An Introduction to Reading and Writing Essay

Rounded = lifelike, full, dynamic, reader can predict future behavior because of an understanding of the personality – Protagonist = the hero or heroine, main person in the story, person on the quest, etc. – Antagonist = the person causing the conflict, in opposition to the protagonist, the obstacle, etc. – Flat = no growth, static – Stock = representative of a group or class (stereotypical) – Characters disclosed through †¢ †¢ †¢ †¢ †¢ Actions Descriptions, both personal and environmental Dramatic statements and thoughts Statements by other characters Statements by the author speaking as storyteller, or observer – Characters need to have verisimilitude, be probable or plausible Point of View †¢ Refers to speaker, narrator, persona or voice created by the author to tell the story †¢ Point of view depends on two factors: – Physical situation of the narrator as an observer – Speaker’s intellectual and emotional position †¢ †¢ †¢ †¢ First person = I, we Second person = You (uncommon) Third person = He, she, they (most common) Point of view may be: – Dramatic/objective = strictly reporting – Omniscient = all-knowing – Limited omniscient = some insight Setting †¢ Setting = a work’s natural, manufactured, political, cultural and temporal environment, including everything that characters know and own (place, time, objects) †¢ Major purpose = to establish realism or verisimilitude, and to organize a story †¢ Setting helps create atmosphere or mood †¢ Setting may reinforce characters and theme, in order to establish expectations that are the opposite of what occurs = irony Tone and Style †¢ Tone = methods by which writers and speakers reveal attitudes or feelings †¢ Style = ways in which writers assemble words to tell the story, to develop an argument, dramatize the play, compose the poem – Choice of words in the service of content †¢ Essential aspect of style is diction – Formal = standard or elegant words – Neutral = everyday standard vocabulary – Informal = colloquial, substandard language, slang Tone and Style (cont’d) †¢ Language may be: – – – – Specific = images General = broad classes Concrete = qualities of immediate perception Abstract = broader, less palpable qualities †¢ Denotation = word meanings †¢ Connotation = word suggestions †¢ Verbal irony = contradictory statements – One thing said, opposite is meant – Irony = satire, parody, sarcasm, double entendre †¢ Understatement = does not fully describe the importance of a situation – deliberately †¢ Hyperbole (overstatement) = words far in excess of the situation Symbolism and Allegory †¢ Symbolism and allegory are modes that expand meaning †¢ Symbol creates a direct, meaningful equation between: – A specific object, scene, character, or action – Ideas, values, persons or ways of life †¢ Symbols may be: – Cultural (universal) = known by most literate people (e. g. , white dove, color black) – Contextual (authorial) = private, created by the author Symbolism and Allegory (cont’d) †¢ Allegory is a symbol = complete and self-sufficient narrative (e. g. , â€Å"Young Goodman Brown†) †¢ Fable = stories about animals that possess human traits (e. g. , Aesop’s Fables) †¢ Parable = allegory with moral or religious bent (e. g. , Biblical stories) †¢ Myth = story that embodies and codifies religious, philosophical and cultural values of the civilization in which it is composed (e. g. , George Washington chopping down the cherry tree) †¢ Allusion = the use of other culturally well=known works from the Bible, Greek and Roman mythology, famous art, etc. Idea or Theme †¢ Idea = results of general and abstract thinking †¢ Literature embodies values along with ideas – In literature, ideas relate to meaning, interpretation, explanation and significance – Ideas are vital to an understanding and appreciation of literature †¢ Ideas are not as obvious as character or setting. It is important to consider the meaning of what you’ve read and then develop an explanatory and comprehensive assertion. †¢ Theme can be found in any of these: – – – – – Direct statements by the authorial voice Direct statements by a first-person speaker Dramatic statements by characters Figurative language, characters who stand for ideas The work itself.

You’re Not Special

Son of famed historian and Puller Prize winner David McCullough, English instructor David McCullough, Jar. Delivered one of the most controversial and memorable high-school commencement speeches on June 7, 2012. Addressing over 400 capped and gowned graduating students, family, and friends at Wellesley High School, McCullough humorous Introduction set the attention-garnering foundation for his main argument: to inspire his audience-?and this generation-?to be exceptional and lead extraordinary lives† (McCullough,Jar. ).Perhaps the most revocation piece of McCullough presentation is his simple and challenging proposition: â€Å"You're not special. † A direct response to the exigency that everyone Is uniquely gifted, the phrase was Immediately demonic by social media and generated a maelstrom of conflicting responses. But rather than analyze this comment as a self-evident rhetorical entity, it is instead important to review McCullough message In context. McCullough effecti vely frames ethical, logical, and pathetic appeals with preexisting commonplaces and a calculated delivery to further his positive precept for the future generation.Situated ethos primes McCullough audience and lends credibility to his argument before he even utters a word. A retro's ability to persuade, in fact, Is directly linked to their reputation: preconceived moral Judgments affect the perceived validity of the messenger (Crowley and Heehaw, 148). Thus, McCullough prestigious social standing-?devoted teacher, advocate of civic engagement, and son of a prolific academic-?commands respect and receptiveness.For example, McCullough authority as a scholar is reinforced by his reference to ancient philosophers and prominent literary figures: â€Å"You've learned, o, I hope, as Sophocles assured us, that wisdom Is the chief element of happiness. † By virtue of his extrinsic virtuosity, the audience perceives McCullough as reputable, a veritable expert in the field. This shared rhetorical lens, or commonplace, consequently establishes a positive Interpersonal dimension between McCullough and his audience and promotes attentive listening.An audience engaged with the rhetoric moreover shifts individuals' attitudes from indifference to acceptance or rejection, two states conducive to persuasion (163). Additionally, McCullough later assertions to carper the heck out of the diem† and resist the easy comforts of complacency' are bolstered by his social eminence. Ultimately, an exemplary rhetoric is more efficacious at telling his audience to be exemplary: McCullough message is transformed through situated ethos.Just as McCullough rhetorical proposition is strengthened through ethos, so too Is the effectiveness of his dialectical conclusion reliant upon all aspects of logical appeal. McCullough first lays an Inductive foundation on which to build his deductive argument that â€Å"You're not special. † This inundation, in fact, is augmented both in p otency and applicability by McCullough detailed enumeration of irrefutable instances and cognizance of contentious reasoning. Many of McCullough particulars demand belief without further elaboration; they are what Aristotle deemed â€Å"[†¦ J scientific demonstrations† (119).Indeed, McCullough statistical evidence not only serves as incontrovertible proof, 1 OFF encompassing: â€Å"So think about this: even if you're one in a million, on a planet of 6. 8 billion that means there are nearly 7,000 Just like you. † McCullough facts also carry eight because he utilizes outside expertise to corroborate his claims: â€Å"In fact, astrophysicists assure us the universe has no center; therefore, you cannot be it. † Furthermore, McCullough exposes the false pretenses on which many audience members claim academic superiority and distinction: â€Å"And I hope you caught me when I said ‘one of the best. But the phrase defies logic. By definition there can be onl y one best. You're it or you're not. † Interestingly, McCullough further demonstrates the fallacious nature of this reasoning by noting that the venue-?the Wellesley High football stadium-?is a literal level playing field. † Having not only piled on particulars† (124) but also shown the illogic of opposing claims, McCullough conclusion-?that no one is special-?readily follows. His subsequent deduction, thoroughly dependent on the strength of his inductive reasoning, is thus nearly inescapable.It goes as follows: No one is special; you are someone; you are not special. This syllogism certainly hearkens to the literal meaning of anthem, cutting right to the heart of the matter† (125). McCullough recognizes that an individual's response to a proposition is dependent on preexisting commonplaces which coalesce into larger ideologies. For this reason, his logical appeal challenges the normally unarticulated but widely held belief that everyone has talents which dif ferentiate them from others.By objectively attacking a near universal commonplace, McCullough makes his message relevant to his entire audience and indisputable. McCullough, in turn, concludes his speech with a collection of dialectical dictums: â€Å"Develop and protect a moral sensibility and demonstrate the character to apply it. Dream big. Work hard. Think for yourself. † These final developments are McCullough true proposition to the Wellesley High School graduates of 2012. Though improvable, the rhetorical impact and acceptance of such moral adages relies upon the perceived â€Å"wisdom† (119) of the rhetoric.Thus, McCullough compelling message-?his dialectical claims-?are substantiated by his logically sound reasoning, resulting in a message that fully resonates with the audience. McCullough also furthers his proposition by altering the emotional state of his audience and challenging commonplaces with pathos. Speeches are neither given nor received in a vacuum; McCullough audience, showered with accolades, brings with them preexisting states of self-absorption and entitlement.As such, a powerful change in emotional intensity is required to induce openness and receptivity. McCullough effects this change through pejorative language and indirect confrontation of sensitive commonplaces. His diction-?including words like â€Å"pamper,† â€Å"cosset,† â€Å"dote,† and â€Å"bubble-wrap†-?is colorful and conveys disparaging, valued judgments† (186). Similarly, his degradation of commonplace symbols like trophies ND awards contests the ideological underpinning that such achievements have intrinsic value: â€Å"If everyone gets a trophy, trophies become meaningless.We have of late, we Americans, to our detriment, come to love accolades more than genuine achievement. † Perhaps most inciting is McCullough cynical description of childhood, being doted upon and called sweetie pie. † The net effect is an em otional globalization of the audience which polarize beliefs and generates a genuine, hierarchy affects emotional responses-?individuals are less indignant at those of rater communal standing (176)-?McCullough position allows to him to temper his message and strike an optimal balance between boredom and excessive â€Å"C†¦ Enrage† (185). In this way, McCullough increases audience enforceability and the impact of his other rhetorical claims. Just as important as his rhetorical appeals is McCullough delivery, which confers eloquence on a seemingly scathing commentary. In truth, however, McCullough body language, tone, and cadence highlight some weaknesses as an orator. It was evident that he read from a manuscript, and he made no use of deliberate pauses to highlight certain concepts. As such, some of McCullough more grandiose ideas and imagery were not done justice.Nonetheless, McCullough mastery of one stylistic piece of ammunition is apparent: calculated perception and humor. His tasteful use of levity is effective because it appeals to all sectors of his audience; consider his references to baseball, marriage, Barney, M)LO,† and the universal distaste for Donald Trump's hair, which is â€Å"C†¦ ] quite a phenomenon. † McCullough humorous, multidimensional allure-?a emission unrepresented in multimedia portrayal-?makes the tenets of his oration memorable and adds a much needed human element.Through situated ethos, logos, pathos, ubiquitous commonplaces, and a cogent delivery, English instructor David McCullough, Jar. Effectively conveys a timeless and fundamental doctrine to his audience: to lead â€Å"The fulfilling life, the distinctive life, the relevant life. † And though a superficial synopsis of uniform Not Special† is a caustic condemnation of the future generation, a genuine examination reveals a much deeper, uplifting truth: life is not meant to be accomplished, but experienced.

