Beowulf Assignment Essay

1) Leslie Webster: Archaeology and Beowulf 2) There are many difficulties incorporated throughout Beowulf which challenge the modern day reader but which are also significant factors in the overall literary experience of the text. One of the main challenges that presents itself, according to 1925 Watt and Chambers, is the translation of Beowulf, the oldest English epic, from archaic Anglo-Saxon English into modern day English, applied with the reader’s already established, own contemporary knowledge and conceptions of the language. Leslie Webster declares it is also possible to be led into a manifold of misinterpretations when combining the important elements of poetic description, complex historical features and archaeological accounts along with our own current preconceptions. For example, it could be seen as an advantage for the reader to have an academic knowledge of early medieval north-western Europe prior to reading Beowulf. However, Webster argues that this may very well act as a disadvantage, since this could influence and shape the reader’s comprehension of the poem as they try to apply and relate their own knowledge to the text. This will cause difficulties for the reader in understanding when the poetic description does not correspond with their knowledge of hard archaeological facts. Webster claims that archaeology is a ‘fragile and incomplete witness’ and can therefore not to be entirely accepted as truth. The reality is there is no firm evidence therefore only conjectures can be made about what really occurred in the past. Furthermore, over centuries various archaeologists and editors have interpreted Beowulf differently and this indicates that the accuracy of the translation and its criticisms are questionable, consequently adding difficulty to our understanding of the text. The most apparent complication of Beowulf however, is understanding the significance of material possessions in the warrior culture during its time. They collected their spears in a seafarers’ stook, a stand of grayish tampering ash. And the troops themselves were as good as their weapons. (323-331) Physical objects such as weapons and armour are explicitly referred to continuously and consistently throughout the text and are obviously one of its most prominent features. This is difficult and unusual for the reader because in today’s society a person’s worth is not usually marked by their weaponry. 2 3) Leslie Webster’s essay helps the reader grasp the concepts of Beowulf by expressing it as ‘a poem, not an archaeological textbook.’ The carefully constructed poetic descriptions should therefore not always be taken literally word for word, but be looked upon as a symbolic story or moral for the respective audience of its time. Webster articulates in order to understand this text it is vital to put our own leaning preconceptions aside and study the differing forms of evidence with consideration. We must realise Beowulf is set in the past for this is important in perceiving that Anglo-Saxons’ history played a huge role in their lives and governed the way in which they lived. This is demonstrated in the text by repeated references to ancestors, heirlooms and legends. My lord, the conquering king of the Danes, bids me announce that he knows your ancestry; also that he welcomes you here to Heorot and salutes your arrival from across the sea. (391-394) During Anglo-Saxon times, the nature of a person’s ancestry judged their character and how they were treated in society. Beowulf was son of Ecgtheow, the later King of the Geats and was consequently a well respected, trusted and admired individual. The endless kennings can be confusing but one of its benefits is helping the reader remember the character’s ancestry and hence, their value in society. To a modern day reader monsters and legends are considered to be allegories or fables but Webster distinguishes that they are not uncommon to the Anglo-Saxons and were a normal part of life. We must accept this if we want the poem’s real meaning to be revealed. Beowulf is from an entirely different cultural context and we distinguish between the two realms of fiction and nonfiction by our innate ability to decouple. Although Heaney has brought in modern day equivalents in translating Anglo-Saxon English into Ulster English for the modern day reader to interpret and relate to, it is still not strictly precise and inevitably some of the previous, intentional meaning is lost. Webster’s distinct descriptions of weaponry also aid the reader into understanding the status of a character and this is not uncommon in archaeological contexts. Only a character of the highest status could manage to own the best defence weapons for the great time, effort and money involved in making them. However, Webster is undecided whether the difference between the highest/lowest characters is a fictional, poetic convention or if it resembles genuine, Anglo-Saxon rank divisions. 3 4) I have decided that Leslie Webster’s essay does solve the problem of difficulties involved throughout the text however, I believe these difficulties are also an important factor in achieving its literary effects. It could be said that the reader’s most eminent obstacle is attempting to connect with the old fashioned language and unfamiliarity of Anglo-Saxon attitudes and ways of life. In Heaney’s translation the reader is given the opportunity to get a real insight into what the Anglo-Saxons were like because of the language he uses. In addition to this, once this concept is understood, the language used becomes an authentic literal exercise for which understanding the text becomes all the more pleasurable and appreciated. If the carefully constructed, poetic descriptions were easy and effortless for us to comprehend then this would cause the whole meaning, purpose and originality of the poem to be lost. The various difficulties immersed in Beowulf have the subtle effect of drawing the reader in closer to the text, maintaining their concentration and once it is understood, a real sense of achievement is gained. I believe the explicit descriptions of weaponry are also a significant component in Beowulf and should not be considered lightly when looking at the way in which the text achieves its literary effects. The manner in which Heaney uses literary techniques when interpreting weaponry not only describes what they are made of, but also how they were skilfully and intricately formed and even how they sound when they move. Their mail-shirts glinted, hard and hand-linked; the high-gloss iron of their armor rang. (321-323) When Heaney’s descriptions are combined with Webster’s explanations, it becomes clear cut that the literal effect is intriguing and fascinating the reader and at the same time showing the importance and relevance of weaponry. Webster concludes by remarking that Heaney’s clever approach in adapting archaeological evidence in Beowulf united together with the merging of past and present, has the literal effect of capturing the poem’s extreme depth, attribute and quality. This is a unique poem which its layers and characteristics make it a difficult but interesting and different read.

