Social Communication in Nation Building

The basis of nationality is the sense of belonging to the same nation and the desire on the part of its members to live with each other at this level of community. When the political scientist wants to de fine or locate this subjective sense of community, he has used such objective criteria as common language, common history, common territory, and so forth. It is clear that ail these criteria are an expression of something more basic—shared experience.This shared experience, which may lead to the necessary mutual trust among members of a given society and to the feeling that this group as a group is different from others, contributes continuously to national unity. National unity likewise makes shared experience more possible. To determine the human and geographie frontiers of a nation the political scientist must find ways to examine this shared experience.The problems in the Tiers Monde are greater with regard to such research than they are in Europe because much of the nece ssary data are not available. Research at very basic levels with some new methods is necessary. Karl W. Deutsch, professor of political science at Yale University, has proposed a quantitative interdisciplinary way to examine shared experience and, indirectly, the sense of community. 1 He suggests that one measure the quantities of communications among a given people to find out how much contact they have.For this one must use criteria such as flows of letters, telegrams, movement of vehicles, trains, planes, telephone calls, mass media of communication, location of markets, settlement patterns, and population movements, he says. If it is possible to examine these different forms of communication, or as many as possible of them, it is equally possible, he says, to estimate shared experience and make predictions about increases or decreases in shared experience. The first stage in this process, that of physical contact, is called â€Å"mobilization†.People who have intensive co mmunications with each other are â€Å"mobilized†1 for shared experiences and are â€Å"mobiliz-ed† into a current of communications which may eventually change a physical relationship into an affective relationship. The second stage is a change in the sentiments and attitudes of the people; it is called â€Å"assimilation†. People find that, on the basis of shared experience, they communicate increasingly more effectively with members of a particular society than with others. In other words, when the â€Å"communication habits† of a population become ncreasingly standardized within a group composed of smaller groups, assimilation of the smaller groups to the larger one is occurring: â€Å"If the statistical weight of standardized experience is large, and the weight of recalled information within the [smaller] group is relatively small, and the statistical weight of feedback information about the [smaller] group's peculiar responses is likewise small, th en the responses of such a group would differ from the responses of other groups in the same situation by a converging series, until the remaining differences might fall below the threshold of political significance.This is the process of assimilation. â€Å"2 People may also find that there are advantages to be gained in belong-ing to this new community, but there may never be a conscious choice which is made. Because a study of assimilation is a study of beliefs, values and conceptions, different kinds of data are necessary. Professor Deutsch says that there are also quantifiable.According to him, the â€Å"rate of assimilation† depends on certain linguistic, economie, and cultural â€Å"balances†: similarities in linguistic habits must be balanced, for example, against differences in value, material rewards for assimilation must be balanced against rewards for non-assimilation. To measure values he says it is necessary to give psychological tests to considerable nu mbers of people3 and to measure rewards it is necessary, in part, to examine economie surveys to determine where people work and how much they get paid. The problems involved in using these criteria are insurmontable at present. The data for these â€Å"balances† are lacking, and even if one had the men, the money, the machines, and the time necessary, or as many as possible of them, it is equally possible, he says, to estimate shared experience and make predictions about increases or decreases in shared experience. The first stage in this process, that of physical contact, is called â€Å"mobilization†.People who have intensive communications with each other are â€Å"mobilized†1 for shared experiences and are â€Å"mobiliz-ed† into a current of communications which may eventually change a physical relationship into an affective relationship. The second stage is a change in the sentiments and attitudes of the people; it is called â€Å"assimilation†. People find that, on the basis of shared experience, they communicate increasingly more effectively with members of a particular society than with others.In other words, when the â€Å"communication habits† of a population become increasingly standardized within a group composed of smaller groups, assimilation of the smaller groups to the larger one is occurring: â€Å"If the statistical weight of standardized experience is large, and the weight of recalled information within the [smaller] group is relatively small, and the statistical weight of feedback information about the [smaller] group's peculiar responses is likewise small, then the responses of such a group would differ from the responses of other groups in the same situation by a converging series, until the remaining differences might fall below the threshold of political significance. This is the process of assimilation. â€Å"2 People may also find that there are advantages to be gained in belong-ing to this new community, but there may never be a conscious choice which is made. Because a study of assimilation is a study of beliefs, values and conceptions, different kinds of data are necessary. Professor Deutsch says that there are also quantifiable.According to him, the â€Å"rate of assimilation† depends on certain linguistic, economie, and cultural â€Å"balances†: similarities in linguistic habits must be balanced, for example, against differences in value, material rewards for assimilation must be balanced against rewards for non-assimilation. To measure values he says it is necessary to give psychological tests to considerable numbers of people3 and to measure rewards it is necessary, in part, to examine economie surveys to determine where people work and how much they get paid. 4 The problems involved in using these criteria are insurmontable at present. The data for these â€Å"balances† are lacking, and even if one had the men, the money, the machines, and the time necessary, villages or in the same village. These quantifiable data served as a basis for a study of mobilization.In order to validate conclusions based on the quantitative census data I took a tour of the country during which I visited every region and lived in a few selected villages for periods of three days to a week. In the course of this tour I found that one way to investigate attitudes and assimilation was by oral histories and conceptions of kinship. My use of these histories was different from that of Professor Hubert Deschamps who had made an extensive tour of the country in 1961 to collect and record oral histories as part of a large project to write the history of Gabon. 1 As an historian he was naturally interest-ed in recording the facts of the past. For me, as a political scientist, the â€Å"truth† was irrelevant.I was interested in history as ideology: how were present relationships between tribes justified in the history, what was the place held b y neighboring tribes in a given history, how were history and conceptions of kinship infmenced by present settlement patterns. I thought that these two criteria, settlement patterns and histories, could serve as a basis for estimations of trends in assimilation and mobilization and could show the relationship between non-quantifiable attitudes and quantifiable social communications. The following are some of my findings. Mobilization Gabon may be crudely divided into three generai zones of mobilization: places where people are relatively non-mobilized, where they are partially mobilized, and where they are mobilized for intensive contact with people of different ethnie groups.I have called these zones Heartland, Contact, and National. The Heartland Zone is a group of contiguous cantons in which one ethnie group or tribe clearly predominates with at least 80% of the total population. Internai communication is fairly good and may be better than means which link the area with other par ts of the country. Contact Zones are on the edges of Heartland Zones; from about 50% to 80% of the people belong to one tribe. Such zones are cantons in which people of different tribes live in adjoining villages or in the same village; or they are centers of attraction such as administrative posts and markets to which people from different Heartlands travel regularly.They are most likely along roads and rivers which provide a link between Heartland Zones. There may be more mechanical means of communication in a Contact Zone than in a Heartland. National Zones are groups of contiguous cantons and large centers of attraction in which no tribe accounts for 50% of the total population. The internai means of communication are best here: they are public, mechanical, and regular. It is usually the one place where most decisions affecting the whole country are made. A. A Heartland. The largest Heartland in Gabon is that of the Fang who account for one-third of the total population of the c ountry. 1 The center of this Heartland orresponds with the administrative region of Woleu-Ntem in the northern half of the country along the Camerounese frontier. The region is relatively isolated from the rest of Gabon but has regular contact with Cameroun and Spanish Guinea by land and water. The only road to Libreville has been in poor condition even during the dry season; the rains often close the road completely. While there is regular air and telegraphie communication between Libreville and administrative centers of Woleu-Ntem, there is no regular land transportation. By contrast, fair roads extend into Cameroun and Spanish Guinea where close relatives of the Fang, the Bulu, live.Merchandise is imported along these routes while coffee and cocoa exports leave Woleu-Ntem through the Cameroun. 2 Some Fang take advantage of the road to the Cameroun to attend Camerounese technical schools and go to Camerounese hospitals (particularly a missionary-run hospital not far from the front ier). Radio Cameroun is a popular source of information and entertainment. For 14 of the 16 cantons of Woleu Ntem there is a regular service of autocars which link the administrative centers of the region. For example, two little Renault cars leave Oyem, the administrative capital, every day for each canton except that of Medouneu to the far west and Lalara to the south.There are frequent cars from Oyem or Bitam to Spanish Guinea and Cameroun. Another means of internai communication has been a regional newspaper published by some Fang teachers. In 1962 it contained mainly Fang stories and essays on â€Å"the true Fang custom†. In spite 1. For studies of the Fang see Georges Balandier, Sociologie actuelle de l'Afrique Noire, Paris, 1963. P. Alexandre and J. Binet, Le Groupe dit Pahouin, Paris, 1958. James Fernandez, Redistributive Acculturation in Fang Culture, unpublished, Northwestern, 1963. 2. Neither Libreville nor Port-Gentil, which are both on the ocean, have a port whic h can adequately accomodate large ships. f the great preponderance of Fang in the region, it was printed in French and was issued in only 75 copies. About 55,000 out of a total adult population of 56,500, or 98% are Fang in this region. 1 In the canton of Woleu, for example, there are 5,531 Africans of whom 5,473 are Fang. Non-Fang live in well-defined quarters in the town of Oyem; most of these people are Bulu merchants from southern Cameroun or Bakota who have moved from a neighboring region to work as servants or to attend a Roman Catholic secondary school. While these â€Å"foreigners† move into the Woleu-Ntem, the present Fang residents are fairly stationary. The census indicates that 80% of the men between the ages of 15 and 59 were born in the place the census taker found them.However, only 12% of the women were born in the place they were counted. 2 This does not mean that many Fang have not moved outside the Woleu-Ntem for many have; it means that Fang maies, who sti ll live in the region, have an interest in continuing to live in the village where they were born and that they find wives outside their village. Several women in each of the villages along the Guinea and Cameroun frontiers indicated that they were born in these neighboring states. Contiguous with the Woleu-Ntem are eight cantons which are an extension of the Heartland. The Fang have moved into these particul-ar cantons partly because the ways of communication exist.For example, the administrative region of Ogooue-Ivindo has three cantons adjacent to the Fang Heartland. In two of these cantons the Fang represent 80% or more of the total population and in the third they represent only 2% of the total population. The difference is that the two cantons with high Fang percentages are linked to the Woleu-Ntem by a river and a road while the other has no such link. In the sixteen cantons of Woleu-Ntem plus the eight cantons in adjacent regions which constitute the Heartland there are 70,0 00 Fang out of a total Fang population in Gabon of 106,000. On the basis of settlement patterns 66% of the Fang are, therefore, non-mobilized. Their contacts are almost exclusively with other Fang.Table I indicates that over half the Gabonese have no contact with people of tribes different from their own. Not ail the tribes of Gabon have Heartlands; of those who do have Heartlands 62% live in them. The total population of the country (14 and older) was approximately 285 000. 3 If the total population 1. Unless otherwise noted ail census figures refer to people 14 and older. 2. Recensement et enquete demographiques ic6o-ic6i: Resultats provisoires ensemble du Gabon, Service de Cooperation de l'Institut National de la Statistique et des Etudes economiques, Paris, 1963, p. 24. 3. Ail the calculations, unless otherwise noted, are my own; they are based