Edward Snowden Essay

Does anybody like to be watched? At face value, nobody wants other people to know their secrets and possibly use those secrets against them and surely nobody want all their online information recorded and their phone call wired. So why is the National Security Agency (NSA) carefully taking down everything we do with their giant yeottabyte-computers deep in the Utah Desert? We know about this NSA scheme because of the leaker Edward Snowden who has been recently granted a one-year temporary asylum by the Russian government. Why Russia granted the asylum and why Snowden is even there can be tied to three basic concepts of intercultural communication, those of culture & social group, perspective, and cultural relativism. Edward Snowden was a â€Å"security contractor at the NSA for the last four year, employed by several private contractors† (Economist 8840, 23). After announcing that he leaked the information that the NSA is using a program code-named PRISM, which collects an unknown quantity of e-mails, internet phone-calls, photos, videos, file transfer, and social-networking data from the technology giants such as Google and Facebook, Snowden boarded a plane flight to Hong Kong. According to his followers, Snowden first fled into the arms of the Chinese and then the Russian because of the harsh treatments Private Bradley Manning, the leaker of military secrets to WikiLeaks, received. On August 1, Snowden â€Å"finally managed to break free of his confinement at the transit zone of Moscow’s international airport† after he received his asylum on Thursday. In theory, this event is deeply connected to three concepts of communication: culture & social group, perspective, and cultural relativism. The three concepts are all concepts that are based on an intercultural point of view, because they all represent our culture and the dif ferences it has with other cultures. Our culture is as distinct from other cultures as two different people, they think differently, and interpret and act in accordance only to their own maxims and perspectives. The government’s perspective is very different from Snowden’s perspective, without their perspective being different, Snowden would not have done what he did, or the U.S. would not be chasing him around the globe. In addition, if the Russian Government did not recognize cultural relativism, Snowden could never dream of getting an asylum from Russia. Our culture is a key factor of why the Snowden affair even began. Because our culture can be considered quite a zealous security culture, we impose such rules that social communities and  other culture may not approve. After â€Å"September 11th 2001, George Bush tipped the balance too far from liberty toward security† and the balance stayed off ever since (Economist 8847, 11). Due to the common American way of life, people prefer a way of living in which they receive the most amount of comfort. If you walk up to an American and ask him what he thinks is important in life, one of his many answers will be the enjoyment of life. Snowden is no exception, and thought that doing something that would potentially stop the government from watching us and make himself feel more comfortable when he use a phone is totally acceptable. While the government is thinking about tracking down potential criminals, Snowden is thinking about why he is being watched and record and wired every second of his life except when he is asleep. Snowden’s perspective is the same as the government in that they both want the best for the people, but they differ widely on how that is to be achieved. Snowden believes that in order for the people to be free and genuinely happy, they must be given the right of doing what they want without certain constrains such as having their telephone record collected when they are not suspected of crimes. On the other hand, the government believed that the more America knows, the better it is at defending itself. Due to the fact that Snowden had a different perspective from the government, he â€Å"handed over ‘thousands’ of classified documents† and showed Americans what the government is doing behind their backs and in front of their faces (Economist 8840, 23). Even though there has been questions regarding why Russia granted Snowden the asylum, it can be explained easily by the communication concept of cultural relativism. Cultural relativism recognizes that cultures vary in how they think and behave as well as in what they believe and value. This clarified the point that Russians do not think as Americans and their gover nment functions differently. If Russia were to think like the American government, it would have never looked for â€Å"trouble† with Snowden. Americans consider their own welfare above all other things; due to that, when the American government grants asylums to â€Å"criminals† desperately wanted elsewhere, the government rarely think about how it is affecting the other countries. Now, when the American government is put in this situation, it automatically assumes that all action done for Snowden’s benefit is for American’s detriment. On the Russian point of view, what they are doing may actually be a way to keep the  Ã¢â‚¬Å"Security-Prioritized Americans† from going to war with others for no good reason. It is posisble that Russia thinks that it is wrong for a country to be a hypocrite, and that the American government should â€Å"learn a little lesson† from Russia’s asylum grant. Edward Snowden would not have done what he did without his culture, his social group, and his perspective. On the other hand, Russia would not grant an asylum if they did not recognize cultural relativism. Over all, the Snowden affair has been a controversy between the people and the government. The people have to apply all the communication concepts to use in order to make the future of America the best possible, and the government has to make its best judgments based on the people’s decisions. Therefore, people should all learn be better communicators, thus become better citizens, and help their country at such times of need as this.

Ethics in Public Administration and Policy Study on Embezzlement Research Paper

Ethics in Public Administration and Policy Study on Embezzlement Behavior among Public Administrators - Research Paper Example Ethics in Public Administration and Policy Study on Embezzlement Behavior among Public Administrators This study must adopt this technique in order to achieve the intended outcomes. Government officials pertaining to the emerging or developing economies are often found to complain of insufficient compensation schemes and financial packages. The payment schemes of the government officials of such countries are formulated in terms of market rates owing to which the officials in public concerns of emerging economies are subjected to low pay scales. In Cambodia, Public Officials depend on rampant misappropriation of funds for their own private use. Again, ethical and legislative standards in such regions being weaker in nature like absence of proper laws to combat corruption contribute to the further escalation of the problem. Public officials usually engage in embezzlement on an individual basis without third-party intervention. Embezzlement behavior of government officials bears a strong relationship to the low salary payments provided to them that, in turn, fails to support their living conditions in this cost-driven economy (Myint, 2000). Further, the embezzlement behavior of these government officials is found to create potential impacts on the economy of the emerging economies thereby increasing their internal and external debt and similarly deteriorating economic and social structure. This is one of the factors that enhanced embezzlement.... Experimental design is appropriate for this study to collect data to identify the aspect of low salary that contributes to the behavior of embezzlement of funds among public administrators. This research design provides a blueprint of the process that facilitates the investigator to maintain control over the entire factors that may influence the outcome of an experiment. Embezzlement of funds among public administrators is financial fraud and to derive intended outcomes, the study must adopt this method. Experimental Research is frequently used where there is priority in time in a causal relation or if there is reliability in a causal relation and the magnitude and extent of the correlation is significant. Indeed, ethical leadership is public administration, and policy has a mandate to uphold objectives and organizational culture for the need of improving performance. Primary research can be done either through interviews or by sending or handling out questionnaires to the intended a udience. The current research envisages a research into a topic of public interest, and its findings are expected to be used as a remedial measure to address an issue of common interest. This will assist in curbing the tendency of embezzlement in the official and restore the trust of the public in them. Questionnaire: Collecting data through questionnaires is a common method in research. It encompasses a process of framing questions, the answers which can provide relevant information to the research questions. In this particular research, this design will help in obtaining direct information from public officials as well as those who have fell victims to any misappropriation by them. Interview Method: Conducting an interview with a sample population is the process through

Why should Schotland become independent Essay Example | Topics and Well Written Essays - 1000 words

Why should Schotland become independent - Essay Example ttish voted unanimously for the devolution of powers, which meant that despite Scotland being part of the UK, its government gained new more powers such as control of health care and education and in the first time a Scottish parliament (Pruitt, 2014). The quest for independence continued with the election of Alex Salmond in 2007 and subsequent re-election in 2011, which led to the approval of the 2014 independence referendum to end the 307- year old union with the UK even though the SNP party under the leadership of Alex did not win as anticipated. However, some of the major as to why Scotland should be independent include efforts to stop the mass nuclear weapon building, establish Scotland’s democracy, create opportunities for its citizens, end unfairness, and because it has capacity to support it operation. As with democracy, it means that it will endow Scotland self-determination ability and will possess full power in decision making in terms of political affairs. Such was the strong stand held by Salmond in May 2012, when he often stated; the Scottish people living in Scotland are better positioned to make the choices that affect Scotland (Carrell and team, 2014). The pro-independence campaigns by the proponents of the Scotland self-rule often stated that the union had a democratic deficit because United Kingdom is a unitary state and lacks a codified constitution. This deficit has often been used to refer to a period between the 1979 and 1997 United Kingdom elections, during when even though the Labour party holding majority seats in house, the Conservative Party ruled the entire UK. In reference to the instance, Alex Salmond said that such situations amounted to the lack of democracy and added that the Scottish people need to have the right choice for Scotland (independentscotland. org, 2014). Another reason for the independence quest is that with an independent Scotland, it will be easy to address the removal of the Trident nuclear weapons. The aftermath

International Finance Essay Example | Topics and Well Written Essays - 1750 words