Human resouce management Essay

1. To confirm that the supervisor’s claims are true, who will you contact? What questions will you ask? What precautions should you take to assure that your investigation is confidential and legally defensible? To confirm that the supervisor’s claims are true, I would contact data processing to look at the sales data. I would want a record of Jeanette’s sales, and also the department sales for comparison. I would also request this from the supervisor. I would instruct both the DP department and the Sales Manager to keep my request confidential. However, it would be reasonable to confirm data so there is nothing wrong with checking data. 2. Review the documentation available related to this case. Is there enough documentation in place based on discipline policy and your experience as an HR manager? Explain. There is enough documentation based on the discipline policy to suspend the employee. According to Exhibit 12.3.5 an employee will be given a verbal warning, which is signed by supervisor (12.3.3.). Next a written warning will be documented, signed by supervisor (12.3.2). I am guessing the dates are October of prior year for exhibit 12.3.3. It is followed by December to June of the next year. In Exhibit 12.3.4 follows the procedure of a written warning to be documented and copied to the HR manager. The next step, however, is suspension. The employee should be suspended. The sales manager is correct, it will not help most likely, but that is the company policy. 3. Assume that the termination is warranted. Managers typically hold termination meetings at The Daily Review but it is not unheard of for the HR department to conduct this meeting. Given the available information, who should conduct the meeting? What steps will you take to prepare the manager and/or yourself for this meeting? Prepare an agenda for the termination meeting. Nevertheless, assuming the termination is warranted it would be wise for the sales manager to handle the termination in the presence of an HR representative. I would go through the entire process with the sales manager of possible scenarios. In addition, I would confirm that he would call Jeanette in, inform her of his decision to terminate her based on her lack of sales and failure to schedule training previously petitioned. The agenda would inquire to call Jeanette in the office. Tell her she is being terminated for failure to perform her job and to attend training. Hand Jeanette her last check, walk her to her desk to get her belongings and assist her out the door. Terminations should be handled quickly and professionally. I would advice Paul, the sales manager, not to add any editorial comments regarding her performance but keep to the bare minimum on the facts. This termination should not come as a surprise to Jeanette. She and the rest of the department are aware that she is not making sales. It is time for a change, while the process should be professional, without emotion and discussion. 4. The Daily Register has some guidelines for severance packages, benefits, and outplacement services, but they are very informal and typically decided upon on a case-by-case basis. In this situation, what would you recommend for Jeanette? I would not offer Jeanette any severance package, benefits, or outplacement services. Jeanette was warned she was not completing her job. She has already cost the company money for failure to perform her duties. Discussion Question #6 I know, this unit_6 is talking about to build relationship, but some times is necessary to fire people. The question here is on how to terminate employees for cause, typically for disciplinary reasons or for poor performance. How do I fire people legally and humanely? Three Legal Reasons for Terminating an Employee 1. The first legal reason that an employer can use to confirm the termination of an employee is if the employee violated a â€Å"known† company rule. For such reason to be upheld in a court of law, the employer will need to prove that: (1) the rule actually exists; (2) the employee knew that it existed; (3) the rule was violated; (4) other employees were terminated for the same infraction; and (5) the termination was reasonable punishment for the infraction. 2. The second legal reason to terminate an employee is if they are not able to perform their job sufficiently. I order to defend this reason for termination in a court of law the employer must be capable to establish that the employee was incompetent to do their tasks. For instance, the employer took reasonable steps to try and improve the employee’s performance by addressing the issue’s in several instances before terminating the employee. Documented evidence is crucial in a scenario like this to prove that the employer’s position in this kind of situation is correct and legitimate. 3. The final legal reason for terminating an employee is if it is in the best economic interest of the company in question. For example, the company is downsizing its workforce for economic reasons. Layoffs are common reasons for terminations in firms that are downsizing or restructuring. Courtesy should be held high in a layoff situation, giving employees who are involved in a layoff need to be given at least 60 days notice. This civility or remark is required by the Worker Adjustment and Retraining Notification Act (WARN). http://www.aftermarket.org/Magazine/InsiderArchives/Toolbox/Termination.pdf http://www.doleta.gov/programs/factsht/warn.htm View as multi-pages

Critical Management Theory(CMT) and its application as an analytical Coursework

Critical Management Theory(CMT) and its application as an analytical tool for resolving problems in a post-modern organisation - Coursework Example Today managements develop their common goal as per the present requirements of society, environment and community. The increasing concern for corporate social responsibility and community development is one of major evidences in this respect. The Critical Management Theory (CMT) is a reasonable and effective theoretical approach for managing the postmodern organisations. These theories include a wide range of views and ideas that criticize the traditional management theories. CMT attempts to explore, recognise and relate the similar attributes of management basics and critical theories. Critical managements studies deals with the different areas of management theories. More specifically, it is the academic field for critical management theories. Sudhanshu Katyal has explained that â€Å"Critical Management Studies (CMS) challenges and offers alternatives to received wisdom about ‘management’† and it â€Å"is differentiated from mainstream research by (i) its unor thodox treatment of established topics (e.g. motivation, strategy) and/or (ii) its attention to marginalised issues (e.g. post-colonialism, environmentalism)† (Katyal, 2009, p.7-8). This paper will attempt to present an explanation and discussion on CMT and its application in managing postmodern organisation. The discussions will try to focus on multiple perspectives of critical management theories. At first, the importance of critical management theories in postmodern organisations will be discussed. This section will clarify term ‘postmodern organisation’ by pointing out its major characteristics. The next section will present different approaches of CMT. This section will try to evaluate critical theories. The third section will aim to demonstrate the application of critical management theories in postmodern organisation. Finally, based on the overall analyses and discussions, the findings will be summarised in conclusion. Importance of Critical Management Theo ry in Postmodern Organisation CMT is an important area of organisation management. The society and human thought processes are not static and it tends to changes with time. Therefore, the organisational behaviour of mangers and organisation culture also vary as per time periods. Such changes lead to increase the requirement new theories and new management approaches. CMT is very useful in this respect. This paper is trying to focus in CMT and its application in postmodern organisation. However, before proceeding towards the main objective of this paper, it is necessary to understand the postmodern organisation and its various aspects. The postmodern organisation is an emerging concept which differs from the modern organisational ideas and views. The managerial behaviour of postmodern organisation is more flexible and more capable in countering the organisational affairs. However, the tasks in postmodern organisation have become more complex and difficult comparing to modern organisa tions. There are five major aspects in an organisation i.e. planning, organising, influencing, leading and controlling. These aspects in postmodern organisation are shelf-managed and self-controlled by the coordination of cross-functional

Retailing- Boots V Superdrug Essay Example | Topics and Well Written Essays - 4750 words

Retailing- Boots V Superdrug - Essay Example In order to remain competitive in the market, the retailers have to adapt some strategies in order to differentiate their business from others. In this report, the strategies adapted by two retailers; Boots and Superdrug based in the same market sector and segment have been compared. The report also evaluates the retail strategy as well as the implementation of those strategies in the light of its competitive environment. Both the retailers are present in the United Kingdom. In the end, both the retail businesses are compared using the SWOT analysis with the intention to provide a clear view of the business. The aim of this comparison is to analyze which retail business is more effective in today’s competitive environment and the strategies adapted by which of the two retailers are better than the other. BOOTS Boots is the one of the most recognizable businesses in United Kingdom. Being established in the 1849, the company has a strong heritage and wide range of products offer ed to customers. This is the main reason why the company is very well regarded by the customers. Boots is a very reputable brand in UK as well as in other parts of the world. It could be said that Boots in itself is a very strong brand and it owns several strong sub-brands as well which includes No.7, Soltan and Botanics. Boots is the member of Alliance Boots which was formed in the year 2005 to face the rising competition in the market. The alliance has helped the business to become the UK’s leading pharmacy and beauty retailer. With the merger, the company has remained focused on its philosophy of treating the customers fairly and equally. Moreover, the company has been expanding its offerings to further improve its profits. (Taylor, 2012a). MARKET SECTOR AND SEGMENT The market sector in which the company operates is the retail business and provides the customers with variety of products. The products being offered by the company includes; Health and beauty Personal care Co smetics and toiletries Baby care Dental care Bathroom toiletries Hair care Men’s toiletries Pharmacy services Skincare Perfumes Paper products OTC medicines (Bized, 2009) The company’s market segment is based on demographics; age. The company aims to provide the mature women; that are more health and beauty conscious, and would pay higher price than normal to look young and beautiful again. The company also provides the male customers with products to enhance their looks and to remain smart and handsome even at the maturity age. EVALUATION OF RETAIL STRATEGY IN LIGHT OF COMPETITIVE ENVIRONMENT Boots strategies to deal with the environment External environment or factors influence the businesses of retailers as well (Lusch, Dunne, & Gable, 1990).. Therefore it is important for retailers to formulate strategies to manage their external environment (Oldfield, Ian, & Malcolm, 2000). The strategies to deal with the environment adapted by Boots are as follows Strategies to d eal with the Political factors To deal with the political environment, the company always looks for flaws in the business and creates contingency plans for their vulnerability. The company also employs rigorous planning for the identification and assessment of political environment in order to remain ahead of schedule. Boots aims to operate in countries that are politically stable therefore the company does not actually face many problems from the

