. However, this strategy is problematic because it implies that a crime has to be committed before action can be taken. While this is an effective law enforcement strategy, it is not a good crime control method. Moore also observed that it cannot be utilised in crimes where there are no victims or witnesses or where victims refuse to come forward. Discussion and appraisal of the law enforcement policing Based on the discussion provided above, it is apparent that the law enforcement style of policing in England and Wales has advantages and disadvantages. Although police officers in the England are known for their professionalism, their tendency to focus on crime prevention rather than law enforcement reflects misguided understanding of their professional duty. As a result, police legitimacy and effectiveness remains problematic. According to Moore (1992: 111), there is no indication that policing has delivered in their diverse functions. He noted that: there are no positive correlations between patrolling and crime prevention; police crime investigations are not always fruitful; response systems do not guarantee arrests; and criminal punishments do not always result to rehabilitation. This shows that implementation of policies like the UN General Assemblys Code of Conduct for Police Officials and the UNDP Police Act (UNDP Bureau for Crisis Prevention and Recovery, 2003) are necessary to ensure police accountability; improve efficiency and effectivity; and prevent police misuse and abuse of power. The multitude of police functions makes performance evaluation difficult and inconsistent. Beckley (2007: 939) noted the absence of specialised duty delegation in the UK police. Police officers are expected to be able to perform duties from the community patrolling to crime investigation. While this is advantageous in the overall growth of police officers, it prevents the development of specialised and quality skills that can only be learnt from constant exposure to a specific task. The multiple functions required of the police force prevent them from specializing and optimizing their potential in a given function. They are spread too thin to be efficient and effective. Technological advancements on the other hand have undoubtedly promoted the efficiency and responsiveness of the police force. They are able to provide timely response to citizen calls. However, too much reliance on technology discourages the police to depend on their own resources and hone their skills. By using vehicles instead of foot patrolling, the police loses the opportunity to mingle and connect with the people. Some police officers obtain information from the internet and database records instead of going to the field. Investigation and prosecution proceedings are relying more and more on forensic science to provide evidence. This reduces if not eliminates the need for people participation in the process. Employment of technology reduces interaction and prevents the creation of a better and more cooperative relationship between police and the people. As a result, the gap between police and community expands. People are not comfortable dealing with the police and may hesitate to call for assistance or help them in their investigations. Hillyard and Tomlinson (2000: 400) believe that police officers have political, legal and financial accountabilities. However, closer inspection of the police force reveals that police officers are only accountable to their professional mandates and not to anyone else (Moore, 1992: 116). Despite the introduction of the value for money service in law enforcement under the Thatcher government (Long, 2004), the police force still have the discretion to decide which public concerns are important and which are not part of the police work. They can refuse assistance if they deem the work to be irrelevant to police functions. This promotes public distrust to the police. Although there is increasing recognition of the need to enforce police accountability, the question about how and to whom they should be made accountable remains. The authority and autonomy given to the police force on the other hand creates dangers on the way police works. While the idea of a law enforcement emancipated from the government is alluring, the unrestrained power it afforded the police can be daunting. The police functions as an objective agency that protects the people from criminals and from the government abuses; however, there are beliefs that the people are also susceptible to dangers from the police force itself. Organisations like the UNDP recognize the authority of the police force and how this could result to abuse and misuse of power. There is a need to draw the line between accountability and authority; between policing and coercion; and between public safety and citizen liberty. Furthermore, Moore (1992: 117) also argued that the lack of governmental regulation and public control in policing also results to their stagnation. They remain oblivious of the government and citizens views, thus they are limited by their own perceptions and mandates and fail to make appropriate improvements in their services. The UK police force is now perceived as an industry rather than an agency. They have become productivity-oriented (high clearance rate, high arrest rate and high productivity) rather than community-oriented. As mentioned earlier, the lack of centralised police agency in the UK gives the police force more authority and responsibility. Their involvement is not only limited to the community but to the entire nation. They have more authority than their counterparts from other countries. They have too much power and too little regulation, thus, the risk of police domination. Reactive policing requires the police to take action after a crime is committed. This ensures that the police are not unlawfully intruding into the lives of the citizens. However, this promotes retrospective instead of preventive action. It relies on victims and witnesses in order to enforce the suitable police action. Also, reactive policing does not ensure the apprehension of the offenders. Thus, this strategy does not help reduce crime. Another issue is the deterioration of relationship between police and the public. Negative issues like police discrimination, aggression, abuse and corruption had resulted to the publics mistrust of law enforcers. This prevents the public from cooperating with police officers in community patrols and crime investigations. They do not believe that helping the police will lead to safer and more secure community. The flow of information to the police is not as strong as it used to be. According to Moore (1992:117), some people choose to stay quiet than cooperate with the police to avoid retaliation from the violators. This implies not only the peoples lack of trust on the integrity of the police force but also on their capability to protect them. Conclusion The law enforcement style of policing in the UK and Wales is both favourable and detrimental to the performance and effectivity of policing and the publics perception of the police force. It promotes professionalism of the police force. The various features of policing in England and Wales reflect the governments attempt to improve the police force and meet the changing needs of the public. The integration of various strategies such as reactive policing addresses the concern of involvement and interference. Technological advancements are incorporated for more efficient, effective, responsive, and up-to-date system. However, the multitude of functions makes performance evaluation problematic. Despite these imperfections, law enforcement style of policing in the UK and Wales is effective as it provides a common backdrop to the various police agencies in the said places.