The Hovey And Beard Company Case

Most workplaces today are becoming increasingly diverse as people of different genders, races, cultures, ethnic origins, and lifestyles find themselves working together. As a result, the workplace is becoming increasingly multicultural. Some organizations are just now encountering the effects of a diverse workforce, while others are trying to overcome the challenges created by diversity. However, no matter where an organization is in this development, the challenge is to ensure that its workforce's diversity is a source of strength, not one of conflict.Effectively managing this diversity, then, is a critical component of success for today's employer. This is the reason many employers are offered or offer cultural diversity training and conflict management training. Diversity is a business reaction to the fast cultural and sociological events and changes. Differences in personal work style, skills or talents, education, and geographical location are examples of other diversity dimensi ons that make a difference in how we work together as a corporate team. When managed effectively, these differences broaden organizational capability.Management and Diversity Understanding Diversity In order for management to make diversity work, managers must first understand the definition of diversity. Most simply explained, diversity encompasses all of the ways in which individuals are both similar and different. According to Lee Gardenswartz, â€Å"Diversity involves variations in factors we control as well as those over which we have no choice. These factors give us areas of commonality through which we can connect with others and aspects of difference from which we can learn† (p.24).These same factors also represent areas of trouble where conflict may develop. Today, cultural diversity is a business reality. The ability to build bridges between people from different countries, with different ethnic backgrounds, is as important as any other business function. Working in a culturally and ethically diverse organization does not mean eliminating differences in styles and approach, but celebrating those differences and revealing the much strength that diversity brings to an organization.â€Å"Today diversity refers to far more than skin color and gender, it is a broad term used to refer to all kinds of differences, these differences include religious affiliation, age, disability status, military experience, sexual orientation, economic class, educational level, and lifestyle in addition to gender, race, ethnicity, and nationality, (as cited in Bateman & Snell, 2007, p. 398). There is a multitude of ways in which humans are both alike and different. Some of these differences have an impressive effect on our opportunities and experiences, while others have relatively little impact at all.Diversity can be seen as â€Å"four concentric circles,† at the center of which is personality (Gardenswartz 24). Personality is a distinctive aspect that gives each person his or her own particular style. This core aspect pierces all other layers. Beyond the central core of personality are the six internal dimensions of diversity. These are aspects over which people have little or no control. They include gender, age, sexual orientation, ethnicity, physical ability, and race. In addition to internal dimensions, external influences such as social factors and life experiences also have an impact on how people are treated at work.Some examples of these external influences include: where an individual grew up or lives now, whether they are married or have children, how their religious affiliation guides them and the amount and type of education they have. Finally, the fourth layer encompasses organizational influences related to factors such as seniority, the kind of work an individual does, their level within the company, and their work location. All of these layers together form one's own diversity filter.The human resource approach focuses on the relationship between people and the organization, and recognizes that cultural diversity includes every employee. It must be understood that people are the most important resource in an organization. The challenge is to successfully apply skills, insight, energy, and commitment to make an organization better. Another challenge that must be met by many organizations is to design ways for employees to expand their individual comfort zones. Once diversity is accepted as an organizational value, new assumptions about its positive benefits surface.As cultural awareness builds and the culture changes, conflict is viewed as part of the change process. Diversity Related Attitudes. An employee attitude of acceptance of culturally different people is taught to individuals from the time that they are children. For the most part attitudes are learned from other people. Though it is hard to accept that the attitude a group has was invented, one person generally creates this attitude. An individual's attitude tends to be the same as his or her relatives, co-workers, and friends. Attitudes are also learned from people who have high or low prestige.Then once these attitudes have been learned, they are reinforced. The problem is, figuring out how to change an individual's attitude. Management must learn how to change employee attitudes against great resistance. Employees will resist any kind of change if the plans for the changes are not clear. People want to know exactly what is going to happen. Each employee will see different meanings in the proposed changes; they see what they want to see. This means that women and minorities will be seeing job opportunities while white males see reverse discrimination.In order to implement change management needs to learn to recognize the different types of resistance that may occur within the organization and know how to handle the situation. Organizational Barriers to Diversity There are numerous concerns that establish strong b arriers to moving forward with diversity. The cost to implement the necessary changes to be made is one major cause of resistance. Management must be convinced that though the short-term costs may be high, the long-term benefits are worth it. There is a fear of hiring unskilled, uneducated employees.The question to be answered here is whether the investment is too big, will the employees stay and will they be able to do the job? Organizations have been pulled toward affirmative action as a way to make the work force equal, but the perception still exists that any affirmative action candidate is someone chosen merely to fill a position. This person is not hired because she may happen to be the best candidate for the job. Management needs to also be aware of reverse discrimination, because one person's gain can be perceived to be another person's loss.Finally many people do not see the need for diversity. They do not view diversity as a top priority issue and that is why it is managem ent's job to embrace this issue and help employees understand it. If management wants to create a more open and responsive organization, all of these barriers need to be identified, acknowledged, dealt with, and overcome. Embracing Diversity. Embracing diversity is about creating a new organizational framework. Management understands that the way to do this is by creating an inclusive environment at work.Inclusivity implies complete openness, an environment that greets any person who can do the job, regardless of race, age, gender, sexual orientation, religion, ethnicity, or physical ability. In order for organizations to achieve a more open culture they need to welcome and accept employees for their different lifestyles. Every segment of the population needs to be represented in the executive suite. Each group attending a meeting should have ample time to speak and express their views. Groups need to be diversified and discourage slander.Interaction between cultures is a source of knowledge, growth, and progress. Many organizations find that the biggest benefit from a diverse work force is problem solving. When cultures meet, there is increased creativity and all around better results. An organization's ability to make corrections and change directions will determine if they will survive. An inclusive environment accepts people as they are. That doe’s not mean feedback is not given, it merely means that each person is accepted for who he or she is and is valued for the talent they bring to the task at hand.Employees rarely produce their best work when they have to fit into someone else's mold. This will also minimize resistance and maximize commitment. Helping Employees Adjust to Change Commitment to becoming an organization that embraces diversity requires going from a monoculture to a multicultural organization. Expect the changes to be unsettling, the organization is in a transition of what it is and what it is trying to become. Management needs to help employees understand why these changes are as important to not only the company as a whole but also to them as employees.It is also important to set measurable criteria so employees can recognize when a change has been successful. Employees want to know that something better awaits them and it is management's job to show them that by supporting these changes everybody will benefit. Training is necessary for all individuals in an organization especially in the area of how to deal with intercultural conflict. There are changes visible today that were not there several years ago and the same goes for the future of every organization. Teaching New Employees the Ropes New employees will go through five stages when first entering into a new organization.The first stage is rejection and resistance. People instinctively protect themselves against what is new and different. Managers must learn to understand and accept initial rejection and resistance and refrain from pushing employees b eyond their fears. Stage two involves isolation or withdrawal. People have more similarities than differences; therefore, it is important for management to structure opportunities that will bring people together. In the third stage individuals are beginning to assimilate and adjust to the norms of the organization.It is sometimes hard for new employees to recognize what to adapt to. This is the time for management to create a buddy system or a crash course on how things work in this organization. It is in the fourth stage of coexistence that new employees find ways to exist within the dominant culture of the organization without sacrificing themselves. It is important for the company to find a way of portraying the message that it is okay to be different. The fifth and final stage of this process is integration. The new employee is no longer the odd person out, but a regular member of the team.Here is where management needs to continue to emphasize a need for respect of differences, both organizationally and individually (Gardenswartz 287-288). Celebrating Diversity Managing diversity is an organizational process by which human resources are identified, allocated, and expanded in ways that make them more efficient. Successful diversity initiatives allow an organization to improve its productivity. Another basic objective is to create self-renewing, self-correcting systems of employees who learn to organize themselves in various ways according to the nature of their tasks and their cultural perspectives.In order to be very effective, a diversity initiative must be planned organization wide, and coordinated from the top through planned activities and interventions. It must be understood that working with culturally different people, is not always easy. Nor is it always understood and appreciated by employees. There will be failures. But, managing diversity is good human relations and it is good business. During this time of transition it is important for manager s and supervisors, as well as their subordinates, to remember that progress has been made. Making Diversity WorkDiversity is about acknowledging one's own reactions to differentness and the discomfort it causes. Dealing with diversity is about taking a look at why holidays, practices, values, or languages different from the norm trigger feelings of threat that build walls between people. People who accept themselves are less threatened by those who are different. Every change has both positives and negatives attached to it. If employees do not get beyond their fears, they will not get beyond the resistance to change, and diversity