Should the instant replay used in the NFL be applied to other sports Essay

Should the instant replay used in the NFL be applied to other sports - Essay Example Instant replays were necessitated by the need to be accurate. There was a problem when teams were awarded titles and trophies they did not deserve. One point can make a significant difference. One score can be the difference between the winner and the loser. It has been observed that teams have been given points they did not score. All because the referee thought the ball went past the score line. In 2010 FIFA world cup, for instance, in South Africa when England was playing against Germany England was denied a goal by the referees. Yet replays confirmed the ball went past the goal line. Before a team wins a championship, it costs the team a lot of money, effort and time. Teams invest up to millions of dollars in these activities so that they can win. When an unfair decision by a referee denies a team a crucial victory, then it causes anger and frustrations. Yet the referees cannot be in every place within the field of play.... Before a team wins a championship, it costs the team a lot of money, effort and time, (Kramer 194). Teams invest up to millions of dollars in these activities so that they can win. When an unfair decision by a referee denies a team a crucial victory, then it causes anger and frustrations. Yet the referees cannot be in every place within the field of play, (Wiederhold and W Sutphen 54). The other problem involved cases of discipline in the field of play. There are instances in which players attack each other in a way that is malicious, (Verna 21). Some of those incidences can result to injuries. The referees are not always in a position a see some of these incidences as they happen. Most of these incidences are captured by video cameras. These footages are aired in the course of the game, (Gamache 101). This sparks a wave of outrage from fans and supporters. Sometimes the referees are accused of being biased. This happen when it is perceived that the referee is being unfair to one tea m. The referees need to be at a position to see things as they happen in the field of play. Referees involve instant replay technology. Instant play helps to sort of some of these challenges. Tournaments must be a fair platform. This is because they must show genuine effort being rewarded. Technology must be used to solve the problems that exist if it has to make sense to us. There should be a way of spotting and monitoring all the incidences in the course of the game. This makes sure that all cases that require disciplinary action as handled in the right way, (Verna 21). The other serious problem is on the bases of security of the players in the field. This also extends to the security of the fans watching the game in the field. There have

The American Institute of Certified Public Accountants Research Paper

The American Institute of Certified Public Accountants - Research Paper Example The organization sets up policies and standards to control the acts and non-acts of Certified Public Accountants within the United States. The standards include the Code of Professional Ethics for Certified Public Accountants. The American Institute of Certified Public Accountants organization takes a pivotal role to ensure all information transmitted by corporate America to the general public is fairly presented. The organization institutes policies to ensure all its members prepare fairly presented financial reports. noncompliance may result to either minor penalties or major penalties. The organization plays a vital role in crafting and implementing accounting standards. The members of the organization are required to implement all the sections enumerated in the organization’s sets of accounting standards. One of the accounting standards is Generally Accepted Accounting Standards (GAAP). The standards set the guidelines on when and how much of each account should be recorded in the financial reports. The financial reports include the balance sheet and income statement. The accounts listed in the balance sheet include the asset accounts, liabilities account, and the capital accounts. The accounts listed in the income statement include the revenues (sales), cost of revenues (sales), administrative expenses, and marketing expenses (Wlytok, 2011). The organization’s Council implemented the AICPA Code of Professional Conduct. The AICPA organization that established the accounting standards is the Financial Accounting Standards Board. The AICPA organization regularly distributes its AICPA Accounting Research Bulletins (Wlytok, 2011) The American Institute of Certified Public Accountants benefits the general public in several ways. The organization sets up the auditing standards. The accountants are required to comply with all the sections listed in the auditing standards. Likewise, the organization ensures that the corporate financial reports

How do the simple actions of individuals add up to the complex Essay

How do the simple actions of individuals add up to the complex behavior of a group - Essay Example In this view, the author introduces the concept of ‘Swarm Intelligence’ which is based on self-organization and decentralized control. With reference to colonies of termites and ants, flocks of birds, schools of fish, various land animal herds including elephants, and swarms of bees, it is evident that these swarms utilize collective intelligence to coordinate the various activities conducted by various subgroups to ensure the key objectives of the swarms such as collecting of food, protecting the habitat, and finding shorter paths to food sources are performed (Miller). This can be employed in the organizational setting with inclusion of mechanisms that would allow self-sufficiency of each of the members towards a collaborate approach towards the goals of the organization. For instance, a company referred to as American Air Liquede based in Houston employed the behavior of foraging Argentine ants in establishing a pheromone trail through which successive ants can follow in going to get more food for the colony. In this case, Air Liquede merged the ants’ approach with techniques of artificial intelligence to regard all permutation of weather, plant scheduling, and truck routing decisions. The model allows for inclusion of daily forecasts of manufacturing costs and customer demand (Miller). An important lesson that I learnt from the ants is decentralized control, through which my assignment group members can be allowed to make independent decisions without reliance on any form of supervision from a group leader, towards meeting the predetermined objectives of the

Water Fluoridation Issue in Kansas Essay Example | Topics and Well Written Essays - 750 words

Water Fluoridation Issue in Kansas - Essay Example The Kansas area is a leading producer of cattle and agricultural produce such as soybeans and corn (Mortal et al 1). The area relies on rivers, wetlands, and underground rivers as the natural water sources and the water supply is both private and public. Kansas is ideal for agriculture because a significant percentage of its land can support agricultural activities with over sixty thousands running farms. Like many communities, Kansas undertook the water fluoridation concept that many perceive as the way to providing safe water for the population. The idea that supports the fluoridation aspect is that adding fluoride to water for consumption helps in preventing tooth cavity and other dental health concerns. With this, this essay will delve into the presence of fluoride in the water consumed in Kansas and why it is good for the this community. First, consumption of fluoridated is of benefit to the Kansas because it is the most cost effective way of minimizing the occurrence of cavitie s in both adults and children (K.H.I 2). Most of those that are adamant about using fluoridated water because they support the ferocious thinking that intense level of fluoride in water can cause fluorosis in children below the age of eight hence minimizing the level of contact with this water. This ambuscades sensible thinking as the arguments that they present lack substantive evidence to support their claims. However, this is nadir thinking as this only applies to the children of this age and not on those that are past this age hence making this argument to be baseless. The levels of fluoride in domestically consumed water should be at 1.5mg per liter and a plethora of this may cause fluorosis if the level goes up to 4mg per liter. The other available options for preventing cavities is by using toothpaste that contains fluoride as an extract, which is much more expensive. Therefore, water fluoridation has benefits to the Kansas community because it presents an affordable way of p revent cavities and cavity related diseases. Secondly, consumption of fluoridated is of benefit to the Kansas because it helps in minimizing the occurrence of diseases caused by poor oral health. In essence, the Wichita area has registered a great number of tooth decay cases as compared to any other region within this state. Ideally, Wichita does not fluoridate its water because it lacks the necessary policy mechanisms that would influence the adoption of the water fluoridation concept. The area has also registered a high number of oral health challenges that have the potential of influencing other disease apart form the dental health related diseases. However, a significant part of the medical professionals in Wichita have realized the importance of water fluoridation had have taken the initiative to improve the quality of life for those living ion the area. Subsequently, physicians agree that a community that does not consume fluoridated water cannot be as healthy as it should be because of the inane perception that they have about the disease causing organisms. Therefore, water fluoridation is of benefit to the Kansas population especially in the Wichita area because it minimizes the risk of acquiring tooth decay that can create poor oral health. Thirdly, consumption of fluoridated is of benefit to the Kansas because it helps in keeping students in school as it decreases absenteeism caused by seeking treatment. Ideally, studies have also established a relationship between the low grades in school going children and poor dental health that may arise from consuming water does not contain the required fluoride levels. According to the Kansas Dentist Association, a significant pa