International Finance - Essay Example Furthermore, the models have been estimated with Organization for Economic Co-operation and Development (OECD) estimates of the output gap in relation to the unemployment gap and use these two figures of the same period along with one-year-ahead forecasts for determining the inflation level in order to compare with the real economic activity. Thus, the article provides an assessment of four models with specified Taylor rule. Moreover, the performances of conventional monetary, Purchasing Power Parity (PPP), and interest rate differential model have been evaluated for comparing each of the four models (Molodtsova & Papell, 2010). Due to the unavailability of euro or dollar exchange rates till 1999 when the euro had been introduced, rolling regressions methods have been used to predict the exchange rate changing from the year 1999 along with 26 observations for each regression. However, the number of observations has been kept constant while deriving the results from the year ending 20 07 with 37 predictions, all the way through to 2010, with 45 predictions. The results have further been represented through three test statistics, namely, ‘ratio of the mean squared prediction errors (MSPE) of the linear and random walk models, DMW test of Diebold and Marino (1995) along with West (1996) and the CW test of Clark and West (2006)’ with the significant values of McCracken (Molodtsova & Papell, 2010). The results derived from the Taylor rule fundamentals model reveal an attractive apparent pattern. It has been observed that along with the variables of that period and rising inflation, MSPE of the Taylor rule model is lesser compared to MSPE of the random walk model. Furthermore, utilizing the CW and DMW tests at 5% or higher level for the early predictions of year ended 2007, it has been noted that the random walk null can be discarded in favor of the Taylor rule model. Therefore, following the number of predictions increase, the strength of the rejections increased which hit the highest level in 2008. However, from the next quarter of 2008, the strength of the rejections started to decline and thus, climbed to the extreme level of financial crisis thereby, favoring the Taylor rule specifications sharply. In 2009, the ‘phoenix’ Taylor rule forecasting evolved which was discarded in favor of Taylor rule models at 1% implication level for all specifications between 2009 and 2010. Although the pattern of results has similarities with the inflation level in the beginning of 2008, the strength of the rejections is weaker. Furthermore, the results derived from forecasted variables are weaker than actual variables from that period (Molodtsova & Papell, 2010). Mark (1995) theories focused on obtaining a set of long-run fundamentals from the different models which helped in evaluating out-of-sample forecasts on the basis of the difference between the present exchange rate and its value in the long run. Another part of the theory u ses the interest rate obscured by Taylor rule whereas, Molodtsova and Papell (2009) uses the variables that are utilized in Taylor rules to estimate the exchange rate predictions. Furthermore, the Taylor rule fundamentals model helps to evaluate the correlation between the exchange rate and a number of variables that

Comparisons and Contrasts of Countries and International Organizations Coursework

Comparisons and Contrasts of Countries and International Organizations on Various Economical, Political and Social Issues - Coursework Example The table above compares and contrast different countries basing on three major categories, political, economical and socially: Economically Energy sector is seen to be the dominant Economic sector as three of these states dwells on it as their Economic booster while USA, China and Kenya dwells on Service, Industry and Agriculture respectively. They all had a steadily rising HDI Index between 2012 and 2014 except Venezuela that declined in 2014 before rising again in 2015. Politically Most of these countries are headed by Presidents with unitary and Federals as their form of government organization. Socially USA, Kenya and Venezuela have got a high percentage of Christians with Qatar and Saudi Arabia dominated by Islam while China is dominated by Buddhism. Most of their official languages is English and are all faced by the problem of Corruption (Social policy in the UK, 2014).

Brand Identification Plays In Brand Loyalty and Brand Promotion Essay - 1

Brand Identification Plays In Brand Loyalty and Brand Promotion - Essay Example 3.2 Research Methods This research uses both primary data collection and secondary methods for testing the research hypothesis. The secondary research consists of a literature review that contains a critical analysis of the available literature and research on the customer brand identification, brand loyalty, brand promotion, customer satisfaction and retention. It also covers the theories on these variables and discusses any linkages between them. The primary research is carried out among 159 mobile customers in UK with the help of a questionnaire. The data collected in the city of York. Respondents of questionnaire were selected randomly and the target samples were shoppers from all age ranges from 18 to 66 years or more. Both males and females, who come out of retail settings, were used. The strategy used was to approach every third person coming out of a shops (Tesco, Asda, M&S, any high street shop, etc) to ensure that we get a random representative sample whose mindset is simil ar (shopping). Before giving the questionnaire to the respondents, the researcher explained the research rationale and asked the respondents to complete it based on their favorite mobile brand. Respondents were mainly females (51.6 per cent) in the age group of 18-35 (70.9 per cent). Tables given below give more details about the respondent characteristics: Respondents' Gender Frequency Percent Valid Percent Cumulative Percent Valid Male 77 48.4 48.4 48.4 Female 82 51.6 51.6 100.0 Total 159 100.0 100.0 Respondents' Age Frequency Percent Valid Percent Cumulative Percent Valid 18-25 55 34.6 34.8 34.8 26-35 57 35.8 36.1 70.9 36-45 35 22.0 22.2 93.0 46-55 6 3.8 3.8 96.8 56-65 3 1.9 1.9 98.7 66 or more 2 1.3 1.3 100.0 Total 158 99.4 100.0 Missing System 1 .6 Total 159 100.0 3.3 Research Design The research design consist of the sample size, data collection and sampling method, and analysis techniques. In this research we are using 112 items from previous studies to measure the relationsh ip between the customers and their favorite brands, using seven 7-point scale items Scale of Escalas (1996). All questions will have multiple choices (Caproni 2005, p.146).The results of the questionnaires will be used to make conclusions later in this study We used about 25 item scale of potential measures of model constructs from C.B Bhattacharya & Sankar sen study to measure the relationship between company identity and identity attractiveness and also to know the link between identity attractiveness and c-c identity : We used the findings of Ahearne et al (2005), to examine the link between customer – brand identification in first and second section of our survey (general question about customer and favorite brand) and also to describe the level of overlap between the costumer and brand identity. Questionnaire used was of a seven-point format like; strongly disagree, disagree, slightly disagree, neither agree nor disagree, slightly agree, agree and strongly agree. The res earch will also examine if the CBI have an important role towards the brand loyalty and also in the process of brand promotion. 3.4 Ethical considerations This research uses all the ethical

Homework Assignment Example | Topics and Well Written Essays - 1750 words

Homework - Assignment Example The scientific method of geologists is to collect information, observe it , try a lot of different assumptions, read and discuss other peoples papers and grope their way toward greater certainty, or at least figure the answers with the best odds. The Canadian shield, is a vast stretch of land covering the North America covered with thin layer of soil. It is also known as the Laurentian plateau. It is a collage of structural provinces composed of igneous rocks which are of volcanic origin. The areas covered in the shield have a deep, common, joined bedrock region in Eastern and Central Canada and in the North covering Great Lakes to the Arctic Ocean, and in the South covering part of USA. The Shield is one of the worlds richest areas in terms of  mineral  ores. It is filled with substantial deposits of  nickel,  gold,  silver, and  copper. Throughout the Shield there are many mining towns extracting these minerals. The Canadian Shield is a mosaic of structural provinces, each with characteristic internal structural trends and styles of folding. Volcanic eruptions and the movement of lava on the region lead to formation of folding on the surface. The Earths internal heat source provides the energy for our dynamic planet, supplying it with the driving force for plate-tectonic motion, and for on-going catastrophic events such as earthquakes and volcanic eruptions. This internal heat energy was much greater in the early stages of the Earth than it is today, having accumulated rapidly by heat conversion associated with three separate processes, all of which were most intense during the first few hundred thousand years of the Earths history: (1) extraterrestrial impacts, (2) gravitational contraction of the Earths interior, and (3) the radioactive decay of unstable isotopes. It is a theory that states that the Earth’s crust has been formed as a result of some worldwide occurring disaster, by some sudden, short-lived and violent sequence

Financial Reporting and Analysis Essay Example | Topics and Well Written Essays - 1000 words - 3

Financial Reporting and Analysis - Essay Example This principle can also be termed as accrual basis accounting. c) Purchase for store equipment or office equipment for less than $25 are entered in miscellaneous expenses. The matching principle is followed here. Expenses and revenues have to be matched if it becomes reasonable to do so. Expenses should be recognized when a particular work or product contributes to revenue. It is not when the work is done or when the product is produced. Income is recognized the same way with the expenses whether it is earned, incurred and received or spent. Consistency is enhanced through this principle. f) Land purchased 15 years ago for $40500 and now worth $346 000 is still carried in the books at $40500 on the basis of the historical cost principle. Land is a long term asset and should be reported in the balance sheet at its purchase cost rather than its current market value. This principle is based It should be based on the cost of acqusation. The information provided by this principle is reliable although lacks relevance and that the reason why Debts and Securities are now being reported at their market values. g) Zero corporation reports the possible loss of $1 million after it was sued for breach of contract in accordance with the principle of full disclosure. This principle ensures that all the important financial information is fully included in financial statements. This principle is important since it ensures that a company reflects even negative information and also highlighting positive impacts (Gibson, 2008). When the financial statements are audited, an opinion is expressed, the opinion of the auditor should be expressed on the opinion that generally accepted accounting principles are followed and applied on the basis of consistency as they were applied in the preceding year (Ramos, 2006). Unqualified opinion –this type of an opinion has no financial statements

The Five People You Meet in Heaven coursework evaluation sample Essay Example for Free