efforts will continue to be spoiled.All people have patterns of behavior that have become involuntary and routine over the years. Confronting diversity shakes up these habits because many old behaviors no longer work in the new organizational environment. People need to go beyond ethnocentrism and recognize and accept individuals for their differences. It is important to emphasize the similarities we share in order to create a pleasant work environment. Managers need to remember that values should be demonstrated through actions, not words. It is very easy to say you value diversity but it is another thing to put your words into action (Gardenswartz 520).After all, diversity includes everyone. What do we have to do to create and foster a workplace climate where everyone feels welcomed, valued, and respected? This is a central question in the diversity research I have held. The response centers on becoming more aware that each individual's behavior towards others contributes to the climate or atmosphere. The most common reason offered for why more attention is not paid to these issues is that â€Å"we're too busy. † To implement a successful diversity program, however, these three practices–welcoming, valuing, and respecting–must receive regular and deliberate attention.Welcoming we usually think of welcoming as s omething that happens when an individual first joins an organization. People need to feel welcomed regularly throughout their employment. Almost everyone wants to be recognized by others and to know that their presence is important to the organization. Co-workers feel connected when their presence is acknowledged on a regular basis. It is easy to speak only with certain people, those we consider our friends or those with whom we work most closely. Speaking to those we pass in the hall or as we pass by their desk can help others feel welcome.It is easy to assume that once we've been here awhile, we no longer need to greet each other regularly. In these busy times, how often do leaders in the organization walk through the library speaking to staff? We need to avoid coming to others only to resolve problems, or to request or pass on information. Employees need to know that people in leadership positions are aware of the work of each unit, recognize that people are working hard, and car e about the employees' well-being. Activities where staffs meet and talk outside of their own units is another way to encourage interaction and sharing.Usually such activities are held only once or twice per year; employees often interact only within their immediate department or division most other times. Focusing on how to make others feel welcome can help to address other issues, such as classism (support staff interacting separately from librarians) or cliques (certain people only talking to certain others). Ignoring barriers that create divisions will not enhance efforts to foster a workplace supportive of a diverse staff. Valuing how do co-workers demonstrate that a colleague's contributions are valued?It requires an awareness and knowledge of the roles and responsibilities of others. We must seek examples of work being implemented or services being used. We must take time let individuals or units know that we have noticed and are appreciative of their work. Valuing requires u s to take an interest in others: their activities, work, and progress. We need to act on what we learn by engaging others about their work. We must listen and respond when colleagues share their progress; this includes offer encouragement when we see colleagues experiencing challenges in their efforts.Valuing is demonstrating to others that their presence and contributions are noticed, make a difference, and matter in the organization. Rewards or recognition must have meaning to those to whom it is given. A certificate may be less effective than sharing a break with someone to discuss their work and their contributions; a salary increase may have more impact if someone in a leadership role shares how much the contributions have helped the organization accomplish its goals. Respecting In the context of diversity, respecting is finding ways to demonstrate our regard for the quality of work and the contributions of others.Asking co-worker questions about their work, or offering observa tions about what is most impressive in their project is a good way to show clearly that we respect another's skills and talents. Showing an interest in another's projects, being aware of their personal work goals, or just knowing that a co-worker attended a seminar, all provide opportunities for dialogue and exchange. Supervisors often expect employees to come to their offices or to make appointments to talk about their work; many employees will avoid such meetings because they do not wish to give the appearance of a problem.What employees often are seeking is acknowledgment that their supervisor is aware of their work, and cares enough to ask how things are developing. This means senior administrators may need to talk directly to staff, otherwise they will not know that leadership has noticed or cares. Some administrators send messages through supervisors, when a direct note, phone call, or email would have a much more positive effect on self-esteem and a sense of personal accompli shment.While these three factors–welcoming, valuing, and respecting–must be applied to the entire staff, they are especially important if the organization plans to successfully retain minorities in the workplace. It is challenging to be the only one, or one of few in a minority group. Those in the majority group must make a conscientious effort, on a regular basis, to ensure that minorities are aware and truly believe that their presence and contribution as an employee matters. Workplace diversity is a multi-faceted concept that continues to evolve as more industries move toward a global marketplace.Most people hold the belief that every human being is of equal worth, entitled to the same privileges and opportunities, without regard to race, gender, disability or age. This fundamental belief has led to changes in management practices primarily relating to the recruitment, training and retention of employees who reflect the changing face of the American workforce. In or der to understand the necessities and benefits of managing workplace diversification, the concept must be fully explored. What is diversity? Can it really be managed?In the broadest sense, the management of diversity is a business's reaction to rapid cultural and sociological changes. Internally, diversity management means providing a climate where all employees feel that they are valued by and contributing to an organization. Externally, it means that organizations are flexible and astute about changes occurring in world markets. The hard truth, however, is that inequalities exist for employees within organizations due to stereotyping and preconceived ideas about a person based on race, gender, religious or cultural origins, age, physical ormental limitations, and more. Racism, sexism, homophobia, etc. cannot be managed away. It is precisely these beliefs and perceptions that necessitate managing diversity at all. Managing diversity is not affirmative action. Affirmative action and the language of equal opportunity came as a political response to the social outcry over the racial and social injustices that limited equal access to the workplace. One of the problems with affirmative action is that it began to be perceived as a public relations scheme more concerned about quotas than about individuals.Managing diversity strives to ensure that when an individual is hired, they should be able to trust that they have been chosen because of their unique qualifications, not because of gender or ethnicity. We have moved from a use of words like fairness, inequality, and injustice toward terms such as ethnic diversity, political correctness, and cultural consciousness. Have we changed our perceptions of the problems of workplace inequality or just the way we describe it? Diversity consciousness cannot be simply mandated into a system, integrated into a corporate culture, or prompted by financial incentives.It is reflective of an attitude that organizations and their st affs must adopt that allows them to change their basic concepts about workers and converts â€Å"them† into â€Å"us†. In addition, Multiculturalism is the Work Place In this millennium, diversity in society has increased rapidly; however it is the belief of many people that some aspects of the work place are still struggling when asked to look into this issue. On the other hand, there are many organizations beginning to accept and value the importance of diversity.I believe both employers and employees should reflect on diversity of cultural prospective, age, gender, ethnic background, and levels of education. Every company should focus on diversity development due to an increasing minority and immigrant population that is positioning itself to assume the roles of the traditional workforce. As the demographic shift accelerates, race relations will continue to grow in importance. Bearing in mind, the inclusion of a more ethnically diverse staff requires a new workforce philosophy.It is my belief that every organization should be held accountable for not focusing on a diversified labor force and not taking advantage of the strength that come as a result of a diversified labor force. In order to obtain effective results one should understand what diversity is, and how it affects the mechanic of an organization. Once this is established, the next step would be to learn how to manage diversity in the workplace and what kind of environment managers would have to create in their company to educate employees about cultural diversity.Diversity in the work place is perhaps the most important issue we need to address because ignoring it can have lasting effects on the success of businesses. Research suggests, the key to successfully building a diverse, high-quality workforce for tomorrow begins with a strong leadership commitment and knowledge of where industries stand today. Ensuring strong commitment to a diversity program is essential. This includes the critical components of top-level leadership support and the commitment of necessary resources to make new initiatives a reality.A successful diversity program needs a close continuing partnership between human resources and Equal Employment Opportunity (EEO). Companies should focus on communication strategies and diversity training for managers, supervisors, and employees. Companies should provide training to all staff and mangers about practical ways to make a diverse workforce for the entire company. This may include such subjects as the value of understanding differences and cross-cultural communication.They might also provide cultural awareness, the ability to initiate and manage cultural change within the organization to impact organizational effectiveness. Companies could also sponsor special observances to help educate the general workforce about the contributions of diverse work groups and/or help eliminate some of the stereotypes that serve as impediments to full employmen t value. This will allow groups to value cultural diversity and other differences; fostering an environment in which people that is culturally diverse can work together in achieving organizational goals.Other perspectives showed Therefore, the organization can benefit itself by understanding what cultural diversity is, why it matters, and how to effectively manage your businesses diversity. I strongly believe that diversity works. I speak in those terms as I experience the beauty of diversity daily. Diversity is the new culture of today's society. Not only do you get to work to achieve company goals, but you also gain knowledge about other cultures. You begin to understand, value, and respect what is different about yourself from others.Cultural diversity should matter to everyone personally and professionally. Companies should focus on both sides. Society should be able to understand that the impact that diversity has on a company and the global market is highly important. Society should learn what is in it for them as an employee as well as for the company as a whole. Diversity is beneficial in always and simply makes sense. For our businesses and communities do not survive, but thrive on the differences in cultures. Our communities are rich with resources. When segments are respected and utilized, it benefits us all.