The Office TV Show on Verbal and Non-verbal Communication Essay

The Office TV Show on Verbal and Non-verbal Communication - Essay Example This research will begin with the statement that verbal and non-verbal communication is significant in our daily communication with friends, colleagues and other people we come into contact with everyday. Verbal communication is defined as the oral and written communication between people. Non-verbal communication is the type of communication that is neither spoken nor written. These include posture, actions, and body movements that mostly tell a lot more than words. Verbal and non-verbal communication is further subdivided into formal and informal language. Formal languages are often used in a formal setting such as business meetings, conferences, formal letters, memos and such. Informal communication, however, is the type of communication that we use in our everyday lives. In a person’s everyday interaction with other people, it is always important that these forms of communication are maximized. There is a famous saying â€Å"It is not what you say, but how you say it† that exemplifies the effective use of communication. The words that a person say may give one meaning and imply another depending on the tone of voice, posture and other factors that can imply a different meaning to the words one says. The TV show, The Office, exhibits the use of non-verbal communication more effectively rather than the words that were uttered in the scenes. In the episode, the people exhibited a lot of facial cues that expressed the people’s annoyance on the acting manager’s actions. There were also noticeable cues such as the way the acting manager would speak, his posture that somewhat depicted an annoying figure, the way he dressed and a lot of other things that made him somewhat a person to be irritated within the story. There was a segment in the episode that showed one guy crying over a girl he wanted to date, and what it effectively did was to show his anguish. The words he was uttering were a little incoherent but his actions and facial exp ressions showed his anguish. Even if there were no words to back it up, it would have still been understandable. In an office setting, one would expect that a person would speak with colleagues in a formal way especially if they are in a formal setting like meetings and other similar occasions but there are instances that colleagues sometimes become friends or have an easy camaraderie. That is the time that factors such as proximity, boundaries of topic, specific place for conversations and actions become less restrained. In the show, the impression that one could gather from it is that it is a somewhat formal setting with an informal environment. The people were a little less rigid, the stance is less relaxed, words used are less formal, although there were instances that the words and tone of voice indicates a formal type of communication, it mostly showed an easy camaraderie between colleagues. In maintaining interpersonal relationships in an office setting, one has to be dressed according to the image that is not only appropriate but also shows a certain type of individuality. A person makes an impression of another by how they appear to them, as such, appearance and dressing well is a good practice. It shows professionalism and credibility not only to colleagues but also to other people that one may interact with either in a formal or informal setting. In the case of the show, the acting manager may have an authority over others but his posture, the way he dressed and the manner of which he spoke depicted otherwise. It is also important to ensure that one addresses another in a way that is appropriate; the tone of voice plays a big factor as well. There are instances that the tone of voice becomes monotonous when speaking about something that is business related but one must also keep in mind that varying the pitch, tone and manner of speaking gives emphasis on whatever one says.

Economic comment Essay Example for Free

Economic comment Essay Interest rates are proportionate to credit quality and it shows the ability of the investor to pay at any given circumstance. World economic conditions vary by geography and country and the nature of inflation and deflation influences interest rates. Interest rate is also determined by the government through its enactment of public policy called interest rate subsidy (Montalbano, 6). Interest rate term structures evidences how they are determined by future expectations of the value money. However in the absences of the aforementioned determinants, interest rates are determined by the supply and demand for funds. 2. Interest is the premium paid for use of borrowed money. The interest for loans is usually fixed for a certain number of years after which if there is delay in payment the interest rate adjusts upwardly each year. The value of dollar can increase or decrease depending on the supply and demand imbalance. However, lending of money is associated with risks as the lender can not be certain whether or not the borrower will pay the money back. In order for the lender to reduce the risks, it is important to secure the loan with a physical property such as real estate. Additionally, examining of one’s ability to pay back the money by use of credit score range can help reduce the risks of lending. 3. Interest rates are also determined by the supply and the demands for funds. This shows that at whatever rate of borrowing, the borrower believes he/she has borrowed at the lowest rate and he/she can even provide higher interest rates on the same funds (Montalbano, 12). On the other hand, the lender believes the funds cannot be lent at a higher rate and there is certainty to receive interest and return of principal. Works Cited Montalbano, J. How are interest rates determined? 201. Viewed August 14 2010 from http://www. ehow. com/how-does_4880725_how-interest-rates-determined. html