The Five People You Meet in Heaven coursework evaluation sample Essay 1. Person 1 The Blue Man Evaluate your drama showing the connection between the Blue Man and Eddie. Our drama worked well because our group had the advantage of having three people in the group, which meant we could create a drama different from anybody elses and develop the side range of idea we all had. However, working within a group of three when only two characters were needed, also meant it was harder to convey the emotion between The Blue Man and Eddie. The acting was good but we could have improved as some members of the group were not as focused as others. This could have been because we had to work hard to change and re-evaluate the main ideas of the drama as we had to work effectively in a trio. Next time, we should stay in role and motivate each other better. 2. Person 2 The Captain Evaluate the Forum theatre showing Eddies forgiveness as he understands why the Captain shot him in the leg. We used forum theatre to portray thus. It worked because the actors who volunteered were very enthusiastic and that flowed through into their acting. The audience contributed by giving advice to the actors, this was effective because we ended up with a different range of idea that contrasted well with each other. The moment was a bit disorganised, because we were improvising and some actors slipped out of role whilst in the spotlight. The acting was touch and go; strong when the ideas were flowing but weak when the ideas were running out of steam. To improve this next time we could pre plan where we want to go with the ideas. However, do it lightly as we would want the forum theatre acting to still possesses spontaneity. 3. Person 3 Ruby (and Eddies Father) Evaluate how you communicated one of the below. The damage of neglect / The damage of violence / The damage of silence What techniques did you use? We used two tableauxs Explain one key moment: As tableaux one was a light hearted and joyful picture of father and son, whilst tableaux two was a picture showing the strained relationship between the two; the transition between the two still images was very important. How effective was the piece and why? The piece was effective because the juxtaposition between the two tableaux was evident. What would you do differently in an ideal world? In an ideal world, I would have a background of a sunny walking trail (as this is suitable to the scene in which we set out still image), then in tableaux two the background would turn into a stormy grey. Also, the costume would be matching at first and very proper but in the second still image, we could consider having the son dressed in a more sloppy style that hints his rebellion towards his father. 4. Person 4 Marguerite explain how you chose to portray the concept of Love. What techniques did you use? A prominent technique used in our drama was mime; we developed the idea of using mime so the two people in love mined the words whilst the outsider of the group spoke out aloud. We also used projection to project an image of clouds onto the wall behind us, we wanted to create a clam effect at the beginning of the piece. Explain one key moment: A key moment was when person 1 and person 2 (the two in love) kissed; this showed the progression of their relationship. However person 3 is continually being ignored and can only watch whilst person 1 and person 2 fall in love. How effective was the piece and why? It was effective, because even though there was limited speech we conveyed the different emotions between the friends effectively. What would you do differently in an ideal world? In an ideal world, I would have more actors performing in the last scene as extras. When the friends finally meet after years of growing apart, it would look good if we had a crowd of bustling people that the main trio had to push past in order to escape an awkward meeting. However, we would need to think of ideas of how we could set apart the friends from the extras; we could consider using different clothing, spotlights or something else. Also, I would have the projection of the cloud turn into a completely different image at each stage of the friends life. For example; when they are children-clouds hovering above an open field, when they are teenagers-a graffiti brick wall, when they are young adults-a university campus, and when they are adults-an upmarket cafe or restaurant of some sort. 5. Person 5 Tala Evaluate the most moving part of Talas story for you explain WHY it was effective and How.

HCL Corporate Ethics Essay Example for Free

HCL Corporate Ethics Essay * Code of ethics statement:- HCL Core Values: * To uphold the dignity of the individual: In line with HCLT ‘s â€Å"Employees First† philosophy, wherein employees are the organization main focus, they place significant emphasis on the respect and dignity of every HCLT employee. HCLT employees are empowered to drive innovation, transforming client engagements and markedly improving client satisfaction. HCLT believes in valuing employees as individuals (not resources), upholding the dignity of all people and displaying tolerance and respect. * To honor all commitments: They keep their commitments to each other and with every stakeholder. * Commitment to quality, innovation and growth in every endeavor: HCLT is committed to supporting quality processes and employee productivity through a working environment and culture in which they feel appreciated and allow innovation to thrive. * To be responsible corporate citizens: They believe in encouraging a sense of social responsibility and to give back to society. They take pride in being a company with a strong social conscience. They firmly believe that every drop counts and every step aimed at helping the community is an important step. Their commitment to making a positive difference to the community and the environment in which they operate is a sustained effort and not just a one-off initiative. EFCS culture at HCL: They create value in a specific place, the interface between their HCLT employees and their customers. This is called the â€Å"value zone.† The â€Å"Employees First, Customers Second† (EFCS) philosophy is about placing the employees first and customers second to activate the value zone the place where the frontline employees interact with customers and create real value for them. This recognizes employees as the strategic elements, turns the management structure upside down and democratizes HCLT‟s functions and way of working. Every employee who works in the value zone is capable of creating more or less value. The whole intent of EFCS is to do everything that can enable those employees to create the most possible value. This approach has led us to take a number of actions to turn the organizational pyramid upside down. In other words, they want management to be as accountable to the people in the value zone as the people in the value zone are to management. Their recruitment and promotion policies are based on meritocracy and ability to learn, adapt and assimilate change. They ensure equal opportunities irrespective of gender, nationality, disability, sexual orientation, religion or ethnicity in hiring, pay and/or career advancement. They focus on promoting workplace diversity and have specific supplier vendor diversity programs.

Analysis of Inequality Reexamined by Amartya Sen

Analysis of Inequality Reexamined by Amartya Sen Harshal Bhoi Book: Inequality Reexamined Author: Amartya Sen The claims of equality in social arrangements are tested in Inequality Reexamined. Amartya Sen begins by identifying a common characteristic of virtually all the contemporary moral approaches to social arrangement. Amartya Sen studies thoroughly what equality and inequality are in different circumstances. The basic issue that divides the different approaches is not ‘whether equality’ but ‘equality of what’? Will a commitment to equality hide human differences? Let us consider some measurements on which equality may seem appealing such as rights, resources, achievements, and happiness. What’s more consider some of the facts of human diversity such as people differ in social circumstances, abilities and skills and preferences, and values. Diversity seems to cause problems for equality. The motive is differences along the latter dimensions do not include simultaneous equalization. Different skills and the differences of reward they command allude that equal rights will probably change into unequal material resources; differences of preference and value suggest that equal material resources will translate into unequal achievements. A blanket cling of equality, then, leads blindness to diversity. As an issue of human diversity, equality in any one area infers inequalities in others. One characteristic understanding of equality would oblige that individuals be guaranteed equal means for seeking after their disparate aims; a second would oblige that the distribution of resources guarantee everybody just as great results, similarly great lives. Amartya Sens Inequality Reexamined rejects both, arguing rather that individuals should face just as equally desirable life prospects-equal capability for working, to utilize his official terminology. Given the differing qualities of abilities, similarly attractive life prospects will oblige unequal means; given contrasts in what individuals make of their prospects, it will yield unequal results. Anyway, as indicated by Sen, it guarantees equality of effective freedom to accomplish prosperity. Inequality Reexamined covers numerous questions identified with inequality, its focal intention is to clarify Sens view that relevant egalitarianism calls for equality across individuals of abilities to function. Functionings consist of different doings and beings, for example, moving around, meeting expectations, being overall sustained, additionally more subjective states, for example, being happy and having sense of pride. Sens methodology from other egalitarian proposals essentially in two ways: 1 non-welfarist, as in workings other than satisfaction and 2non-resourcist as in the justness of a distribution cant be found out essentially by knowing the bundle of goods accessible to individuals. Sen advances the capability approach to solving a portion of the issues about which he is writing. The capability approach permits people the right and the ability to seek after their own particular prosperity inside their social orders. The equality Sen proclaims stems to a great extent from political and moral strengthening: It is a uniformity of chance. Sens capability methodology get conclusion to what people truly want. Sen wants to arrange his perspective as advocating equality of freedom to achieve as opposed to equality of opportunity, evidently in light of the fact that he discovers opportunity excessively related to a limited, formal conception. To complete the representation of the capability view, two capabilities concerning content and scope are vital. As to content: the necessity of equal capabilities for functioning does not oblige identity of capability sets. Unique capability sets may be just as great. Furthermore important, Sens intersection approach to the foundations of interpersonal correlations accentuates that matches of capacity sets may be incommensurable. Incommensurability emerges from the diversity of conceptions of the good. Incommensurability, and related limits on interpersonal comparisons of advantage, rises straight forwardly as an issue of the pluralism of conceptions of the good and the undesirability of resting correlations on a single conception; those points of confinement dont rely on upon epistemological or magical claims, or on natural gimmicks of extensive evaluative conceptions themselves. Assume we have full data and a set of conflicting conceptions of the good, each of which gives a complete ordering of capability sets. At that point, if we wish to find support within the diverse conceptions of the good for interpersonal correlations made for the reasons of a record of justice, we should face incommensurability. Anyway the wish to discover such support is itself one expression of the concern to accommodate diversity. An equivalent capability for functioning is a record of equity, not of the offset of political values. Despite the fact that Sen does not describe the full scope of political values, or their relative weight, he does note that equality of abilities is not a full account of justice. Consider two individuals who face the same limited capability set. In one case, then again, the limits reflect coercively forced legal restrictions; in the other they reflect internal weakness. In spite of the fact that this discrimination will go unrepresented in the space of capabilities, a conceivable record of justice cannot be for it. Thus, the capability perspective, central as it is for a theory of equality, cant be completely sufficient for it. There is a true need to acquire the demands of liberty as an additional principle. Any improvement in a specialists environment-cleaner water, for instance counts as a change capability for functioning: a change in water quality constitutes a change in the set of beings and doings that exist in an agents reach. However why does this change, separated from any further impacts it may have, constitute an increase in effective freedom? Improved water quality will probably reduce the amount of time that individuals need to use ensuring clean water, and that implies greater freedom. Be that as it may Sen goes further, demanding that the change itself constitutes an expansion of freedom, and not just a welfare gain. His reason is that the specialists would have chosen the change, and the idea of counterfactual decision what one would have chosen if one had the decision is relevant to ones freedom. Sens contention for the capability approach interfaces equality of capabilities to the naturally appealing thought of equivalent effective freedom. I agree with Sens stress on the estimation of effective freedom. Reasons behind being concerned with formal freedom are ordinarily also good reasons behind being concerned with effective freedom: in the event that we are concerned to guarantee formal freedom on account of its connection with the pride of individuals, or the importance of a public affirmation of equivalent worth, then we should likewise to be concerned about effective freedom with what people have the capacity do with their freedom. But Sen does not show a compelling case for the claim that ability for functioning explains the intuitive idea of effective freedom. Furthermore clearly capability is a more extensive thought. An additionally promising line of argument for the capability perspective proceeds by means of criticism of leading alternative accounts of equality. Sen argues specifically that the functioning perspective gives a superior interpretation of equality than equality of accomplishments or equality of means. Sens important focus in his discussion of equality of means is John Rawls. In A Theory of Justice, Rawls contends that justice commands the security of equal essential liberties and the maximization of the base level of earnings and wealth. Furthermore he urges that the fulfilment of these commands will accomplish the end of social justice, which is to increase the value to the slightest advantaged of the complete plan of equal liberty shared by all. The worth of liberty is a matter of what individuals can do with their rights-how beneficial the equal liberties are to them. As Rawlss emphasis on the worth of liberties indicates, then, he agrees with Sen that what matters for social justice is substantive or effective freedom. Where they disagree is that Rawls supposes that the worth of a persons liberty is determined by the level of the primary goods of income, wealth, powers, and authority at the persons disposal. That is why he thinks that protecting basic liberties and satisfying the difference principle-maximizing the minimum level of income and wealth-suffices to maximize the minimum worth of liberty. Sen, in effect, denies that primary goods are an adequate index of the worth of liberty: (e)quality of freedom to pursue our ends cannot be generated by equality in the distribution of primary goods. Human diversity suggests pervasive differences in the capacity of people to change target conditions (assets, primary goods, circumstances) into functioning. Furthermore that implies we shall not find anything such that balancing it ensures an interpersonal equalization of capability sets (something besides capability sets themselves). Or-accepting that those sets represent the extent of freedom nothing such that equalising it equalises the extent of freedom. Thus, on a fundamental level in any event, social assessment of equality, poverty, and justice should continue specifically as far as the extent of freedom as represented by capability sets and not regarding a subset of the components that focus the extent of freedom. Sens reactions of equality of achievement underscore its restricted power. Also his objections to equality of means specifically, primary goods-point as far as possible in that idea, as well. But the last criticisms are in the end less convincing. Sen is right in urging that justice requires a concern with the value of freedom; and, as cases of disability and desperation show, essential goods are at best case scenario an imperfect substitute for that worth. So there are some cases in which the concern for effective freedom committed to equality requires that we look beyond the distribution of essential goods. What is less clear is the way best to react to those limits. Both the essential goods view and the capability theory assume a capacity for individuals to take responsibility for their aims, and that obligation would require the individual to adjust their aims to the accessible scope of chances. On the off chance that this is correct, then given a background of far reaching opportunities, equal chances for individuals with equal abilities will significantly limit the scope of inequalities by the lights of the capability approach. In perspective of the instructive focal points of essential goods, we might use them CONCLUSION To finish up, Inequality Re-examined makes two key focuses: the first point is the truths of differences confuse our understanding of equality; and the second point is a conceivable origination of equality will have some association with the thought of equivalent access to what individuals have inspiration to value. What is less clear is that recognition of human diversity qualities obliges us, as an issue matter, to make examinations in regards to capabilities. Importance of incommensurability, restricted data, obligation, and the need-in any event as an issue matter-for a thought of seriousness recommend that essential goods correlations will suffice in the cases-separated from disability and desperation in which the capability methodology is generally dubious.