Oppressive Government Essay

As humans we have shared fundamental needs. Take personal survival as an example. To meet this need we must ensure our safety from the violence of each other and from the violence of people who are not members of our society. The mechanism to serve . . . this . . . goal is a government.’ Because I agree with Thomas Attig, I must affirm the topic that ‘an oppressive government is more desirable than no government.’ Before I continue, I’d like to define a few key terms in the topic. [All definitions are from American Heritage.] Oppressive is defined as unjust or difficult to bear. Government is the exercise of authority in a political unit. Desirable is defined as worth having or seeking, as by being useful or advantageous. Since the topic asks us to evaluate the most desirable situation for humanity, my Value Premise is Individual Welfare. In order to achieve individual welfare, my criteria are 1)The preservation of social order 2)The fulfillment of fundamental needs. The only way in which to ensure individual welfare is to maintain societal stability while at the same time protecting the individual. My first contention is that an oppressive government is more desirable than no government because government, in any form, provides certain advantages that are impossible for the state of nature to provide. (1)First of all, a government provides individuals with external security. In other words, the mere existence of a government allows for society as a whole to have a defense mechanism against foreign powers because a  government must provide such protection in order to preserve itself. The absence of a government, however, would leave individuals defenseless from outside aggressors. Any government, oppressive or not, provides for this basic external security, which is a prerequisite to securing fundamental needs. (2)Secondly, government possesses the ability to maintain order within society. As Austin Fagothey states ‘Anarchists think that society can get along without authority, but this opinion is too optimistic; for what is socially good for us is not known equally for all; benefits and burdens must be distributed to all, and someone must choose among various means the ones to be cooperatively used.’ Thus even if a government is oppressive, it still acts as an enforcement mechanism by regulating interaction between individuals and preventing them from encroaching on each other’s rights, therefore securing a greater degree of freedom for individuals. George Crowder concurs that ‘Government is able to secure an area of free choice by forcibly preventing others from encroaching upon it.’ In contrast, the state of nature lacks this common judge to settle disputes and is therefore perpetually insecure for individuals. Even if some order exists without government, it cannot be maintained for any significant period of time because conflicts will inevitably occur over finite resources. Thus oppressive governments provide for the protection of fundamental needs that individuals lack in the state of nature due to the lack of adjudication. (3)Third, individuals are generally guaranteed a minimal protection of life under an oppressive government. Oppressive governments are not primarily concerned with taking away life because by systematically killing all of their subjects, such governments would be diminishing their own power. A. John Simmons agrees that ‘the attempt to get another in one’s power indicates precisely an intention not to kill but rather only to control or use another in some way . . .. [This attempt] shows a design only on their freedom, not on their lives (since [individuals] are valueless without their lives).’ Although oppressive governments have been known to violate life in certain instances, individuals can avoid such persecution by not speaking out against the government. Thus individuals at least know how to secure  their rights under oppression whereas in the state of nature, no such method to protect rights exists. Oppressive systems therefore generally ensure protection of life because individuals know how to avoid any governmental encroachments. Thus society under an oppressive government is more desirable because it ensures a minimum protection of rights that the negative can in no way ensure. My second contention is that an oppressive government is more desirable than no government because society with an oppressive government is more conducive to reform. If we examine the topic, oppression is going to occur on both sides. Thus it’s important to weigh the risks involved. (1)First of all, an oppressive system possesses more potential for reform. Under an oppressive government, all individuals know who their common enemy is, and they are aware of the origin of the threat to their liberty. Simply because of this awareness, individuals are able to unite more effectively against this one consolidation of power. Vicente Medina explains that in an oppressive government, ‘we would be able to appeal to those [established] rules without resulting to violence, whereas under an anarchical state of affairs the actual threat of violence would undermine the development of an ethical and legal community, and consequently the development of our moral capacities.’ [Moreover, the oppression invoked by a government may be merely short term.] Thus more potential for change exists under an oppressive government because it would be much easier to reform the existing system than it would be to create an entirely new system. (2)(2) Secondly, the state of nature, in contrast, has more potential for oppression. The absence of a government allows for conflicts to exist on many levels. Individuals, groups, and organizations would constantly be involved in variety of struggles, and each group would be vying for its own selfish interests. The state of nature is therefore characterized by a lack of unity. Because individuals are so divided in this state of nature, it becomes virtually impossible to unite and achieve a consensus on establishing a government. Thus the lack of unification hinders the pursuit of establishing a just system. Individuals’ needs and the social structure  are therefore best protected under an oppressive government, which possesses a greater possibility for reform, therefore ensuring a great degree of individual welfare.

CAPM and the use of it Essay Example | Topics and Well Written Essays - 1500 words

CAPM and the use of it - Essay Example Capital asset pricing model delivers a very simple and easy theory. It offers an utilizable measure to calculate risk that facilitate financier to find out that how much return they are going to get for putting their funds at risk. This model mainly targets the risk averse investors. Capital asset pricing model is the widely used and mainly preferable model for risk and return used in finance. CAPM specifies the association between the risk and expected return that an investor gets on asset. This model is basically used to determine the expected required rate of return on assets and to determine the price of risky securities in the portfolio. This is the model in which securities are priced in such a manner that investors get compensation for the risk involved in the security by offering them return. Systematic risk is the market risk and the one that cannot be diversified easily or that can totally out of range to diversify away. It includes wars, an unpredictable variation in interest rates and many other macro economic factors. Unsystematic risk on the other hand involves those which can be sort out easily because this type of risk is related by means of the individual or stock an investor has in his portfolio. This is also identified as specific risk. This risk is not exposed to in general as a whole. An investor can diversify away unsystematic risk by raising the figure of stocks in his portfolio. So in technical words it can be stated that unsystematic risk does not move with the market as a whole. According to Modern Portfolio theory, it is concluded that unsystematic risk can be diversified but systematic risk still one of the troubles for the investors which cannot be ignored. So here the capital assets pricing model fully fitted and solve the problem because it is applicable for both type of risk either systematic or specific by diversifying it. CAPM itself exposed to some factors that are prevailing within capital

Taiwanese and American Art Thesis Example | Topics and Well Written Essays - 11500 words

Taiwanese and American Art - Thesis Example Still, the Eastern art had a thoughtful impact on Western impressionists where the work was hailed as the ultimate performance art form by master dramatists (Hong 2005). A number of Western artists have expressed their fascination with the spirit of nature in Chinese paintings and how Chinese artists imprison it in a few strokes, thereby, making the blank space on a canvas as reminiscent as the painting itself (Hong 2005). The delineation of Chinese ink and wash landscapes held by this contemporary has caused a substantial blend within the capital's art circles. The last few decades have witnessed a blast in the ideas as well as the theories of art, for it has never been more popular, however, much present thinking remains out-of-the-way and difficult to use (Costello 2007). This thesis effectually delineates the Hybridity and association of the Eastern art with that of the West. The aim of this research is to investigate the similarities as well as differences between Western modernism and Taiwanese Ink and Wash painting, chiefly in their representations as well as the usage of pictorial space, time and color. ... This thesis effectually delineates the Hybridity and association of the Eastern art with that of the West. The aim of this research is to investigate the similarities as well as differences between Western modernism and Taiwanese Ink and Wash painting, chiefly in their representations as well as the usage of pictorial space, time and color. Abstract expressionism and surrealism play a significant role and the Traditional development of modern Ink and Wash painting during the period from 1949 to 2000. According to Bradley, Surrealism reflects the visual richness as well as vivacious confrontations in Documents between art, archaeology, ethnography and other popular culture (Bradley 1999). Moreover, it will focus upon some prominent Taiwanese modern Ink and Wash painters who were respectively influenced by the specific theories and figures of abstract expressionism as well as Surrealism. There have been examined several western methods and ideas which were adopted by the Taiwanese arti sts and their incorporation within the specific cultural contexts of the various schools of art that allow them to establish new, formal as well as stylistic innovations. These comparative perspectives will then be applied to Ink and wash modernists and the abstract expressionists with its leading representatives. 2. Introduction Ink and Wash painting is a genre of the conventional Chinese painting performed on Xuan paper in black with no other colors. Simple, yet elegant, it slowly and

Cultural Background Summary Essay Example | Topics and Well Written Essays - 500 words

Cultural Background Summary - Essay Example Our dance movements can be easily traced to many tribes of sub-Saharan, Sahelean Africa and western dance form. Similarly our music and songs are an amalgamation of African and European styles giving rise to unique styles like jazz, swing, blues and ragtime. When these evolved they were restricted to African Americans only but have become popular the world over. Similarly our folktales were a clever way of preserving the cultural traditions of the past conveyed through the convenience of riveting stories whose magic enthralled not just through words but also the expression and tone of the story teller. Modern day rap songs are an extension of the same. The dialect and distinct accent has also been shaped in the historical melting pot in which English and often unknown various African regional languages were thrown in. We are able to manage the Standard English at school and our unique dialect at home with equal ease. Though we know that our ancestors were forcibly converted, we are practicing Christians and regularly go to the church in the best possible dresses. The women especially like to wear elaborate caps for worship and our gospel songs also display unique African American flavor. Culturally the preference is for brightly colored attire as is the case with many western Africans, though mainstream clothes (fabric and patterns) do influence the dress sense and appearance.