Motivation to Learn: Teacher-Student Relationship

Motivation to Learn: Teacher-Student Relationship It is a generally accepted truth that the future lies in the hands of the next generation and that the success of the next generation is based largely on education. Increasing numbers of reports and articles in the media have been published over the last several years showing that education of the next generation in the U.S. is lacking. The long-standing super power stands to lose its status on the global playing field, threatening the way America has come to see itself and its role in the world. These trends have caused panic and politicians have claimed a rededication of their efforts in this arena because that is what the nation is crying for. However, while the belief that U.S. students are falling behind the world academically is wide-spread, and fact that this is an undesirable circumstance to be in is unanimous, no single concrete solution has emerged. The leading approach is currently raising standards as can be measured according to standardized tests. The idea is that without a quantifiable measure of progress schools cannot know whether they are improving and that by seeing how they are doing in comparison to other schools, they will be motivated to make even greater strides. It has been suggested that an emphasis on student motivation may be far more valuable than an emphasis on which specific facts theyve memorized from American history or which functions they can calculate in mathematics. While it may be somewhat counterintuitive to argue that education is best improved by focusing on something beside the material the students are expected to learn, many studies have shown that this very well might be the case. This is, in brief, due to the fact that motivated students learn more, learn better, and learn themselves. That is to say, the tradeoff is more than worth it: To dedicate some percentage of a teachers time and efforts to motivating students will translate at the end of the day to those students having learned a lot more than if that same time and effort was invested in conventional transfer of knowledge methods, or far worse, test preparation. Accordingly, many researchers have conducted a considerable number of studies on students academic motivation and students goal orientation, particularly those who concentrate on the dynamics of motivation within classroom settings, have started to emphasize the potential role of relational variables ( e.g., Davis, 2003; Pianta, 1999) and teacher behaviors (e.g., Skinner Belmont, 1993) in students academic engagement. In the last forty years, researches (e.g., Pintrich, 2001, Skinner, 1995, Stipek, 1988) have studied student motivation and, have found a great deal about: What moves students to learn and the quantity and quality of the effort they invest?, What choices students make?, What makes them persist in the face of hardship?, How student motivation is affected by their relationships with significant adults?, How motivation develops?, and How the school environment affects it?. Accordingly, educators, parents, and students have paid substantial attention to the importance of motivation in school because of significant contributions to students academic learning, self-esteem, self-efficacy, and school readiness. Motivation to learn is a competence acquired through general experience however, it is mostly stimulated through modeling, communication of expectations, and direct instruction or socialization by significant others (Brophy, 1987). Infants and young children appear to be mobilized by curiosity, driven by an intense need to explore, interact with, and discover their environment. In the classroom settings, the content covered and the social context can vary continuously. Therefore, children are frequently involved in unfamiliar learning environment. This can create ambiguity for some students; however can crate challenge for other students. Accordingly, students try to make sense of novel learning situations by referring to their motivational beliefs (Brophy, 1987). Motivational belief refers to the opinions, judgments, and values that students hold about objects, events, and learning process (Brophy, 1987). Motivational belief also refers to the students opinions of the efficacy or ef fectiveness of learning and teaching process. For example, childrens beliefs about their academic experiences have important implications for their school adjustment and academic achievement ( Mueller Dweck, 1998; Wigfield Eccles, 2002). Accordingly, expectancies and values are directly determined by other achievement related beliefs (e.g., achievement goals, self-schemata, beliefs about science (Wigfield, 1994). Similarly, motivational beliefs act as a frame of reference that guides students thinking, feelings, and actions in any subject area. For example, motivational beliefs about mathematics determine which strategies and motivational goals students develop. It is crucial that a students beliefs about a domain may be predominantly optimistic or pessimistic, thus providing a positive or negative context for learning ( Skinner, 1995; Stipek, 1988; Vermeer, Boekaerts, Seegers, 2000). Teacher-child relations play a prominent role in the development of competencies in early school-age years (Pianta, Steinberg, Rollins, 1995; Pianta Walsh, 1996) and transition to middle school (Davis. 2003; Pianta, 1999). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Studies have shown that positive teacher-student relationships can lead to a warm classroom environment that facilitates successful adaptation in school and thereby increase students motivation to learn. On the other hand, conflictual teacher-student relationships are associated with lower achievement and self-esteem as well as ongoing relational conflict with both teachers and peers (Pianta Hamre, 2005; Buyse, Verschuere n, Doumen, Damme, Maes, 2008). Research has further indicated that children with whom teachers report positive relationships are outgoing and socially competent (Pianta, et. all., 1995; Birch Ladd, 1998). Moreover, the teachers believed that high quality relationships between teachers and their students enhanced classroom learning and motivation by building a safe and supportive classroom context for students to open up and listen to the teachers and take intellectual risks (Pianta, et al., 1995; Birch Ladd, 1998).Similarly, the beliefs teachers hold about teaching and learning, and the nature of expectations have about their students also exert a powerful influence (Stipek, 1988). These findings support the key role of teacher-student relationships on childrens motivation to learn and school adjustment. The various studies examined the influence of family, academic, and personal factors on the students academic failure and poor motivation to learn (e.g., Covington, 1992). Among personal variables most studied are self-concept, unfavorable motivational beliefs, low ability, and personal goal orientation (Ryan Deci, 2000; Stipek, 2002). For example, unfavorable beliefs impede the learning process because they direct the learners attention away from learning activity itself (Stipek, 1998; Ryan, Gheen, Midgley, 1998). Similarly, the students themselves attribute to poor performance to low ability and to luck (Stipek, 2002) and an improvement in performance to motivation (task-goal orientation), to self-regulating behaviors, and to competence as a function of task characteristics ( Stipek, 2002). Most students believe their ability and effort are the main reasons for school achievement. By the same token, if asked whether they would prefer to be called smart or hard-working, they will choose smart almost every time. Why? Because they believe that hard-working students risk being considered either excessively ambitious or of limited ability, both of which they would find embarrassing. The following literature review covers the significance of young childrens motivation to learn, the effects of the quality of teacher-student relationships on their motivation to learn, the implications of poorly motivated young students on their social and academic life. Firstly, two relevant theoretical frameworks are introduced: self-determination and expectancy and value theory. These theories provide the basis of the rationale for the present study and frame the possible bridging point from the problem to where the attempted solutions until this point failed, and what is worth trying next. Theoretical Considerations Further understanding of the topics of motivation and learning is facilitated through the lenses of various theoretical frameworks. These frameworks shed insight on the bigger picture of motivation and learning and are helpful guides in developing practical new approaches to the classroom. Three major relevant theories are discussed below: self-determination and value-expectancy for achievement motivation As children continue their social, emotional, and physical development during school years, they broaden their familial and extra-familial relationships (Marvin Stewart, 1990). Participation in family-child, teacher-child, and peer-child systems supports the development of play, social interaction, and conflict resolution skills for those children (Lynch Cicchetti, 1992; Pianta, 1999). Self-System and Self-Determination Theories Self-determination theorists (e.g., Ryan, Connell, Deci) claim that children start to value the behaviors for which they and significant others (i.e., teachers, families) in their social environments are reinforced. When these values are accepted as their own (internalization), students begin to choose to engage in activities that are consistent with their own feelings (Deci Ryan, 2001).Similarly, according to self-determination theory, children learn from their parents and other significant adults that achievement behaviors and motivation to learn are valued in the society. Some children internalize these values and behaviors as their own and begin to behave in ways that are consistent with them (Connell, 1990). Accordingly, Connell (1990) posits that the need for relatedness, the need for competence, and the need for autonomy are the most important psychological needs in the framework of self-system processes. The self-system theory of engagement assumes that human beings have bas ic psychological needs and can be motivated to engage in activities passionately and voluntarily when those needs are met (Connell Wellborn, 1991). In addition, in the self- system process, the self evaluates the degree to