How is Sprawl Related to Landscape Change in Cities? Essay -- Urbaniza

How is Sprawl Related to Landscape Change in Cities? Over the past 20 years the 100 largest US urbanized areas have sprawled an additional 14,545 square miles according to the US Bureau of Census on Urbanized Areas. That was more than 9 million acres of natural habitats, farmland and other rural space that were covered over by asphalt, buildings and housing of suburbia. A major controversy in the efforts to halt the rural land loss is whether land-use and consumption decisions are the primary engines of urban sprawl, or whether it is the nation’s growing population boom that is providing the driving expansion. A good example of this rapid sprawl is the city of Chicago. It has had astonishing growth in the past years bringing about many new issues such as traffic congestion, surging housing markets, air pollution, loss of rural land and overcrowded schools. Through the redevelopment of existing cities like Chicago using methods like smart planning we can create livable areas, meet the needs of citizens and thus reduce the need fo r sprawl at the outer edge of existing cities. The main issues that will be covered are housing and human and social implications. The first issue is to define what sprawl is. There are many definitions of sprawl but the central component of most definitions seems to be this: Sprawl is the spreading out of a city and its suburbs over more and more rural land at the periphery of an urban area. This involves the conversion of open space (rural land) into built up, developed land over time. Organizations whose chief concerns involve urban planning goals may tend to emphasize qualitative attributes of sprawl, such as attractiveness, pedestrian-friendliness and compactness. But those who are ... ...y on the Sierra club sitehttp://www.crp.cornell.edu/faculty/pendall.htm taken from the Sierra Club site in the 1998 Chicago report. National Trust for Historic Preservation http://www.nationaltrust.org/ Weighing Sprawl Factors in large US Cities, http://www.sprawlcity.org/studyUSA/USAexecutivesummary.pdf Chicago Metro Case Study, http://www.sprawlcity.org/studyUSA/USAexecutivesummary.pdf Brownfield article, www.pollutionengineering.com/arcives/ Environmental Law and Policy Center, http://www.elpc.org/trans/visions/visions.htm William Cronon, Natures Metropolis, Copyright 1991, W.W. Norton and Company Inc., NY, NY. Planned Manufacturing article www.ncbg.org/tifhandbook/pmd.pdf Tax Increment Financing articles www.ci.chi.il.us/PlanAndDevelop/Programs/TaxIncrementFinancing.html www.ci.chi.il.us/PlanAndDevelop/Programs/TIF/Report.pdf

Cognitive Effects of Early Bilingualism Essay -- Bilingualism, Consequ

The American educational system has fallen behind other leading nations in the world in many respects, one of which is in bilingual instruction. This has traditionally been overlooked in the United States until the high school level. American children should be better prepared for the growing globalism and technological advances instead of losing educational opportunities due to lack of foresight. One necessary step is to introduce second language acquisition earlier in the education program. In addition to purely economic reasons, the positive effects to the cognitive development of the brain when introduced to a second language are many. The age of acquisition is crucial due to the plasticity of the brain which, according to the critical period hypothesis, begins to plateau after five years of age(Bialystok, 2012). The current policy in early education limits greatly the amount of extracurricular lessons provided in accordance with government policies such as No Child Left B ehind, which restricts school funding based on standardized testing only in certain subject areas. School programs, realistically beginning in elementary education, should include foreign language study due to the strong evidence that bilingualism in children can develop higher cognitive abilities which can be enhanced with proficiency and positively influence skills in other areas. Old arguments suggest that, â€Å"children who are instructed bilingually from an early age will suffer cognitive or intellectual retardation in comparison with their monolingually instructed counterparts† (Diaz 24). Much of the research from the past supporting this argument focused on older bilinguals, mostly adults who may have shown competent abilities in a second langu... ...pact of Bilingualism on Cognitive Development.† Review of Research in Education 10 (1983): 23-54 Dijkstra, Ton. â€Å"Task and Context Effects in Bilingual Lexical Processing.† Cognitive Aspects of Bilingualism (2007): 213-235. Garcia-Sierra, Adrian, Randy L. Diehl, and Craig Champlin. â€Å"Testing the double phonemic boundary in bilinguals.† Speech Communication 51 (2009): 369-378. Kovacs, Agnes Melinda. â€Å"Beyond Language: Childhood Bilingualism Enhances High- level Cognitive Functions.† Cognitive Aspects of Bilingualism (2007): 301-323. Mechelli, A., Crinion, J. T., Noppeney, U., O’Doherty, J., Ashburner, J., Frackowiak, R. S., and Price, C.J. 2004. Structural plasticity in the bilingual brain. Nature. 431: 754. Siegal, Michael, Laura Iozzi, and Luca Surian. â€Å"Bilingualism and conversational understanding in young children.† Cognition 110 (2009): 115-122.

My Three Wants :: essays research papers

Abraham Maslow has made a distinction between needs and wants. A need is a basic human requirement. On the other hand, a want is a conscious desire for something. As for me, my wants are influenced by the aspirations of my heart! First, I want to attend college, Second, I want to build a Support Ministry, for hurting people, and I personally want to enjoy the splendor of life. At this point in my life these are the three wants that are most important to me. Certainly, attending college is something that I have always wanted to accomplish in life. Over the years I have become infatuated with a desire to achieve knowledge. Now as I re-enter the environment of education I look forward to every opportunity of learning, and I am excited about the virtually limitless possibilities that will be opened to me. While in college I want to do all that I can to improve myself, so that I will be able to help others. Besides, education is utterly useless if there's no one to share it with. Therefore, I want to use my education to help other people. One of the most painful pictures in this human life is to see the effect of a life devastated by physical or emotional pain. Therefore, I want to work as intensely as I can to build a Support Ministry for hurting people everywhere. I want to provide a place of comfort and support, but most of all I want to lend a listening ear. As I strive to reach these goals, it is important for me to continue my own personal journey to enjoy life to its fullest. I want to be committed to a life lived and guided by Christ. On the whole, it is my heartfelt desire to achieve my full potential in life, and to become all that God would have me to be. I am convinced that God has allowed me to live and put in me a want to be educated and a desire to build a support ministry to help others.