Business Law Essay Example | Topics and Well Written Essays - 500 words - 1

Business Law - Essay Example When you buy a pair of shoes, you're paying money to own the product, plain and simple. But under UCITA, what you'd be paying for when you purchase software wouldn't be the program itself, merely a license to use it. That's a subtle difference, but a significant one. Differences in selling a product and licensing the product depend on the product itself. McAllister cites additional examples of the license screen when purchasing software online: â€Å"You're told to read them, and then click ‘I Agree,’ before you're allowed to complete the installation.† While not all consumers read this â€Å"fine print† page, McAllister advises everyone should â€Å"because the way the software industry would have it, those screens of text are legally binding contracts.† Many of the provisions in the Uniform Computer Information Transactions Act were first proposed as a modification to Article 2 of the Uniform Commercial Code. Why did the drafters decide to propose it as a separate and distinct uniform act? Because of the growing online commerce actions, the â€Å"powers that be† in the U.S. government felt there needed to be a more clear-cut law for such commercial acts. The wording of Article 2, Congress felt, was not sufficient to cover the needs of the buyer and seller. Furthermore, amending Article 2 (originally intended to be Article 2B) was viewed as ineffective for such growing electronic businesses. Therefore, the onset of the UCITA gave both sides of the transaction a clear picture of what is legally expected.

Coursework on Family Law Example | Topics and Well Written Essays - 1500 words

On Family Law - Coursework Example Sue can no longer tolerate such extreme levels of violence and wants Barry out of the rented flat. However, Barry is registered disabled after suffering a back injury a few years ago. His mobility is limited and the flat has been adapted to suit his needs; the couple were given a ground flat because Barry finds it difficult to climb stairs. Therefore, any legal advice to Sue in regard to her intention to have Barry out of the flat should consider the following; the couple are married or in civil partnership, they live in a rented flat (they do not own a home), the marriage is characterized by domestic violence, and Barry is a registered disabled. As such, Sue has several options regarding her attempt to have Barry out of the flat. However, there are some legal provisions that make this intention difficult to execute. Sue cannot have Barry out of the flat because they are married and as long as the status of marriage has not changed both partners have rights to occupy matrimonial or c ivil partnership dwelling- house. This right is granted under the Family Law Act 1996: Rights to occupy matrimonial or civil partnership home (section 31) (The National Archives, 2011). ... Legal actions against Barry can lead to two possible outcomes; Barry will be charged for domestic violence and may be fined or imprisoned, or both, and secondly, the court may grant a divorce if it establishes that Barry behaved so badly and the couple cannot reasonably be expected to live together any longer as decided in Yemshaw v London Borough of Hounslow.3 In the first scenario, she would have had Barry out thanks to imprisonment; in an event Barry is fined, he may have learned his lessons and stop drinking heavily hence not causing harm to his wife. Besides, Sue has another option which is out- of- court alternative; she can take Barry to rehabilitation centre or to counselling specialist to help him reduce or stop heavy drinking thus restoring normalcy in marriage, because apparently the violence is caused by Barry’s heavy drinking behaviour. Lastly, considering that Barry is registered disabled, having him out of the flat that has been adapted to suit his needs may pro ve inappropriate regardless of his wrongdoings. This is because the Disability and the Equality Act 2010 requires that the interests of the registered disabled be given utmost priority especially by the carer such as spouse or parent.4 It is therefore appropriate that Sue considers all these aspects and exhaust out-of-court options such as seeking counselling and rehabilitation services before resorting to court. Q2: Civil Partnership Act 2004 and its Implications on Same Sex Marriages The Civil Partnership Act 2004 is an Act that governs Civil Partnership in the United Kingdom. Most provisions of the Act govern the new responsibilities and rights conferred on couples of same sex and who are registered as

Thinking and Managing Ethically Essay Example | Topics and Well Written Essays - 3500 words

Thinking and Managing Ethically - Essay Example al, 2007). CSR is playing an inevitable part and becoming more and more important in practice. It has an enormous potential to deliver better results while adding to business practices and knowledge. Corporate social responsibility plays a vital role in small and medium enterprises as more than 90 percent of enterprises in Asian Productivity Organization are members of SMEs. Gross domestic product consists of 75 percent of these enterprises (Hassan et. al, 2007). Small and medium enterprises (SMEs) stand for the companies whose turnover lies in certain limits. However, Malaysian SMEs are categorized as per the size, turnover and activity. In broad terms, Malaysian SMEs are defined in two major categories (Saleh et. al, 2006): The 2000 census conducted by the Department of Statistics in Malaysia shows that there were about 20,455 active firms in the manufacturing segment when talking about the total numbers of SMEs. This figure was out of about 44,185 manufacturing firms registered with the Companies Commission of Malaysia (CCM). Textiles and apparel segment contributes the largest segment of about 17 per cent of the total enterprises. Where as, the food and beverages contributes about 14 per cent, metals and metals products contributes 14.3 per cent and wood and wood products contributes 13.6 per cent (Saleh et. al, 2006). The relevant stakeholders who deal with SMEs in Malaysia in any form follows and adopt these standard definitions. The list comprises of various Ministries and Agencies at Federal and State levels of Malaysian Government along with the Statutory Bodies, authorities and financial institutions. They maintain data based on annual sales turnover as well as number of full-time employees in companies

Casual Argument Essay Example | Topics and Well Written Essays - 750 words

Casual Argument - Essay Example t this point that the act of US in going to war and continuing the war has been act of self-defense and preventing more terrorist attacks in its homeland, hence it can be stated that continuing the war and eventually ending it successfully is a strategic US move that is aimed in making the American life safer. To say that one will be safer is to be assured that there will be less peace disturbance than expected within a given time frame. Since a time frame may be divided into short term and long term, this paper asserts that in the short term, while US will have to address the short-run reactions of its enemy, especially the effects on a considerable of Muslim community who may see martyrdom in the hanging of Sadam Hussien. Dickey and Barry talked of the feeling a little safer for US, at least for a short time, when the world has witnessed the putting to death of Sadam Hussein of Iraq but they seem now to paint a different picture by their reports of not seeing many American flags in Iraq, except on soldiers uniforms due to the U.S. commanders’ decision that the American insignias might offend local sensibilities of the Iraqis. They even cited a mob in the dusty Iraqi town of Fallujah displaying a new and shocking image to bear in mind the war by the slaughter of four American civilian security men, by burning them, butchering them, dragging them through the streets, and then eventually hanging pieces of them from power lines and the girders of a bridge.1 In dramatizing the effects of the war, the same authors described the incident as simply gruesome as they convey the message of â€Å"inhuman brutality of a worldwide terrorist campaign that seems to be spreading.†2 Given also the report s that U.S. soldiers are being attacked, with at least one dying every day; it would only mean in the short term, that a less than safer scenario for the US might be expected. It does not take too much time however to allow things to normalize in Iraq. Since the US has