which psychological needs are met and this evaluation may affect relationships with others (Connell, 1990 ;). Self-determination theory shares this perspective (Davis, 2001; Deci Ryan, 1985) and has also contributed to the construct definition of relatedness by proposing that individuals innate needs (e.g., the need for competence, the need for relatedness, and the need for autonomy) must be fulfilled to achieve self-regulation, motivation, and personal well-being. Deci and Ryan (1985) defined the need for relatedness as feelings of security or belongingness in the social environment that motivate individuals to follow norms and rules. Moreover, all three needs are interrelated. For example, relatedness provides the security that is necessary for student initiat ive, independence, and autonomy in completing tasks that promote competence. Competence enables students to feel confident, accepted, and related to those around them. The healthy fulfillment of these basic needs provides a social environment that regulates the amount of acceptance and success (Urdan Schoenfelder, 2006; Deci Ryan, 2002). The teacher-student relationship is a very important and a powerful motivator for the development of the need for competence and autonomy within this social environment, because school as a complex and unique system asks students to accomplish various intellectual and social tasks. For example, a growing body of studies showed that students, who believed that they are competent academically, are more likely to be interested in academic and school tasks ( Stipek Daniels,1991; Skaalvik Rankin, 1995). Similarly, for teachers, supporting childrens basic psychological needs and provide a healthy classroom environment also promote more positive teacher-student relationships. Within this type of environment, students report grea ter levels of competence, autonomy, and positive relatedness (Connell Wellborn, 1991; Standage, Duda, Ntoumanis, 2005; Urdan Schoenfelder, 2006; Deci Ryan, 2002). Expectancy-Value Theory of Achievement Motivation Another important alternative and complementary theoretical view of students motivation to learn in educational settings is expectancy-value theory (Atkinson, 1957; Eccles, Adler, Goff, Kaczala, Meece, Midgley, 1983). Eccles and her colleagues (1983) studies values in the context of an expanded expectancy- value theory. This model is consisted of two components: a psychological component which focuses on cognitive factors such as expectations for success and the values placed on successful attainment, and a socialization component which explains individual differences that occur within the variables of the psychological component (Eccles et al., 1983). A major premise of this model involves the influence of parental socialization on childrens motivation ( Eccles et al., 1983; Wigfield, 1994). Like Atkinson (1957), they posited that people choose to engage in tasks that they value and in which they expect to be successful. However, Eccles et al. (1983) conceptualized and defined valu es more broadly than Atkinson (1957). Similarly, they proposed that there are three kinds of values (e.g., attainment value, utility value, intrinsic value) relevant to achievement ( Jacobs Eccles, 2000; Wigfield Eccles, 1992). Attainment value refers to the relevance of an activity to a persons actual or ideal self-concept, and it is determined by how tasks satisfy peoples needs (Eccles et al., 1983). Accordingly, attainment value is the most closely related to internalized motivation in self-determination theory. Utility value is related to the usefulness of a task as a means to accomplish goals that may not be linked to the task itself. Intrinsic value is defined as the immediate enjoyment people get from doing a task. In other words, as a task has intrinsic value , people engage in for its own sake, rather than for some other purpose (Wigfield Eccles, 1992). Furthermore, Eccles et al. (1983) pointed out that values need to be considered in the context of costs such as that hu miliation if failure occurs. Motivation for Academic Achievement If testing is not the way to get students to learn, what is? It has been proposed that the single factor with the greatest impact on whether a student learns is his or her motivation. As mentioned above, motivation is considered one of, if not the, most important factors influencing students learning. Qin Xiaoqing (2002) found that the presence of absence of motivation is in large part what determines success or failure in second language learning. This is because motivated students use learning strategies more frequently, have a stronger will to learn and so set more and higher goals for themselves, and they are more persistent in learning. Qin (2003) found that learning motivation influences the learners autonomous learning ability, and determines the learners confidence in overcoming learning difficulty. These theories on motivation demonstrate that motivation, as one of the crucial factors determining the success in language learning, attracts much attention of the researchers (L i Pan, 2009). What is motivation? While different theorists define motivation differently, motivation is commonly thought of as an inner state of need or desire that activates an individual to do something to satisfy them. In other words, motivation is the force that accounts for the arousal, selection, direction, and continuation of behavior (Li Pan, 2009). Williams and Burden (2000) proposed the definition of motivation as a state of cognitive and emotional arousal that leads to a conscious decision to act, and which causes the exertion of intellectual and physical effort towards reaching a previously set goal. In day to day language, motivation is why we do what we do. Therefore, it is clear why so much education research is focused on motivating students: If motivation is why we do what we do, only a motivated student will learn. It is increasingly accepted in the literature that motivation is more important to a childs education than any other single factor including the teachers skill/exper ience, classroom resources, etc. What role does motivation play in achievement? It has been argued that motivation is not only the key ingredient for outstanding work, but also in extraordinary achievement. The claim is that creative genius grows out of the ability to sustain intense commitment for very long periods in the face of obstacles-in other words, motivation (Runco, Nemiro, Walberg, 1998). However, on the other hand is the widespread believe that accomplishment, and especially outstanding accomplishment, is about innate talent. People who believe this somehow ignore the fact that Mozart, Darwin, Michal Jordan, and Tiger Woods practiced feverishly and single-mindedly for years, and instead believe that they were simply born with a talent that if one is not born with cannot not be achieved regardless of how motivation or any other factor controllable (Dwek, 2002). Proponents of the first belief however, that motivation and not talent is the core ingredient for success, have developed various ways to bring that motivation to the classroom towards students academic achievement. One major school of thought is called progressive education. This approach is centered on the importance of the genuine interest of the students (Simmons Page, 2010). A students interest or motivation can stem from innumerable factors and vary depending on the student, of course. Researchers in the field have categorized stuent motivations into two categories: intrinsic and extrinsic. A student who is intrinsically motivated commits him or herself to a task for its own sake, that is, for the enjoyment of it, the learning it allows, and for a feeling of accomplishment. A student who is extrinsically motivated comits to a task in order to receive a reward from a source external to him or herself such as from the teacher (Macabudbud, Alba, Jestony, Dadis,Diaz, Realiza, Ven tura, 2009).Understanding these different motivations is important when translating the theoretical ideas of the importance of motivating students into practical ways to do so. The Implications of Young Childrens Motivation to Learn Many young children begin school with a thirst for learning. Similarly, Goldberg (1994) pointed out that young children enthusiastically seek novel and challenging school tasks and therefore, motivation is key to successful school adjustment. Motivation can be defined as the process that helps instigate goal directed activity, and enables that activity to be maintained (Pintrich Schunk, 1996). Positive motivational patterns are crucial for learning in early childhood as they are for later learning (Carlton Winsler, 1998). Intrinsic motivation refers to the desire to participate in a task only for the pleasure derived from a task itself, whereas extrinsic motivation refers to the desire to participate in a task for the sake of a desirable outcome such as teacher praise or a reward (Pintrich Schunk, 1996). Gottfried (1985) hypothesized that academic intrinsic motivation is positively and significantly related to school achievement. Gottfried (1985) found that children, who are more intrinsically motivated, are more successful learners than those with more extrinsically motivated. Accordingly, inhibiting the development of intrinsic motivation in early childhood education and schools have been criticized (Broophy, 1998). It is noteworthy to first understand how motivation relates to education and how motivation affects the childrens social and academic competence. Similarly, Fortier (1995) examined the effects of autonomous academic motivation on perceived academic self-competence and perceived academic self-determination. He showed that perceived academic competence and perceived academic self-determination positively influenced autonomous academic motivation, which in turn had a positive impact on school and the development of intrinsic motivation. Moreover, Boggiano, Shields, Barrett, Thompson, Simons, and Katz (1992) found that motivational orientation is significantly related to childrens standardized achievement scores. Specifically, young students with a n intrinsic motivational orientation got higher reading and math achievement scores than their classroom mates with extrinsic motivational orientation (Boggiano, et al., 1992). Together, this indicates that intrinsic motivational orientation contributes to a range of achievement-related behaviors and cognitions. School readiness as a multidimensional concept includes childrens approaches to learning (i.e., emergent