Maori Culture Essay

Abstract The Maori, which means â€Å"ordinary or common,† arrived in New Zealand in the 14th century. Polynesian by descent, they came from the mythical land of Hawaiki, believed by many experts to be a combination of places, including Tahiti, Samoa, Hawaii and the Cook Islands. Upon arriving in New Zealand, the Maori dubbed the picturesque land Aotearoa, or â€Å"land of the long white cloud.† The Maori Culture The Maori like many other Pacific Islanders started their journey in a canoe. Living on an island afforded the Maori with a unique and diverse culture that is still evident in Modern day New Zealand. In the next few pages I will give you a brief glimpse of the Maori way of life then and now. I will discuss the belief and value system, gender roles, healing the sick and also the impact of Colonialism on the Maori way of life. There are three basic beliefs and values of the Maori. I nga wa o Mua, Whakapapa and Mana. I nga wa o Mu. Maori believe that ancestors and supernatural beings are ever-present and able to help the tribe in times of need. The Maori world view is to look in front of us to the past for guidance as that is where we came from. It was because of this philosophy that the Maori did not conveniently forget about the Treaty of Waitangi once it was signed. Through facing the past they can learn from past mistakes and not repeat them. This concept is totally reversed in other cultures, who try to encourage them to forget about the past and to put things behind them Whakapapa Whakapapa translated means genealogy. The Maori believe that everything and everyone are connected and therefore a part of their Whakapapa. Whakapapa includes genealogies of spiritual and mythological significance, as well as information about the person’s tribe and the land he or she lives on. The Whakapapa is passed down orally in the form of stories. One of the most famous stories is story of the creation of Aotearoa. Aotearoa was pulled from the sea by the demi god Maui. Maui was the last of five brothers and was known to be clever. He hid in the canoe of his brothers and when they would not give him bait to fish he took his magical hook and slashed his face and smeared the blood on his hook so that his blood would attract the fish. Smelling the blood the god of the sea gave Maui his biggest fish. Maui asked his brothers to not cut up and eat the fish until proper arrangements had been made to appease and thank the gods for their gift. While Maui was on land trying to pull the boat to shore his brothers started to cut the fish because it started to move. That is why Aotearoa the fish and the mountains and the valleys are where Maui’s brothers tried to cut the fish. Mana According to the Merriam-Webster dictionary, Mana is â€Å"Among Polynesian and Melanesian peoples, a supernatural force or power that may be ascribed to persons, spirits, or inanimate objects. Mana may be good or evil, beneficial or dangerous, but it is not impersonal; it is never spoken of except in connection with powerful beings or things. The term was first used in the 19th century in the West in connection with religion, but mana is now regarded as a symbolic way of expressing the special qualities attributed to persons of status in a hierarchical society, of providing sanction for their actions, and of explaining their failures†. The Maori believe in three forms of Mana. The first type of Mana is the Mana that you have when you are born. This Mana comes from your Whakapapa and can attribute to the rank and status of your descendants. This Mana is not only the ancestor themselves but also the deeds that they did and the skills, traits and abilities taught to them by their tupuna (elders). The second type of Mana is Mana given to you by other people. Today there are people who seek Mana and deliberately go around trying to gain Mana by telling people about their own importance. There is a Maori saying: â€Å" The Kumara does not talk about its’ own sweetness.† But Mana seekers do exactly that. Humbleness is a very highly valued trait in the Maori world. Many of the great leaders are very humble people, hence part of their greatness. The Maori people sing their praises, thereby heightening their Mana. You will never hear the great leaders singing their own praises. It is not that they are trying to be humble; it is that they just are. The third type of Mana is Mana from the group. The best example I could come up with is the Mana of the marae. The marae is the sacred courtyard that you must be formally invited to enter for the first time. The marae is where challenges are met and issues are debated. When you stay on a Marae all are treated well and fed great food. When the visitor leaves they tell everyone about the great time they had thus increasing the Mana of the marae. If they tell everyone they were treated ill and unkind then the Mana of the marae decreases. Traditional Maori folklore focuses on oppositions between pairs, such as earth and sky, life and death, and male and female. From the time of creation the original couple, Rangi (sky) and Papa (earth) were locked in sexual union until the god Tane was able to push them apart and provide for the creation of human life. So as you can see opposition existed before the creation of human life according to Maori traditional stories. It then would suffice that opposition would exist throughout Maori culture. Premarital sexual relationships were considered normal for Maori adolescents. Both males and females were expected to have a series of private relationships before they married. When Maori females became sexually active, they were to publicly acknowledge this so that they could become tattooed. Tattooing marked their ritual and public passage into adulthood. It was also considered extremely attractive and erotic. Tattooing among the Maori was highly developed and extremely symbolic. Maori facial tattoos were created by two methods. One was by piercing and pigmenting the skin with a tattooing comb. The other was by creating permanent grooves in the face with a chisel-like instrument. . Females were also tattooed in Maori society. Female facial tattooing was known as ta ngutu. Designs were placed on the chin and lips. When it comes to sickness and healing in Maori culture things were very different before Colonization. In traditional times before the colonization of New Zealand, Maori saw science and religion as the same entity and believed that illnesses were caused by supernatural sources. Maori had a good concept of anatomy, physiology and the use of plants for healing; however there was an undefined distinction between the mind and body. Maori believed an evil spirit or a type of witchcraft would attack an individual to cause ill-health as a punishment for breaking the tapu (sacred restriction) of the family that the spirit belonged to. This type of illness was called mate atua (disease of the gods) since there was no obvious physical cause. The individual would experience pain, weakness, loss of appetite, malaise, fever and occasionally delirium due to possession of the spirit. When Captain James Cook colonized New Zealand in 1830 he brought with him, evasive plants and animals as well as guns, alcohol and diseases that the Maori were previously exposed to. New Zealand’s isolation meant that the Maori people lacked immunity to bacterial and viral infections that were common in other countries. The Maori found that their healing methods were ineffective against the new diseases and had to rely on the medicines of the missionaries. The effectiveness and popularity of the missionaries’ medicines assisted in the conversion of Maori to Christianity. It appeared to the Maori that the Christian god had superior powers and this attributed to the health and prosperity of the Europeans. The fundamentals of Maori society, culture, religion and medicine became strained as religion was involved in their everyday lives and many of their beliefs were based upon it. The people began to lose their Mana due to the shift of religion and the spread of Western knowledge undermining the tohunga’s ( spiritual leader) authority The downfall of the whare wananga (school of learning) was also due to conflict between Maori religion and Christianity. In 1907 the Tohunga Supression Act was passed due to concern being raised over the practice and safety of some tohunga. Maori healing was seen as ‘dangerous’ by Western modern medicine as it was not scientifically proven. The Tohunga Suppression Act was repealed in 1962 however this had little significance as some tohunga had practiced throughout the 20th century especially in remote rural areas of the country. Tohunga are still significant in current Rongoa Maori however modern tohunga have not been trained in traditional methods giving them a position of authority and prestige however they are still recognized as experts in their field. Many modern tohunga showed potential in their childhood by spending time with their elders and learning tribal and cultural lore. They then became an apprentice under an established tohunga to learn their expertise Current Maori healthcare is based on a holistic model that incorporates the physical, emotional, family and spiritual aspects of health. Each aspect must be treated or used to ensure full recovery of a patient. The current function of modern tohunga is varied. Conventional medicine is incorporated into the tohunga’s practice however traditional methods of karakia (chants) and inoi (prayer) are still extensively used. Native plants for medicinal purposes are widely used however application of uses varies between each practitioner. References 1. Franklin- Barbajosa, Cassandra. â€Å"Tattoo: Pigments of Imagination.† National Geographic News. March 7, 2008. http://ngm.nationalgeographic.com/ngm/0412/online_extra.html 2. Maori.org.nz. http://www.maori.org.nz/ 3. â€Å"Moriori.† Encyclopedia Britannica Online. http://www.britannica.com/eb/article-9053755/Morior 4. The Legend of Maui. http://www.sacredtexts.com/pac/maui/maui04.htm 5. The Definition of Mana. http://www.merriam-webster.com/dictionary/mana 6. Maori Colonization. http://www.heritagehistory.com/www/heritage.php?Dir=eras&FileName=britain_11.php