Issues in Second Language Learning Essay Example for Free

Issues in Second Language Learning Essay People today live in a â€Å"global village† – people correspond with each other from around the globe regularly through the Internet, modern transportation enables a person to travel from Africa to Europe in a matter of hours, products are bought and sold with increasing ease from all over the word, services are provided anytime, anywhere in the world, and real time coverage of major international news events is taken for granted. Thus, it seems that learning second language is a requirement in today’s highly globalised environment. However, second language learning (SLL) is a long and difficult process, and is a big task for anyone. After all, learning a first language is a process that involves much of a young child’s day, and ESL students in universities must work even harder in order to learn and acquire a second language. The learning process can be emotionally difficult for university students to take the step into a new language and culture. Adult learners, perhaps even more than children and adolescents, can be shy and embarrassed around others when trying out beginning language skills. Learners acquire a second language in many different ways. There are many similarities in how a second language is learned, but there are also differences based on individual student characteristics and language background. For example, outgoing students may begin to imitate phrases and expressions very early and try them without worrying about making mistakes. Conversely, other learners may not use their new language for some time. Usually, at the outset, learners may experience cultural shock as they are exposed to a new language, therefore, a whole new culture. This common experience, described as uprooting, is the abrupt transition from a familiar cultural milieu to an alien one. In the beginning of every SLL program, many learners experience a so-called honeymoon period, during which students are enchanted with the alien language without a true understanding of them. As time progresses, it is common for students to become almost hostile toward learning new language. Second language learners often suffer greater rates of anxiety, depression, and psychosomatic complaints. Furthermore, given the stresses SLL students face, a student struggling with language issues may lack the physical, emotional, or financial resources to tend to basic needs. After this stage, the learners are transitioned to so-called improved adjustment. In the last stage, the stage of bilingualism, the learners incorporate the norms of the language and culture that they have acquired and learned into their own lifestyle and their own value set. Cultural Issues Many students of SLL are struggling with learning a new language. These struggles stem above all from linguistic and cultural differences. Often, they experience the â€Å"language shock† phenomenon wherein learners confront anxiety when first entering a community in which they do not speak, or are not proficient in, the dominant language. It is a common occurrence in schools, where, despite their desire to speak the dominant language fluently, students must struggle for months or several years before they understand everything that is being said. This feeling of anxiety is aggravated by the ignorance of others. Consider the following example reported by Li (1999): When a Chinese mother went to pick up her daughter from school, she began to ask her some questions about her day, but in Chinese. The girl became upset with her mother and later explained that her classmates would laugh at her in those situations. Moreover, whenever the teacher in her school inquired as to who had made a particular mistake, one of her classmates would point to her and say, The Chinese girl, when it was usually not so. In addition to the language shock that occurs on entering a new environment, many students experience another kind of struggle. Because of the types of ordeal described above, second language learners have negative associations with speaking their native language. Yet when they go home, that is the language in which their parents communicate. Moreover, their parents insist that they too maintain the use of the native language as a connection to their homeland and heritage. But many second language learners, especially those who immigrated to English-speaking countries, associate proficiency and fluency in English with becoming American and so they want to give up their native language. These learners are caught in a battle: while at home, they are expected by their parents to speak their first language; at school they are pressured to speak the second language. Another important challenge that many second language learners face is understanding the curriculum and pedagogy used in the classroom. Western classrooms are largely Euro-centric and America-centric. Carger (1996) recounts the story of a Mexican American boy, who was a student in a predominantly Latino Catholic middle school in Chicago. While the teachers and administrators never openly stated that they believed their students were inferior, they treated them as if they were. The boy’s homeroom teacher often used a demeaning tone when she spoke to her students. She did not allow them to ask questions, nor did she encourage them to think on their own. Most of her assignments included content to which her students could not relate. For example, one task that the students were asked to complete was to describe the experience of going to the dentist. However, many of the students had never been to a dentist. Pedagogical Issues A major problem confronting learners is the failure of the teachers to appreciate different learning strategies and styles among SLL students. Increased interest in student-centred learning approaches amongst language educators has led to numerous studies investigating individual language learning strategies and their relationship to achievement in learning second/foreign languages. Studies have indicated support for appropriately applied language learning strategies on second/foreign language achievement (e. g. , Griffiths and Parr, 2001). The consensus of the research is that although all learners, regardless of success with language learning, consciously or unconsciously employ a variety of learning strategies; successful language learners engage in more purposeful language learning and use more language-learning strategies than do less successful ones. Overall, findings indicate that both the frequency with which learners apply language learning strategies and the strategies they choose are distinguishing characteristics between more successful and less successful learners. Learning strategies are strategies that contribute to the development of the language system which the learner constructs and which affect learning directly. They are steps taken to facilitate the acquisition, storage, retrieval, and use of information. In addition learning strategies are the special behaviours or thoughts that individuals use to help them learn, comprehend, or retain new information. Furthermore, it can be argued that learning strategies can foster learners’ autonomy in language learning. Strategies can also assist second language learners in promoting their own achievement in language proficiency. Learning strategies, therefore, not only help learners become efficient in learning and using a language, but also contribute to increasing learners’ self-directed learning. Whether as a result of heredity, educational background, situational requirements, age, or other factors, Sudanese learners of the English language understand and process information differently. While one individual prefers a particular learning style over another, such a preference reflects a personal inclination for how to learn in a particular situation. As personalities change, so too may their learning style preferences after exposure to different learning/teaching situations. Early research into language learning strategies was mostly concerned with investigating what language learning strategies learners used, without attempting to address the links between strategy use and success. Recent research has focused on determining the connections between strategy use and language proficiency. Such studies have shown that proficient language learners employed more strategies in language learning than less proficient language learners. Other findings have exposed a relationship between students’ perceptions of their language proficiency and strategy use. Oxford and Nyikos (1989) affirmed that greater strategy use accompanied perceptions of higher proficiency, while Wharton (2000) demonstrated a significant correlation between the two factors, indicating the higher a student’s language proficiency self-rating, the more frequent strategy use was. Long lists of learning strategies have been identified by a number of studies over the past thirty years Oxford (1993) reported that there were at least two dozen different classifications. Generally, these learning strategies fall under four broad categories, i. e. strategies that enable learners to: (1) comprehend, store, retrieve and use information; (2) manage and direct their learning through reflection and planning; (3) control their emotions; and (4) create opportunities to practice the target language with other people. Learning strategy system can be direct or indirect. Basically, direct learning strategies require mental processing of the target language. There are three major groups of direct strategies, each processes the language differently and for different purposes: memory, cognitive, and compensation. Memory learning strategies, also called mnemonics, involve mental processes used in arranging information in order, making associations, and reviewing. Cognitive learning strategies involve the processing of the target language so that meaning becomes clear through processes like reasoning and analyzing. Lastly, compensation learning strategies enable second language learners to make up for gaps in their knowledge and skills, by, for example, guessing meanings and using gestures. On the other hand, indirect strategies support and manage language learning often without involving the target language directly. The metacognitive, affective, and social learning strategies belong to the groups of indirect learning strategies. In essence, metacognitive learning strategies enable second language learners to plan, coordinate, evaluate, and direct their own learning as well as to monitor errors. Affective learning strategies, on the other hand, help learners gain control over their emotions, attitudes, and motivation through self-encouragement, self-reward, and reduction of anxieties. Finally, social learning strategies are ways of involving other people in enhancing learning through questions, cooperation and increased cultural awareness. Another pedagogical issue is that many SLL teachers do not generate environment that will foster learners’ understanding of making the essential mental construction. The current research proposes that students need to construct their own understanding of their learning. Constructivism provides a way of understanding teaching and learning and offers information for developing various ways of teaching, because the challenge in teaching is not to lecture, explain, or otherwise to attempt to transfer knowledge, but to create circumstances and experiences that engage the students and support their own explanation and application of language models needed to make sense of these experiences. The focus of constructivism is not unique to psychology; it also has roots in several areas, such as linguistics. Constructivism is primarily a theory of human development that in recent years has been applied to learning. The learning or meaning-making theory proposes that people create their own meaning and understanding, combining what they already know and believe to be true with new experiences with which they are confronted. The theory views knowledge as temporary, developmental, social and cultural. Lambert et al. (1995) described constructivism as the primary basis of learning where individuals bring past experiences and beliefs, as well as their cultural histories and world views, into the process of learning; all of these influence how we interact with and interpret our encounters with new ideas and events (p.xii). Guided by theories of constructivism, teachers must recognize that: learning is a search for meaning; meaning requires an understanding of the whole as well as its parts; in seeking meaning, they must understand the mental representations that students use to interpret the world and the assumptions they make to strengthen those representations; and the goal of learning is for the SLL student to develop his or her own understanding. Hence the students’ cultural-social and historical contexts are of importance in their learning. Social constructivist concepts have important implications in teaching strategies. Social constructivists believe that reality is constructed through human interactivity. Members of a society together construct the properties of the world. For them, reality does not exist prior to its social invention, thus it cannot be discovered. Also, social constructivism holds that knowledge is also a human product and is socially and culturally constructed, which suggests that individuals establish meaning by interacting with each other and with their environment. Additionally, social constructivism proposes that learning does not occur only within an individual, but is a social process; meaningful learning among SLL students happens when they are involved in social activities. Teachers can design instructional models based on the social constructivist perspective. These models promote collaboration among learners and with practitioners in the society. According to Lave and Wenger (1991) a society’s practical knowledge is positioned in relations among practitioners, their practice and the social organization and political economy of communities of practice. This suggests that learning should involve such knowledge and practice.

Needs Analysis Essay Example for Free

Needs Analysis Essay Majority of students lack understanding of mathematical language and show weakness in basic numerical computation. The students make frequent errors because they misread operation signs when adding or subtracting integers or carry numbers incorrectly when multiplying whole number and decimals. Furthermore, these students have difficulty understanding written or verbal directions or explanations, and find word problems especially difficult to translate. Current Conditions The current data shows that only 15 percent of the students were able to understand and perform the necessary computation with minimal errors on application problems to pass the semester exam with a 70 or above. Thus 85 percent were unsuccessful on the semester exam that focus on computation skills and understanding application word problems. Desired Conditions The optimal goal is to increase the student’s performance from its current state by 200 percent. By increasing the student’s performance, the students should be able to understand, define, and use mathematical terminology to solve difficult application problems without minimal computation errors. Data Collection Processes Discussion of Data Collection Instruments Used In order to determine what problems students had in school and what tools math teachers thought students should emphasize, interviews and focus groups were used due to the speed of receiving the results. Test score data was gathered from the district as it was already mandated by the district and results were already given. Test scores and the data retrieved from the district is meant to be similar to the state assessment that will be given towards the end of the 5th six weeks. Discussion of Sources of Data Surveys and other short interviews were given to the 6th, 7th, and 8th grade math teachers at the middle school campus. It is believed that it is partially due the lack of reviewing their own work is a potential source of the low test scores. Survey question was introduced by creating a baseline of how often teachers believed students should be checking their work. By first understanding this, it would allow a determination if there was in fact a difference between students’ actual reviewing patterns and the actual reviewing patterns. Additionally, an issue with reviewing would be if students are unfamiliar with how to check their work. By determining which skills the teachers deem to be the most productive when practicing their computation, the teachers will then be able to create a vertical alignment where instruction is built on those review skills. This would provide students with a foundation where their knowledge can be increased without the troubles of having to learn a new way to review. Typically the reverse operation would be done in order to check for the correct answer. However, if there is an issue in the basic computation it would hinder students being able to check their work. This was the reason why students were also given survey questions and were interviewed. Students would be asked how often they check their work and they would also identify their self-efficacy in computation of problems with decimals. If there is a need in that students do not check their work and if they do not feel competent in completing the problems with decimals, then it would dictate a need to reteach the material. Surveys and interviews were given to students due to their speed and their ability to quickly assess where a need was. Data Analysis Techniques Used The first survey question asked the students about the percentage of the time they reviewed their work after completing a math problem. The answer choices included: between 0-20 percent, between 20-40 percent, between 40-60 percent, between 60-80 percent, and between 80-100 percent.