literacy and math skills) (Kagan Neuman, 1997). Moreover, school readiness is a significant indication of a childs ability to be successful in school settings. In previous research with older children (e.g., Stipek, 1998; Ryan Connell, 1989; Harter, 1992), motivation has showed as an important factor for learning, academic success, and social development. Similarly, Carlton (1999) showed that childrens motivation to learn is an important predictor of school readiness and the development of social skills. Another important alternative and complementary theoretical view of students motivation to learn in educational settings is achievement goal theory (Miserandino, 1998). Achievement goal theory provided insights in order to examine students motivation and achievement-related outcomes (Ames, 1992 ; Walters, 2004). Achievement goals can be defined as the purposes and reasons for a persons pursuit in achievement situation. Different purposes and reasons lead to different emotional, cognitive, and affective patterns (Dweck Leggett, 1988 ; Urdan Midgley, 2003). There have been considerable amount of researches (e.g., Elliot McGregor, 2001; Elliot Thrash, 2001) that showed the effects of achievement goals on students motivation to learn. For example, Kaplan, Gheen, and Midgley (2002) examined the relationship between classroom goal structure and student disruptive behavior. They (2002) found that student perceptions of a mastery goal structure were related to lower incidence of behavior al problems and disruptive behaviors whereas student perceptions of a performance approach goal structure were related to higher incidence of behavioral problems and disruptive behaviors. Ames (1992) pointed out that mastery orientation is associated with depth engagement with the task and greater perseverance in the face of failure or barriers and thereby, mastery orientation increases the individuals intrinsic motivation, then in turn, motivation to learn. Previous researches examining childrens expectancy-related beliefs about different achievement tasks showed that childrens expectancy-related beliefs play a central role in their achievement motivation and contribute to their behavior and learning (Eccles et al., 1983; Meece Courtney, 1992). For example, young children who have positive ability beliefs and approach achievement tasks with a high expectancy of success, consistently show high levels of persistence and performance on achievement tasks (Eccles et al., 1983). Similarly, childrens expectancies and values themselves are most directly affected by childrens achievement goals, their self-schemata, and their task-specific beliefs. Values also influence students intentions and decisions about the course enrollment (Meece Courtney, 1992). Furthermore, values affect the perception of self-competence and self-esteem (Eccles et al.,1983). Accordingly, Dweck and Elliott (1983) posited that how learning and performance goals are dete rmined by childrens subjective values. For instance, the kind of achievement situation the child is in influence the childs subjective values. The child, who believes he or she is competent at a certain task, believes that achievement of similar tasks in the future is possible and easy and so competence belief and expectancy for success are directly related (Eccles et al., 1983; Wigfield Eccles, 1992). For examples, achievement values in school tasks (i.e., mathematic) can influence self-perceptions of competence (Covington, 1992). Previous research also suggested that early achievement and socialization experiences and cultural norms can influence how elementary and high-school students understand, interpret, and approach achievement (Eccles et al. 1983 ; Meece, Parsons, Kaczala, Goff, Futterman, 1982). Similarly, studies of junior and senior high school students demonstrated that the subjective task values adolescents attach to school subjects are related to their course plans, activity choices ( Eccles, Adler, Meece, 1984; Meece, Wigfleld, Eccles, 1990). For example, in their study of junior high school students, Meece and colleagues (1990) found that the importance students attached to mathematics predicted their intentions to continue taking mathematics. Eccles and Harold (1991) examined adolescents self-perceptions of ability, subjective task values, and activity choices in sports. They reported that adolescents self-reports of free time involvement in sports was significantly related to their subjective task values of sports. However, there is paucity of investigation of effects of motivation to learn on young childrens learning. Accordingly, focusing on young school childrens expectations and values using the expectancy-value model and the effects of may contribute to our understanding about childrens development of motivational values and expectancy and in early school years. A number of researchers (e.g., Stipek Mac Iver, 1989; Wigfield, Eccles, Mac Iver, Reuman, Midgley, 1991) also showed that young childrens beliefs about their ability and expectancies for success are overly optimistic and are not realistic. Young children perceive themselves as competent and they nearly always think that they will be successful on the upcoming tasks. However, as children progress through elementary school, their ability beliefs and expectancies for success may demonstrate a substantial change, and their beliefs about their ability and expectancies become more accurate and realistic (Stipek, 1984; Wigfleld Eccles, 1992). Although there can be age related differences in childrens motivational belief, perceived academic self-competence, perceived academic self-determination, the quality of teacher-student relationships, classroom achievement goal structure also play a significant role in young students motivation to learn and their motivational belief ( Eccles et al., 1983; Pianta, 1999; Stipek, 2002). Therefore, it is very crucial to further investigate and demonstrate the effects of aforementioned factors in young children motivation to learn, and in turn, how young childrens motivation to learn influence the development of social and academic competence. Teacher-Student Relationship and Young Childrens Motivation to Learn It is widely recognized that when children enter school or transient to next level, they encounter a variety of new challenges. These include creating positive relationships with peer groups and adults in the school environment as well as learning to meet the demands of a wide range of cognitive, social, and academic tasks (Pianta et al., 1995; Birch Ladd, 1997; Baker, 2006). Teacher-child relationships play a prominent role in the development of competencies in the preschool and early school years (Hamre Pianta, 2001; Pianta Walsh, 1996). Teacher may operate as social agents, and they can affect the students intellectual and sociemotional experiences by creating a classroom setting that stimulates both students motivation and learning. Moreover teacher-student relationships serve as a regulatory function for the development of social, emotional, and academic skills (Davis, 2006). Similarly, young children who enjoy taking positive supports from teachers and having warm and close relationships with them appear to demonstrate social and academic competence at school (Pianta, 1999). A growing body of research examined the effects of the quality of teacher-student dyadic interaction on students academic motivation (e.g., Davis Ashley, 2003; Pianta, 1999). In fact, the degree to which children develop social and academic competencies in their school lives is a good indicator of successful school adaptation and positive teacher as well as peer relationship (Birch Ladd, 1997; Pianta, et. all., 1995). For example, Davis and Ashley (2003) reported that positive teacher-student interaction enhanced classroom learning and students motivation by building a safe and supportive context for students to motivate for learning and take intellectual risks. In addition, teachers believed that students tended to work hard if they liked their teachers and had caring relations with their teachers. Therefore, teachers in Daviss and Ashleys study (David Ashley, 2003) preferred to invest the time and effort for the development of supportive relations with their students. In additio n, those positive and caring relations helped the teachers to be creative in their instruction. Accordingly, Davis (2006) found that middle school students and teachers, who perceived their relations as a supportive and positive, reported enhanced motivation, more facilitative classroom settings, and higher grades. Similarly, Birch and Ladd (1997) found that supportive teacher-student relationship plays an important role in developing school adjustment competencies including attention, motivation, problem-solving, and self esteem. Together, when teachers provided more autonomy and the instruction addressed students personal interest and personal relevance, they were more emotionally and behaviorally engaged in school works and they had more supportive relationships with their teachers. Similarly, those students, who reported higher levels of autonomy provided by their teacher, showed more adaptive patterns of learning (David Ashley, 2003; Stipek, 2002). Accordingly, previous researches (e.g., Patrick, Hicks, Ryan, 1997; Patrick, Ryan, Kaplan, 2007; Ryan Patrick, 2001) have indicated that there is a significant relationship between students adaptive motivation for academics and a number of social factors within the classroom. These include teacher-student relationship, teacher support ( Midgley, Feldlaufer, Ecles, 1988), and teacher practices that foster respect among students ( Ryan Patrick, 2001; Patrick, Ryan, Kaplan, 2007). Similarly, Patrick, Anderman, Ryan, Edelin, and Midgley (2001) examined how teacher-student interaction influences both students classrooms goal-orientation structure. They found that teachers apparent support and enthusiasm toward students progress and their confidence in students ability to learn were accompanied by teachers recognition practices and their teaching styles. Their relationships with students were characterized by supporting students academic engagement and giving warm praise. Teachers en couraged their students to focus on task and informational feedback. In mastery-approach classroom, all teachers perceived learning as active process in which classroom involvement, positive interactions, understanding (not memorization), student engagement are key requirements of student academic achievement and motivation. On the oth