Gangs: Power, Conflict, And Trust :: Gang Essays

Gangs have become a harsh reality in today's society. But despite what one might think, gangs illustrate many communication theories. This is done through the power gangs possesses, "gang warfare", and the trust between gang members. Gang power can be seen in many communication theories. There are several types of power that gangs and gang leaders fall under. An example of this would be referent and legitimate power. Referent power can be described as the role model power. We identify with this person and therefore try to be like them. Legitimate power comes from people who we believe should be in power, like children to teacher, law-abiding citizen to the police. Therefore referent and legitimate power go hand in hand, because of the organizational structure within the gang, a gang may "have officers much like that of a cooperation." (Internet Source 1) Generally "adults play leadership roles." (Internet Source 3) Also youngsters who have had severe prison terms are usually found to be the leaders of the gangs, thus being an example of expert power. The reason this is considered an example of expert power is because the individual possesses special knowledge in prison life, etc. By serving a prison term they can come back to the streets, "with more knowledge than ever could have been gained on the streets." (Internet Source 2) Attitudes, meaning how we as people respond to a subject, values, what we perceive is right and wrong, and beliefs play a major role in what brings youngsters into gangs. How does one develop a "gang attitude" to begin with? To answer this we must look at the culture. The values we Americans tend to have, make the alternative life style very appealing, this in conjunction with the glorified gang life style portrayed through the lyrics of the "Gangsta" rap artists all influence the young impressionable mind. This may make the child feel a sense of power, identity, or family, reflecting on the child's attitude. Also one must look at the neighborhood. A child can turn a corner and buy cocaine, see a gang war being played out, etc. It is obvious that the child cannot help but be influenced by this. Gang conflicts boils down to who has power and who wants, and/or deserves it. Most conflict is not within in the gang itself but between two gangs. Conflict can be described as a struggle over ideas or concepts between two parties, or people.

The Relationship Between War and Man Essay -- Psychology

War dates back to the earliest of ages. Leaders have come out triumphant and countries have come out ravaged. Entire generations have been extinguished and humanity’s morale destroyed; all at the cost of a victory. Everyone is familiar with war, however we are not so quick to understand the lasting toll it takes on those who experience it for themselves. War has been fought through out many countries for various reasons since the beginning of times, the tactics and warfare themselves may have changed, but the meaning of war remains the same. In turn the soldiers, whom give it all in the name of their countries, never come back the same. It is glittered with words like glory, honor and devotion, however war, in my eyes, is anything but. It brings about many more problems, one of which is the substantial psychological effects it has on those who experience war first hand. World War I was said to have been the war to end all wars. We now know that not to be true as there have been countless wars since that proposition. The attitudes surrounding the initiation of World War I were very distinct from that of proceeding wars to come. Citizens were excited, families were proud to know that their sons were enlisted and patriotism and brotherhood were alive and well. Young men were very much encouraged to join the war effort and advertisements soliciting the call to arms were seen in a positive light. Enlistment was something expected of these young men, they wouldn’t dare be the ones to be â€Å"ostracized† or called â€Å"coward† . With no way around the Great War many did indeed join the armed forces; little did they know what they were in for. â€Å"A word of command† , and a powerful one at that, put these young men on the path to destruction. ... ...rd we take, as a war to end all wars was virtually never in sight. We must become human again; as it seems to be the only way to make existence worthy once again. Works Cited Cohen, Harold, PH. D. "Two Stories of PTSD." PsychCentral. PsychCentral, May 2012. Web. 9 May 2012. . Remarque, Erich Maria. All Quiet on the Western Front. New York: Ballantine Books, 1982. Print. US National Library of Medicine. "Post-traumatic Stress Disorder." PubMed Health. National Center for Biotechnology Information, 2012. Web. 9 May 2012. . WebMD. "Post-traumatic Stress Disorder." WebMD. WebMD, 2012. Web. 9 May 2012. . Sassoon, Siegfried. â€Å"Dreamers.† 1968.