Maslow’s Hierarchy of Needs Essay

1)Explain the motivation problem with the hourly-paid employees in this organization in terms of the content models of motivation. What are the other things that the human resources manager is referring to in speaking of things besides money, conditions, and fringe benefits that are needed to motivate employees? The first theory that is briefly presented is Maslow’s hierarchy of needs. After which, this is linked to the needs of Tom, Rajina, and Harry. Maslow’s Hierarchy of Needs Perhaps, the most famous theory of satisfaction and motivation was developed by Abraham Maslow (1954 in Loop, 1994). Maslow believed that employees would be satisfied with their jobs at any given point in time if certain needs were met. Maslow believed that there are five major types of needs and these needs are hierarchical – that is, lower level needs must be satisfied before an employee will be concerned with the next level of needs. Basic biological needs. Maslow thought that an individual first seeks to satisfy basic biological needs for food, air, water, and shelter. An individual who does not have a job, is homeless, and is on the verge of starvation will be satisfied with any job as long as it provides for these basic needs. When asked how well they enjoy their job, people at this level might reply, â€Å"I can’t complain, it pays the bills. † Safety needs. After the basic biological needs have been met, a job that merely provides food and shelter will no longer be satisfying. Employees then become concerned about meeting their safety needs. That is, they may work in an unsafe coal mine to earn money to ensure their family’s survival, but once their family has food and shelter, they will remain satisfied with their jobs only if their workplace is safe. Safety needs have been explained to include psychological as well as physical safety. Psychological safety – often referred to as job security – can certainly affect job satisfaction. For example, public sector employees often list job security as a main benefit to their jobs – a benefit so strong that they will stay in lower paying public sector jobs rather than take higher paying, yet less secure, jobs in the private sector. Social needs. Once these first two need levels have been met, employees will remain satisfied with their jobs only when their social needs have been met. Social needs involve working with others, developing friendships, and feeling needed. Organizations attempt to satisfy their employees’ social needs in a variety of ways. Company cafeterias provide workers the place and opportunity to socialize and meet other employees, company picnics allow families to meet one another, and company sports programs such as bowling teams and softball games provide opportunities for employees to play together in a neutral environment. Ego needs. When social needs have been satisfied, employees concentrate next on meeting their ego needs. These are needs for recognition and success, and an organization can help to satisfy them through praise, salary increases, and publicity. Ego needs can be satisfied in many ways. For example, many organizations use furniture to help satisfy ego needs. The higher the employee’s position, the better his office furniture. Self-actualization needs. Even when employees have friends, have earned awards, and are making a relatively high salary, they may not be completely satisfied with their jobs because their self-actualization needs may have not been satisfied yet. These needs are the fifth and final level of Maslow’s needs hierarchy. Self-actualization may be best defined by the US Army’s recruiting slogan, â€Å"be the best that you can be. † An employee striving for self-actualization wants to reach her potential in every task. Thus, employees who have worked within the same machine for 20 years may become dissatisfied with their jobs. They have accomplished all that they can with that particular machine and now search for a new challenge. If none is available, they may become dissatisfied (Knoop, 1994). In the case study, it has been pointed out that Tom does not seem to be simply motivated by money alone, suggesting that he has probably gone beyond the basic biological needs. There should be effort on the part of his supervisor to look for esteem or self-actualization needs, perhaps. One option is for his job to be enriched. This is also true in the case of Rajina who does have loyalty to the company, but is not too assertive. She may be asked to engage in activities that will increase her self-esteem. Finally, Tom is easily motivated by monetary rewards, and may be rewarded and motivated by these. Still another theory is the two factor theory of Herzberg. Two-factor Theory Still another needs theory, which reduces the number of needs to two, was developed by Herzberg. He believed that job-related factors can de divided into two categories, motivators and hygiene factors – thus the name two-factor theory. Hygiene factors are those job-related elements that results from but do not involve the job itself. For example, pay and benefits are consequences of work but do not involve the work itself. Similarly, making new friends may result from going to work, but it is also not directly involved with the tasks and duties of the job. Motivators are job elements that do concern actual tasks and duties. Examples of motivators would be the level of job responsibility, the amount of job control, and the interest that the work holds for the employee. Herzberg believed that hygiene factors are necessary but not sufficient for job satisfaction and motivation. That is, if a hygiene factors is not present at an adequate level (e. g. the pay is too low), the employee will be dissatisfied. But if all hygiene factors are represented adequately, the employee’s level of satisfaction will only be neutral. Only the presence of both motivators and hygiene factors can bring job satisfaction and motivation. Herzberg’s theory is one of those theories that makes sense but has not received strong support from research. In general, researchers have criticized the theory because of the methods used to develop the two factors as well as the fact that few research studies have replicated the findings obtained by Herzberg and his colleagues (Knoop, 1994). McClelland’s Needs Theory The final needs theory was developed by McClelland (1961 in Knoop, 1994) and suggests that differences between individuals stem from the relationship between a job and each employee’s level of job satisfaction or motivation. McClelland believed that employees differ in their needs for achievement, affiliation, and power. Employees who have a strong need for achievement desire jobs that are challenging and over which they have some control, whereas employees who have minimal achievement needs are more satisfied when jobs involve little challenge and have high probability of success. In contrast, employees who have a strong need for affiliation prefer working with and helping other people. These types of employees are found more often in people-oriented service jobs than in management or administration (Smither & Lindgren, 1978). Finally, employees who have a strong need for power have a desire to influence others rather than simply be successful. Research has shown that employees who have a strong need for power and achievement make the best managers (Stahl, 1983) and that employees who are motivated most by their affiliation needs will probably make the worst managers. It is apparent from both theories that Tom, Rajina and Harry may have need for hygiene factors to increase their productivity. This means that management must offer motivators to retain them or to motivate them to work more. 2)Building on the response to Question 1, explain the motivation of the hourly-paid employees in this company in terms of the process models of motivation. Based on the information provided by the confidential interviews, what would you guess are some of the expectancies, valences, and inequities of the hourly-paid employees of this company? How do these compare to those of Pat (the Director of Manufacturing and Operations)? Based on Vroom’s expectancy theory, Tom, Rajina and Harry have varying valences, expectancies and instrumentality. For example, in the case of Tom, values inspiration and motivation – which are intangibles. However, he is not motivated because he does not receive this from the company. He also does not believe that exerting more effort at work would allow him to receive such inspiration. In the case of Rajina, she has a high need for esteem, which she does not experience because she does not know to advertise her efforts to colleagues. Recognition is what may be given to her to compensate for her efforts and loyalty. There is no direct link from her perspective, of exerting more effort at work, and receiving such recognition as reward. Finally, Tom puts great premium on monetary rewards and benefits. However, based on the perceptions of hourly paid employees in general, there is no significant difference between those who work hard and those who contribute little. A compensation and bonus scheme reflective of relative contribution must be established to motivate employees like him. Based on these information, how can management leverage on the motivation of employees to enable them to attain higher productivity? Individual differences theory postulates that some variability in job satisfaction is due to an individual’s personal tendency across situations to enjoy what she does. Thus, certain types of people will generally be satisfied and motivated regardless of the type of job they hold (Weaver, 1978). The idea also makes intuitive sense. We all know that people who constantly complain and whine about every job they have, and we also know people who are motivated and enthusiastic about every job or task. First, we should be aware of the fact that there are several factors that affect our hourly paid employees’ satisfaction. Apart from money and fringe benefits that motivate employees like Harry, personality is another factor to consider. Whether the consistency in job satisfaction is due to genetic or environmental factors, there appears to be a series of personality variables that are related to job satisfaction. That is, certain types of personalities are associated with the tendency to be satisfied or dissatisfied with one’s job. Judge et al. (1998) have hypothesized that these personality variables are related and involve people’s outlook on life (affectivity), view of their self-worth (self-esteem), ability to master their environment (self-efficacy), and ability to control their environment (external vs. internal locus of control). People prone to be satisfied with their jobs have high self-esteem, high self-efficacy, high positive affectivity, and an internal locus of control. Research supporting this view has come from Judge et al. 1998), who found a significant correlation between a combination of these four variables and job satisfaction, and from Garske (1990), who found that employees with high self-esteem are more satisfied with their jobs than are employees low in self-esteem. Results consistent with the core evaluation theory were reported by Dubin and Champoux (1977), who found that some people are happier in their jobs than people without this focus. Moreover, the degree to which they are satisfied with their lives is also another determinant of their motivation on the job. Judge et al. 1998), Judge and Watanabe (1993), and Tait et al. (1989) have theorized not only that job satisfaction is consistent across time but that the extent to which a person is satisfied with all aspects of her life (e. g. marriage, friends, job, family, geographic location) is as well. Furthermore, people who are satisfied with their jobs tend to be satisfied with life. These researchers found support for their theory, as their data indicate that job satisfaction is significantly correlated with life satisfaction. Thus, people happy in life tend to be happy in their jobs and vice versa. Individual differences theories postulate that some employees are more predisposed to being motivated than others. Such things as genetics and affectivity are involved in the extent to which some people tend to always be satisfied with their jobs and others always dissatisfied. However, rather than genetics and affectivity, self-esteem, need for achievement, and intrinsic motivation tendency are the individual differences most related to work motivation. To be able to address hourly employees’ intangible needs, there must be much effort on management’s part to increase employees’ self-esteem. These may not be too applicable for Harry who seems to be more motivated by basic needs, i. e. money and fringe benefits. There are various ways of carrying this out, as follows: Employees who can attend workshops or sensitivity groups in which they are given insights into their strengths. It is thought that these insights raise self-esteem by showing the employee that he has several strengths and is a good person. Management also ought to provide hourly paid employees with experience on success. With this approach, an employee is given a task so easy that he will almost certainly succeed. It is thought that this success increases self-esteem, which should increase performance, then further increase self-esteem, then further increase performance, and so on. This method is based loosely on the principle of self-fulfilling prophecy, which states that an individual will perform as well or as poorly as he expects to perform. In other words, if he believes he is intelligent, he should do well on tests. If he believes he is dumb, he should do poorly. So if an employee believes he will always fail, the only way to break the vicious cycle is to ensure that he performs well on a task (Knoop, 1994). Particularly in the case of Tom, management has to think of ways to motivate him to achieve. Employees who have a strong need for achievement desire and are motivated by jobs that are challenging and over which they have some control, whereas employees who have minimal achievement needs are more satisfied when their work involves little challenge. Employees who have a high need for achievement ate not risk takers and tend to set goals that are challenging enough to be interesting but low enough to be attainable. Employees with a high need for achievement need recognition and want their achievements to be noticed. To increase motivation, goal setting should be used. This is particularly applicable in Tom’s and Rajina’s case who do not seem to perform well without adequate supervision. With goal setting, each employee is given a goal, which might be a particular quality level, a certain quantity of output, or a combination of the two. For goal setting to be most successful, the goals themselves should possess certain qualities. First, they should be concrete and specific. Setting more specific subgoals can also improve performance (Klawsky, 1990). Second, a properly set goal is high but reasonable (Locke & Latham, 1990). To increase the effectiveness of goal setting, feedback should be provided to the employee on his progress in reaching his goal (Locke & Latham, 1990). Feedback can include verbally telling an employee how he is doing, placing a chart on a wall, or displaying a certain color of light when the employee’s work pace will result in goal attainment and a different color of light when the pace is too slow to reach the goal. Feedback increases performance best when it is positive and informational rather than negative and controlling. Another set of theories hypothesizes that workers are motivated when they are rewarded for their behavior. As a result, organizations offer incentives for a wide variety of employee behaviors, including working overtime or on weekends, making suggestions, referring applicants, staying with the company (length of service awards), coming to work (attendance bonuses), not getting into accidents, and performing at a high level (Henderson, 1997).