The Stolen Party: Literature Analysis

The Stolen Party: Literature Analysis In the story The Stolen Party, Rosaura, the protagonist, is a young naive girl who believes and trusts that all people are good. Her mother believes that all rich people are liars and they are inferior to them. She feels that her daughter will not be looked upon as equals. Despite her mothers judgement, Rosaura continues to spend most of her time trying to convince her mother, as well as everyone at the party, that being an educated girl makes her an equal to everyone at the party. Rosaura believes that she is invited to the party because she and Luciana are friends. They spend a good amount time together. Every afternoon, they do their homework, drink tea in the kitchen and tell each other secrets. Spending all that time with Luciana gives Rosaura enough reason to assume that they are friends. Her mother tells her that she is not Lucianas friend, but merely the maids daughter. At the party, Rosaura helps Sefiora Ines, Lucianas mother, by serving at the party. Rosaura believes that S efiora Ines is asking her to help because she is dependable and knows the house better than anyone else at the party. She feels like she is fitting in Lucianas lifestyle and not being judged based on her social status, until she is harshly brought back to reality and faces the position of being inferior to rich people. At the end of the party, Sefiora Ines hands out loot bags to all the children and Rosaura even expected that she might get 2 for helping so much at the party. However, Sefiora Ines did not give her any loot bags and instead handed her 2 bills from her purse. She said you truly earned this [] thank you for all your help, my pet (Heker 4). The innocent Rosaura was shocked when she discovered that her mother was right all along. Rich people can never treat poor people as their friends, only as their inferior. Rosaura felt her arms stiffen, stick close to her body, and then she noticed her mothers hand on her shoulder. Instinctively, she pressed herself against her mother s body. That was all. Except her eyes. Rosauras eye had a cold, clear look that fixed itself on Sefiora Ines face (Heker 4). Her dreams and her innocence were shattered by her naive thinking that she will not be judged based on her social class as well as Sefiora Ines treatment towards Rosaura. Similarly, in the story The Fall of the City, Teddy, the protagonists innocence was destroyed by his own naivety when he believed that he could live in his imaginary world forever. In the centre of the room stood a fort and a palace, painstakingly constructed from corrugated cardboard cartons (Nowlan 1). He made his own palace and army out of cardboard boxes where he was the commander; he controlled everything in his world, and he had nothing to worry about. However, one day when his uncle found out that Teddy was playing with paper dolls, he constantly humiliated him. His uncle had a stereotypical view on gender roles, in which he believes that boys should not be playing with dolls, as it was a female thing to do. When Teddy plays quietly, his uncle automatically assumes that he is getting into trouble and embarrasses him. What Teddy had imagined and created for himself could not keep up with reality. There was no king Theodore, no Emperor Kang, no Theodoresburg, no Upalia, no Danov a. There was only an attic full of preposterous cardboard buildings and ridiculous paper people (Nowlan 3). He could no longer feel the magic that he once felt playing with his palace. When he went to the attic, the city was as he had left it. Yet everything had changed. Always before when we had come there, his flesh has tingled, his eyes had shone with excitement. Now there was only a taste like that of a spoil nutmeat (Nowlan 3). He was constantly ridiculed and let down by the adults in his life, mainly his uncle, which resulted in him tearing and destroyed his own cardboard palace which ultimately lead to the destruction of his innocence. In both stories, the authors showed that both childrens naivety and the adults role in each story resulted in them being betrayed and disappointed. In both stories, the protagonist is looking for approval from their society and in each story, there are different stereotypes. In The Stolen Party Rosaura wanted approval from the higher class society and the support from her mother to believe that not all rich people are bad. In the end, Rosaura refuses to accept change, and believe that all people are bad, but learns that In contrast, in The fall of the City, Teddy is looking for approval from his uncle. His uncle had a stereotypical view on gender roles, in which he believes that boys should not be playing with dolls, as it was a female thing to do.

Constitutional Law and its Contemporary Challenges: Speech, Search and

Constitutional Law was created as the chosen way to preserve the United States of America Constitution, ratified by Congress in 1783, in respect to its meanings, use, and enforcement, for free government, and equal justice under the law for all Americans. However, as times and generations have passed, the U.S. Constitution remains the supreme law of the land. Among the most contemporary and controversial elements are the challenges of evolving interpretations of the freedom of speech, and search warrants, which have both had a major impact on society. In particular, we explore speech not protected by the First Amendment of the Constitution, as well as some circumstances when a search warrant is not required for a valid search. A conclusion is drawn and outlined based on research conducted to offer a concise in-depth observation of the above topics. FIRST AMENDMENT FREEDOMS The First (1st) Amendment of the United States (U.S.) Constitution, ratified December 15, 1791, â€Å"guarantees to all Americans regardless of age, ethnicity, disability, faith, or gender, the freedom of speech, freedom of press, the right to assemble, the right to peacefully assemble, and the right to petition Congress (Government) for a redress of grievances† (Kanovitz, 2010). However, as these types of speech are protected by the 1st Amendment, there are other kinds of speech that are not. The framers of the 1st Amendment intended for this amendment to be broad as to allow the amendment room to adapt to future changes in societal diversities as we live today (Kanovitz, 2010). In these protected rights are solid foundations that secures the opportunity to openly share ideas, thoughts, and various differences in points of view, encouraging interaction... ...merican soil, the question remains as to how much privacy Americans really possess. Yes, security in the person and home is still at the discretion of law enforcement, but how far will the government reach in what seems to be an elaborate effort to gain total control over what the Constitution defines as a free society? This, and many other questions remain unanswered today, but it must be remembered that this is a government of, for, and by the people, not a dictatorship that it has come to be in today’s world. â€Æ' Works Cited Gardner, Bryan A. (2009). In Black's Law Dictionary. St. Paul, Minnesota: West / Thomson Reuters. Kanovitz, J. R. (2010). Constitutional Law (12th ed.). (E. R. Ebben, Ed.) New Providence, NJ, U.S.A.: Matthew Bender & Company, Inc., LexisNexis Gorup. Terry v. Ohio, 392 U.S. 1, 88 S.Ct. 1868 (Supreme Court June 10, 1968).

Future of Policing Essay -- Police Crime Criminal Essays

Future of Policing   Ã‚  Ã‚  Ã‚  Ã‚  The future of policing is fairly clear in what direction it is heading. It has been slowly reforming to meet the needs of the people, reduce crime, and make policing more efficient. Some of the reforms that will probably take place in the future include, better educated police officers and police managers, consolidation of police departments to save on money and resources, upgraded technology, race and gender equality, better testing techniques to recruit and promote within the department, and improved proactive planning techniques. One of these proactive tools that will surely become more widely used and implemented better is community policing. It has been evolving since its first introduction into the police world and will see more reforms in the future. Compstat should also become more widely used by almost all police departments to make those in charge more accountable and for improved crime mapping.   Ã‚  Ã‚  Ã‚  Ã‚  Current economic and political trends will affect how, and if, certain reforms take place. Some trends like the increased costs for medical services will affect officer’s salaries and benefits, while the growth of inexpensive technology with instant communication through cell phones and personal computers will improve response time and distribution of information quickly and effectively. Changes population demographics, with the increase in the cultural and ethic diversity of the population will create more of need for career equality. This will also be pushed forward by the immigration of more highly educated professionals from third world countries. Increased multinational organized crime activity will create a bigger need for better communication between countries and joint efforts to stop it. Increased concerns with crimes committed by violent juveniles and individuals with modern weapons, terrorism and threats against our infrastructure will also shape the way policing reforms to solve these increased threats. Because of greater concern with terrorism, more resources will be allocated to homeland security. These are resources that could have helped domestic crimes and police management and will have to compensate for. Even smart credit cards, DNA identification and global positioning systems will all help shape the new policing model.   Ã‚  Ã‚  Ã‚  Ã‚  One of the main problems facing most police departments is using cost-eff... ...epend on them to find the individual or to crack down on the group. A great example of this is in Israel, with fighting militant groups like Hamas. Groups like this receive funds from other countries all around the world that support terrorism. An international police force could more easily gather information on the group and also serve as a barrier between the Israelis and Palestinians. This organization would be much like the United Nations, but instead of politics and an army it would be a world police force that could actually go in and arrest individuals and put them on trial in front of the world.   Ã‚  Ã‚  Ã‚  Ã‚  Finally, the future of policing seems to already be headed in a good direction, focusing on improved communication between departments and with the public. The strong emphasis on community policing will help people feel more comfortable with the police and not as their own society. Some reforms need to be more focused on though, like the international police force, because of recent events like September 11th. Overall policing will seem to remain the same because the transition will be slow and gradually take effect, but it will always be improving in any way that it can.