Emotions & Brody Essay

Brody (2001) defines â€Å"emotions as motivational systems with physiological, behavioral, experiential, and cognitive components† (p. 15). The author adds that â€Å"emotions have a positive or negative valence and also vary in intensity or arousal levels, from mild to strong† (p. 15). Emotional expression indicates outward manifestation on an individual’s face, while emotional experience is a state of feeling that only the individual knows it (Brody, 2001). Emotional expression may either play a role as a self-communicative function or may reflect the behavioral and physiological arousal together with the emotional experience (Brody, 2001). Expression of feelings may help an individual to determine the characteristic of an emotional experience (Brody, 2001). Factors that influence facial expression rely on the individual who expresses the emotion, the individual who perceives the emotion, the message expressed in each channel, and previous experience (Ekman & Sullivan, 1991). Facial feedback pertains to patterned proprioceptive feedback coming from the muscle activity in the face or from integrated expressions in the face (Ekman & Sullivan, 1991). According to Ekman and Sullivan (1991), the facial feedback hypothesis is an important determining factor of the experience of emotion. The authors add that the facial feedback hypothesis contends that an individual can utilize information from his or her own facial behavior to figure out what he or she feels. The facial feedback hypothesis also claims that the expression of emotion causes autonomic, hormonal, and behavioral alterations that initiate the experience of the emotion (Brody, 2001). Facial expressions are being utilized by individuals as clues as to what emotions they are experiencing or in making judgments concerning their attitudes (Brody, 2001). A positive facial expression show more positive reactions such as understanding instead of anger, than those individuals who are showing angry facial expressions (Brody, 2001). Emotional experience happens when unforeseen changes in personally significant goals are realized (Stein, Hernandez, & Trabasso, 2008). The situation that surrounds an emotion starts when a precipitating event happens and warns an individual to some type of alterations in a personally significant goal (Stein, Hernandez, & Trabasso, 2008). An emotional episode is defined as a â€Å"sequence of events that includes the precipitating event; appraisals of the change in the status of a goal; the physiological and neurophysiological reactions that occur in relation to the change; the emotional reaction itself; and subsequent appraisal, planning, and behavior sequences carried out to cope with the impact of the goal change† (Stein, Hernandez, & Trabasso, 2008, p. 575). An emotional response of an individual should continue to be expressed or experienced if new meaning is realized from discovering a repeated event in order for the event to be connected to new information not previously accessed (Stein, Hernandez, & Trabasso, 2008). Appraisal theory contends that emotions rely on understanding the adaptational relevance or personal significance of a situation (Parkinson, 2001). Appraisal is influenced by several factors such as perceptual, sensory-motor, and cognitive processes (Parkinson, 2001). Furthermore, appraisal processes are believed to happen between input and output in a cognitive system of an individual (Parkinson, 2001). They are influenced by an ongoing dialogue, in which interpersonally distributed cognition was used to achieve emotional conclusions (Parkinson, 2001). When an individual describes his or her experience based on a given emotion, he or she has a tendency to manifest distinctive patterns of appraisal corresponding to the given emotion (Parkinson, 2001). This means that an individual’s everyday emotional representations are linked with relatively consistent attributes of appraisal profiles (Parkinson, 2001). References Brody, L. (2001). Gender, emotion, and the family. Cambridge, MA: Harvard University Press. Ekman, P. & O’Sullivan, M. (1991). Facial expression: Methods, means, and moues. In R. S. Feldman & B. Rime (Eds. ), Fundamentals of nonverbal behavior (pp. 163-199). Cambridge University Press. Parkinson, B. (2001). Putting appraisal in context. In K. R. Scherer, A. Schorr, & T. Johnstone (Eds. ), In Appraisal processes in emotion: Theory, methods, research (pp. 173-186). USA: Oxford University Press. Stein, N. L. , Hernandez, M. W. , & Trabasso, T. (2008). In M. Lewis, J. M. Haviland-Jones, L. F. Barrett (Eds. ), Handbook of emotions (pp. 574-586). United Kingdom: Guilford Press.