An Interpretation of Horace’s Art of Poetry Essay

The epistle from Horace’s Art of Poetry was not merely a guide for good literature, but it was a sophisticated writing that displayed his principles and wisdom, and the contemporary Hellenistic influence on the Romans. Horace’s profound work clearly asserted his position as a literary master. Throughout his letter to Piso, he was able to make his description interesting and explanation convincing. He exhibited his expertise in literature by presenting detailed guidelines to write proficiently. Among his suggestions, he stressed precision, good iambic lines, and proper literary styles and formats. He also emphasized on the importance to strive for unity, as the writing would lose strength without coherence. If he were not a master at literature, he would not be able to discuss the technical details in depth. Furthermore, Horace was not only a man with distinguished achievements, but he was also a man with great principles. With many people yearning for success, he described Rome as â€Å"a nation greedy just for fame† (129). He criticized the Romans for being indulgent and materialistic. Since everybody was so absorbed in earning money, he asked, â€Å"what poems can we expect to write worth coating with protective oils and storing in fine wood?† (129). To Horace, money was not the primary motivation to pursue his writing career, and that explained why Horace rejected Augustus’s offer to become his secretary, which was an honorable position for a freed man. With his great virtues and morals, Horace was undoubtedly one of the best poets in the Roman Empire. Horace’s writings revealed the dominant Hellenistic influence. They were eloquent and highly intellectual, much nearer to that of the scholarly Greek writers of the Hellenistic period. He showed that he possessed deep knowledge of the Greek literature, since he often referred to Greek writers and to their plays. In his letter to Piso, he used Homer’s Odyssey as an example of great literature. â€Å"Make your models Greek,† as Horace declared, â€Å"and turn their pages nightly; turn them daily too† (127). This indicated his fondness of the Greek models. In addition, he mentioned that poets â€Å"[sung] about Italian themes in tragedies and comedies attired in Roman clothes† (128). Evidently, Hellenism had impacted not only Horace, but also the contemporary poets. By observing how Hellenism had revolutionized the  theoretical thinking of the poet of Rome, one can conclude that the impact of Hellenism was unquestionably prominent. Horace’s work of art demonstrated his expertise in writing, as well as the Hellenistic influence on Roman writers. Horace declared, â€Å"To flee vice is the beginning of virtue, and to have got rid of folly is the beginning of wisdom.† And Horace’s wisdom had presented new insights to the ancient Roman Empire. In studying Horace’s polished writings and distinguished qualities, scholars can further investigate how Greek culture had progressively integrated itself to the ancient Roman’s lives. J. Atchity, Kennedy. The Classical Roman Reader. New York: Oxford University Press, 1997

Resposibilities and Relationships in the Lifelong Learning Sector Essay

It is the responsibility of the teacher to make the teaching area a safe and fair environment to learn in and teachers should be aware of, and keep up to date with key legislation relating to this. The Health and Safety at Work Act (1974) covers a number of duties relating to teaching and learning. Risk assessments should be carried out and risks properly controlled to ensure a safe working environment. Besides the Health and Safety at Work Act itself there are important pieces of legislation that would apply to a sewing workroom environment. 1. Provision and Use of Work Equipment Regulations. 1998: require that equipment provided for use at work, including machinery is safe. 2. Manual Handling Operations Regulations 1992: cover the moving of objects by hand or bodily force. 3. Electricity at Work Regulations 1989: require people in control of electrical systems to ensure they are safe to use and in a safe condition. The Equality Act (2010) aims to eliminate discrimination based on age, disability, race, religion, belief, gender and sexual orientation. It places a duty on teachers to make reasonable adjustments for disabled people. It also provides protection against discrimination relating to pregnancy and maternity. Teachers must also adhere to the Children Act (2004) that places a statutory duty on them to make arrangements to safeguard the welfare of children. The Act gives responsibility to local authorities to make enquiries when anyone contacts them with concerns about child abuse. The aim is for every child, whatever there background or circumstances, to have the support to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being ii) Following the Further Education Workforce Reforms 2007 New Regulatory Requirements state that all new teachers are to hold or acquire within a specified period of time: A ‘Preparing to teach in the Lifelong Learning Sector’ (PTLLS) award or its equivalent as a minimum license to teach for all who have an element of teaching in their role irrespective of job title; and either A diploma in teaching Level 5 status for those in a teaching role; or A Certificate in Teaching in the lifelong learning sector at Level 3 or 4 All new teachers must demonstrate through professional practice that they meet the standards and can use effectively the skills and knowledge acquired in teacher training. iii)The Institute for Learning (IFL) is an independent professional body for teachers, trainers, tutors and trainee teachers across the FE and skills sector. It has a code of conduct which outlines the behavior expected of its members. Briefly it states that members shall: Behave with Professional Integrity Respect the rights of learners and colleagues Take reasonable care to ensure the safety and welfare of learners Provide evidence of CPD according to IFL policy and Professional Practice guidelines Ensure disclosure of any cautioning or conviction of a criminal offence Be responsible for acting in accordance with the conditions of membership and assisting the Institute with any investigation. b) Boundaries The Teaching or Training Cycle consists of five processes namely: Identifying Needs – The purpose is to identify if the students face any barriers which may affect their learning or if they have any additional needs. There are many ways to do this and could involve; looking at their initial application if one is completed before the course starts, an informal discussion, observation during a class activity or by an initial test or assessment. It is also important to ensure that the student is on the correct course and to offer any advice perhaps with funding or travel referring them if necessary. The process will also help with the planning of the course as it will help the Tutor design a course suitable for the skills and experience of individual class members. Plan and Design Learning – This stage involves the planning of the content of the course. A scheme of work will be designed to plan the content of each session and lesson plans devised to organize them in more detail. When possible agreeing individual learning plans can be agreed with students and contingency plans made to take into account different needs of the learners. This would also be the opportunity to prepare learning resources and activities. Risk assessments need to be carried out and all attempts made to create a safe, positive and accessible learning environment. Deliver – A Teacher should be well organized, well prepared and enthusiastic when delivering a lesson. They should be able to communicate appropriately and effectively and act and speak appropriately. It is essential to promote equality, value diversity and teach in an inclusive and engaging way with a good sense of humour. Assess – Work needs to be assessed within a reasonable time to check that the students have gained the necessary skills and knowledge. Use a variety of assessment methods and keep a record of achievements. Feedback should always be constructive and given within a reasonable time. Evaluate – A programme should always be evaluated in order to improve the teaching and learning process. To evaluate how well the programme was planned and delivered feedback should be encouraged, accepted and acted upon. The teacher should encourage student development and progression as well as maintaining their own teacher development and professional currency. (GRAVELLS 2012) There are boundaries within which a teacher must work and it is important not to overstep these by becoming too personal with the students. It is also important to know where the role of teacher stops and to work within the limits of that role. Some examples are: If a teacher identified that a student was struggling to attend classes because they couldn’t afford the bus fare it would be inappropriate to lend them money. In this instance the student should be referred to the student support staff or the financial support staff. If a teacher was planning a class but found the room had insufficient access to equipment or resource’s it would be unacceptable to voice their concerns to the students. This would be unprofessional, they should address it to the organization, or change the lesson plan to accommodate the resource’s available. Students may choose to confide in their teacher about personal issues and, although a teacher should be understanding and sympathetic, it is important that they maintain a professional role. The student could be referred to a councillor, pastoral staff or support staff depending on the issue concerned. They should avoid getting involved in the personal lives of their students. When assessing students it is important that teachers are fair in their judgments. They should not bebiased towards or against any one student. When evaluating the teaching and learning programme the teacher should be able to listen to and react to feedback in order to improve. If in doubt about the boundaries of their role a teacher should seek advice. This could be from another teacher, a colleague, their line manager or their mentor. c. Points of Referral A teacher may encounter learners with varying degrees of needs. They may be able to deal with some of these needs but some may need the support of other professionals. A Support Worker will help a learner with additional needs. They will have had special training in the particular field required by that learner which the teacher won’t have had and will be able to support them in or outside the classroom setting. There may be a student whose first language isn’t English and has trouble understanding the lesson so there may be a need to work with an interpreter A teacher may also need to work alongside external agencies like the Job Centre. The students may be leaving the learning environment and looking for work and the Job Centre will have the advice and information that they need. d)Promoting Appropriate Behavior i) Having a preventative strategy is a good way to promote appropriate behavior in a lesson. Be prepared and waiting for the learners in the classroom so you can take control of the space and organize it as you wish. Getting the student’s attention with an interesting starter activity shows that you are in control of the class. Present the aims and objectives and share the session plan explaining the purpose and reason for studying it. When planning a lesson ensure there is plenty of variety as students are more likely to behave well if they are stimulated and are not bored. You should have realistic expectations of your class for example, don’t expect a room full of teenagers to sit still through an hour-long power point presentation quietly. ii) Decide for yourself what rules and procedures would create a good atmosphere in your class and will maximize learning. Explain that you want an effective, fair and happy classroom and discuss the rules with the class. There will be rules that are non negotiable for example regarding safety or turning up on time but be prepared to negotiate and compromise to get commitment on others. Encourage the learners to contribute to the rules and procedures. Students are more likely to adhere to rules they have been instrumental in creating. Consider asking the class to devise their own rules and if you reject a popular suggestion be prepared to explain why to justify your decision. The aim is to get the students onboard with the rules and procedures and see them as their own; they will then see them as worth keeping and enforcing. iii) It is important to develop a good rapport with the students as this creates a more positive attitude towards the teacher and to learning. It will also turn the classroom into a co-operative team and reduce antagonism. Get to know the students on a personal level, learn their names and use them. Learn something about each student like what they like to do in their spare time, their hobbies, interests or work and refer to it in conversation. These small details will make the students feel noticed, valued and liked by the teacher and therefore more co-operative. (PETTY 2006)