Heavy Metal Poisoning :: essays research papers fc

Heavy Metal Poisoning Heavy metal poisoning is the toxic accumulation of heavy metals in the soft tissues of the body. Heavy metals are chemical elements that have a specific gravity at least five times that of water. The heavy metals most often implicated in human poisoning are lead, mercury, arsenic, and cadmium. Some heavy metals, such as zinc, copper, chromium, iron, and manganese, are required by the body in small amounts, but these same elements can be toxic in larger quantities. Heavy metals may enter the body in food, water, or air, or by absorption through the skin. Once in the body, they compete with and displace essential minerals such as zinc, copper, magnesium, and calcium, and interfere with organ system functions. People may come into contact with heavy metals in industrial work, pharmaceutical manufacturing, and agriculture. Its even possible that children can be poisoned as a result of playing in contaminated soil.   Ã‚  Ã‚  Ã‚  Ã‚  Heavy metal poisoning may be detected using blood and urine tests, hair and tissue analysis, or x rays. In childhood, blood lead levels above 80  µg/dL generally indicate lead poisoning, however, significantly lower levels (>30  µg/dL) can cause mental retardation and other cognitive and behavioral problems in affected children. The Centers for Disease Control and Prevention considers a blood lead level of 10  µg/dL or higher in children a cause for concern. In adults, symptoms of lead poisoning are usually seen when blood lead levels exceed 80  µg/dL for a number of weeks. Another important factor is that blood levels containing mercury should not exceed 3.6  µg/dL, while urine levels should not exceed 15  µg/dL. Symptoms of mercury poisoning may be seen when mercury levels exceed 20  µg/dL in blood and 60  µg/dL in urine. An interesting way to test for the amount of mercury in someones system, is to test hair a follicle, and record the levels of mercury in order to gauge the severity of chronic mercury exposure. Furthermore, arsenic is rapidly cleared from the blood. Blood arsenic levels may not be very useful in diagnosis. Arsenic in the urine (measured in a 24-hour collection following 48 hours without eating seafood) may exceed 50  µg/dL in people with arsenic poisoning. If acute arsenic poisoning is suspected, an x ray may reveal ingested arsenic in the abdomen. It is visible because the arsenic appears solid on an x-ray. Arsenic may also be detected in the hair and nails for months following exposure.

Enironmental Pollution Essay

Environmental Pollution is one of the biggest challenges faced by most societies in this modern era. It has become a paradox of our time that urbanization and development be associated with environmental degradation. In man’s quest for social growth, nonchalance to nature’s laws have set in and this has disturbed a number of natural phenomena. The industrial revolution has brought with it technological advancement, such as the discovery of oil and fossil fuels and its virtually universal use in a diversity of industries. Further more rapid growth in population is established to be the fundamental cause of environmental framework collapse. Population growth increases the need to produce consumer commodities and this desire is transformed into a necessity to abuse environmental resources. Population growth creates certain negative environmental issues. These issues could be economic or social by nature. Their consequences range from a decline in air and water quality as well as deterioration in infrastructure and significant health hazards. A rapid growth in human population within the city propagates pressure on the framework of such cities and its natural resources. As cities begin to expand, they take a toll on existing rural areas, creating diverse environmental challenges such as reduced biological habitat as well as pollution of nature’s resources. The increased densities of industrial areas within cities, large number of automobiles and commercial enterprises add to increased health hazards and complete breakdown of ecosystem. Development of thought Our environment plays an important role in life. Man has equally been an active participant in the process of impacting on the environment through population and greenhouse effects. Obviously the growing population indicates a higher usage of resources thus leading to a greater deal of increased pollution. Therefore pollution of the environment has become an issue of significant discussions and diverse consequences. In recent times, the rapid growth has forced the natural environment to change drastically. A greater part of such change can be concluded to be negative with daring implications. Conclusion In light of the mentioned consequences of environmental pollution and the already visible degradation it has imposed on the environment. I would recommend the following bearing in mind that significant measures which must be cost effective and in line with budgetary allocations be taken into consideration. Pollution control Legislation of point sources The social, economic and ecological significance of conservation of the environment cannot be contestable; if pollution is to be maximally reduced, the need to appraise or look into the current levels of pollution, and environmental protection legislations within the city, with a view of presenting a new legislation. New legislated standards should be proposed since already existing legislations are found to be somewhat irregular and deficient. Also the advantages and possible problems of the proposed legislation can be debated upon and discussed. Encourage alternative transportation Alternative means of transport should be highly promoted. Cycling and walking do not propagate any sort of environmental degradation as opposed to the use of vehicles, which through the use of gas and fossil fuels are a significant actor in the downward slide of the negative environmental conditions. This recommendation takes into consideration that this measure might affect the convenience and time related factor that society has grown to enjoy from such vehicle technology. Establish green spaces or urban forestry The establishment of green spaces and urban forestry would lead to a significant decline in civilizations environmental footprints on the environment, meaning the least amount of pollution and emissions. This will facilitate the cleaning of emissions as they are released as well as restoring the ecosystem and natural balance of the environment. Of course this will have to be done without curtailing people’s freedom and rights or the world’s economy. Promote fuel-efficient cars It is a fact that a large percentage of pollution comes from emission of vehicles. It is recommended that alternative fuels or fuel efficient vehicles be encouraged. Means of transport which would be significantly friendly to the environment. Alternative fuel sources would also play an effective role in the reduction of pollution. This recommendation assumes that the alternative fuel type will displace a similar amount of current fossil fuels. It does not consider consumer acceptance or infra-structure issues that will impact the market penetration of these alternative fuels. Implementation of these recommendations would bear a total cost of about $16.2M and is well within the confines of the City Councils Budgetary allocations on tackling environmental issues. Decision-making about environmental issues necessitates the maintenance of a fine balance between the effectiveness of measures and the public reaction towards them. This simply means that in as much as the recommendations tend to curb and reduce the effect of environmental pollution, it might come off as inconveniences to the general public and thus   promote a negative reaction from the people of the city. The implementations and measures no matter how effective will put a strain on the convenience of the public, regardless to say that such measure will be beneficial both in the short run and long run.

Education Is an Effective Tool in Our Efforts to Build

a. Education is an effective tool in our efforts to build a more equitable society. b. Therefore, equal educational opportunities must be available to all citizens. â€Å"Providing students opportunities at school does not guarantee success if students watch television rather than do their homework—and parents let them. By assuming that any set of reform ideas can magically create a well-educated citizenry, we oversell the role of policy-making. Education requires initiative, a trait notoriously difficult to create or impose† (Hood, 1993).I believe the author is reporting from a symbolic interactionism theorist’s (and possibly throughout to include the conflict perspective) point of view after reading this article, (which by the way is a pretty good read). The NCLB Act along with Black Star Project Contract for Finishing High School, early childhood, teacher (The New Teacher Project, etc†¦) and student based programs along with funding reform, which have bee n put into action since 2001 and to present, have all helped in order to maintain a more equal and balanced system.However I must agree with John Hood, no matter what is done to close this gap, incentives, free this or that, ticket to this or ticket for that, if it is not embedded into any child the importance of education for their future, the problem will continue to be viewed as a social issue which needs to continuously be experimented with. â€Å"For example, a 2011 U. S. Department of Education Report revealed that more than 40% of low-income schools across the United States receive less state and local funding than schools in higher income areas with schools of the same grade levels† (Korgen, Furst, 2012).I really believe that this is somewhat of a cycle or circle if you will. Let’s see, lower income areas get less funding from state and local government, this is a claim that boggles my mind because as an Ohioan I see this to be an untrue statement first off. Hi gher income areas pay higher taxes on properties because they have earned their way into such communities, no matter the â€Å"skin color,† therefore they also expect that much of these tax dollars are utilized for such things as the educational system.Nevertheless, at least in this state, the lower income families and communities get better state and local funding in order to achieve the equal amount of opportunity that those who can afford to live in areas of higher property value. Because higher income areas and families pay out of pocket, it becomes unnecessary for state and local funding. I am not saying this due to some underlying agenda or meaning, I live in the suburbs but my income is considered below poverty level, so it has nothing to do with any inner thoughts, it is just a fact.To me, everything about the education system and the economy are nothing short of a conundrum: Securing equal opportunity to all citizens, which has been in the works for a very long time as a core value of the American people, to attain proper education, push college and offer funds and means for all to attend college, yet when all is said and done, what happens when they get their degrees and diplomas and there are no employment availabilities?Oh wait, there is an agenda, make sure that it is equally contributed through the racial aspect, therefore the person who may qualify for the position better than any other, may not land that job because statistics claim that the balance of race must be equal†¦ this goes each way, no matter your background or race, all races lose out because of this. We are the human race period and if you believe that education, have been raised to understand the importance of it, than nothing will detour you from the dream we have all been given equally to attend school and learn.Every year we are given these statistics which either show decline or upward climb in the educational system, and for decades it is always something and shape d into inequality, however every year some new political stance is taken to create â€Å"equal† rights of education to all as though it is not already happening. Sadly I think this is why it is a social issue, because race is used as its core and it is portrayed that â€Å"minority† receive a lesser value, and are still treated as second class citizens, I’m sorry, I do not agree with this any further.Every human, no matter race, religion or whatever, has the opportunity to become educated and create a good life for themselves and family, but not everyone is willing to do the work. This country is tilting the scale and who are considered minorities in the eyes of what we have learned or made to learn, are not actually minority based on race any more when education or economy come into play: I think the only true minority who suffers today are the Indigenous Native American’s who had their land stolen, otherwise, the above mentioned equal opportunity to all is working to close this â€Å"gap† more rapidly.On another note, because of this failing public education, I chose to home school my daughter and oldest son, however my twins go to a public school now and all four are and were honor and citizenship role students. Not just because of one entity such as teacher, principle, or whom/whatever, but because as a parent I taught them the importance of allowing themselves to make individual choices and ones which will ensure a better future for themselves.It starts at home and from there, even the least paid teacher can teach you something. Reference: Korgen, K. , & Furst, G. (2012). Social problems causes & responses. San Diego, CA: Bridgepoint Education. Retrieved from https://content. ashford. edu/books/AUSOC203. 12. 1 Hood, J. (1993, February). The failure of American public education. The Freeman, 43(2), Retrieved from http://www. thefreemanonline. org/columns/the-failure-of-american-public-education/