SMS or a MESS Essay -- miscellaneous

SMS or a 'MESS' As the technology is breeding over, mobile services and its application has entered day-to-day bustle. Once a luxury has become an acute inevitability. The positive influence is that it is affordable, best means of communication and contact, messaging service, encompassing range and its shape & size. All is fine until it knocks our door heavily. But, irony is that we use the technology not because of its adequacy. Instead our dimensions are diminishing and degrading with the way we are bestowing it. As you can see the above conversation, none of the words are complete except "Hi", and some of them seem to be senseless. Its a cruel truth that SMS-Short Messaging Service is growing from Short to Shorter and Shorter to Shortest. And what are we conceding in all this is a big question. What triggered me to write all this were two scenarios. a)My tutor during a conversation said an examination answer sheet comprised of some short forms that are used in SMS. b)After this, I kept watching all the mails I receive and some of the chat sessions I had with my family and friends. If we could provoke further, the results are alarming. An examination paper with short terms instead of formal, complete answers and our normal day-to-day conversations are no more in complete forms. 'SMS' was the term introduced for the mobile services with restricted display. But, what is actually stopping us in using the complete, sensible, flawless and meaningful sentences a...

Essay --

It was my first time leaving the country, and I was excited. The summer of Saudi was hot, and I couldn’t stop thinking about going away for the first time. My family and friends were helping me pack the last of my luggage, and I was on my way to the airport. As I made my way through the gates and into the plane, I could never imagine the experiences that were to come. It all started with my airport and Canadian immigration services, then meeting my host family and the people of Canada, and last but not least the school experience. As I left Saudi Arabia, it was a bittersweet feeling. I left from Riyadh to Vancouver via London. My experience at the airport in London for the first time was very difficult. So when I was in Riyadh airport, my father and mother gave me advice to study hard and be a good student. All my friends were with me to say their final good byes because it was my first time leaving alone. Before I got on the plane, I met a new friend who I didn’t even know would end up at the same university as me in Canada. It’s a small world because I did not expect this. We became good friends and our friendship continues until today. When I arrived at Heathrow airport in London, I felt this empty feeling, like I was missing something already. My mind started to go blank and the little English that I knew, I forgot. So it was very difficult for me to talk to any airport staff and ask them where I should go. Then I became nervous because I didn’t know what to do. I w as praying that somebody would be able to help me. Suddenly, I found a guy who looked like an Arab and I approached him to ask him for his help. I found out he was Egyptian. He was very kind to me and was able to guide me to my terminal a... ...tely, my test was not very good so I was put in the beginners level. I struggled at the beginning, but as time went on, I became more comfortable and started speaking little by little. The more I spoke, the better my communication in English became. One year passed and I became comfortable in the city, with my host family, and new international friends, all because I spoke better English. My experience of leaving Saudi Arabia has made me a better person. Of course at the beginning it was very difficult, but I’m glad now that I was able to get a scholarship to study in Canada and learn English. Maybe if I didn’t get this opportunity, I would not have met the people I met and become friends with them. The best thing I can say about leaving my country is that now I have friends from all over the world and I would not change anything for that experience.

Charlotte Perkins Gilman: Letters to Martha :: Charlotte Perkins Gilman Bibliography

Charlotte Perkins Gilman: Letters to Martha In January 1890, after two and a half years of depression and mental illness, Charlotte Perkins Stetson began to keep her journal again. Basking in the "steady windless weather" of Pasadena and the support of her friend Grace Channing, Charlotte slowly regained her strength, ambition, and ability to write. Concentrating on a new life on a new coast, her first brief entries express each day's essential details. On January 20, she says only "Began writing with Grace†¦". Charlotte does not record that on that clear, sun-shot Californian day, her thoughts turned once more to frigid New England and a friend from a former life. Despite her exhaustion, Charlotte gathered up a pile of stationery and began to write in a refined version of her usual scrawl. "Dear Martha", she wrote, "You knew and loved me once. You do not know me now, and I am not sure that you would love me if you did†¦ I have grown and changed wildly, darkly, strangely, beyond a mother's recognition, beyond my own." Perhaps here Charlotte paused, raised her head, and, contemplating her moonlit grove of orange trees, pondered Martha's reaction to her bold statements. Although these words were painful, Charlotte would not soften them for the sake of her gentle, distant friend. Bound still by a pact of "mutual understanding" nine years old, Charlotte owed Martha complete honesty in "word and deed". Nine years ago, before courtship, marriage, and childbirth, Mrs. Charles Lane of Hingham Massachusetts was simply Martha Luther and Charlotte's dearest friend. Their friendship began in 1878 when Charlotte was seventeen and Martha was sixteen. Both girls lived on the East Side of Providence: Charlotte on Manning Street and Martha on Arnold. They shared a love of reading, a desire to write, and had experienced a similar tragedy: the loss of a father. Martha's father, John Luther, died when she was fourteen. During Charlotte's childhood, her parents' separation reduced her father to a mere correspondent and occasional provider. Charlotte's numerous letters, diaries, and autobiography characterize her own mother as overly strict, disapproving, and physically distant. In her autobiography, The Living of Charlotte Perkins Gilman, Charlotte wrote that, denied affection from her mother as a child and adolescent, Martha became one of her "first memories of loving any one". At seventeen, athletic and energetic Charlotte roamed the streets and hills of Providence. One day she would attend a class at the Rhode Island School of Design, the next she would stride down the hill to browse through the shops, or go for a rousing, giddy carriage ride in Roger Williams Park with a pack of friends.

Persuasive Memo Essay

ABC Corporation takes pride in being an ethical workplace both for the wellbeing of our company and our audiences. In an attempt to improve its policy on company ethics, ABC has set forth a new set of ethical guidelines for interpersonal communication on the workforce. It is crucial, that as a whole, we avoid ethical pitfalls in corporate communication for it can substantially degrade our working environment and neglect the company’s interests. Unethical Communication As an employee, it is extremely important that you recognize unethical communication. At ABC Corporation, we promote independent thinking from all employees; we believe no employee should be a victim of groupthink (when group pressures prevent an employee from questioning, or speaking-out). Unethical Writing Many accounts of unethical behavior in the workplace are witnessed in our employees’ writings. It is important to write with a conscience and reflect on your writing by asking yourself these three questions: What ideals do I want to stand for? To whom am I obligated? What will/could happen to others or/and to me? When writing a document, report, email, etc., it is necessary to take into account all of your obligations as an employee, a person, a businessman and a coworker. When communicating to the public, ABC Corporation expects your message to be ethical, clear and concise. Unethical practices include: Suppressing knowledge Hiding conflicts of interest Exaggerating claims Falsifying data Stealing information Misusing electronic information Exploiting cultural differences Intercultural Communication It is crucial to be sensitive (e.g.: culturally sensitive) and concise, while presenting your message in an inoffensive manner. At ABC Corporation, intercultural communication is witnessed daily between coworkers and clients. As a sender or receiver of a message (oral or written) it is crucial that you understand key cultural differences between you and the other person. Failure to recognize cultural differences, might lead to cultural exploitation, and perhaps place you or the other person at a disadvantage. Unethical v. Legal It is important to note that there have been laws instituted for unethical practices. However, laws do not necessarily provide a code of ethics for communication. Lying by omitting, for example, is unethical, though not technically illegal. The laws instituted for ethical communication have their â€Å"gray areas†; therefore, it is crucial for you to have a sense of integrity when communicating in the workforce. Plagiarism Plagiarism is an absolute violation of ABC’s code of ethics. Taking credit  for someone else’s work (apart from being utterly unethical) will ruin your reputation as an employee, and most likely lead to further repercussions. When using a source, it is extremely important to use proper citations to avoid plagiarism. Information written under the company’s name is exclusively owned by ABC Corporation, thus making it unlawful to copy or distribute (even if it was written by you). Reporting Unethical Conduct As an employee, it is up to you to decide how or when to report ethical abuses. I believe it is important to inform you that there have been laws instituted for the employee’s protection if he/she decides to come forth with an allegation. When reporting an ethical dilemma it is critical to take the proper steps and avoid overreacting to the situation because overreaction may cause much unneeded controversy. ABC’s new and improved ethical standards make ground for an exceptional workforce and a superior corporation. As a company, it is crucial that we maintain a favorable working environment and constantly seek improvement. It is our intention to improve our working conditions and make ABC Corporation an impeccable business.

Advantage and Disadvantage of Offshore Outsource

Benefit of the Offshore Outsource 1) Improve the customer service Using high-quality specialist external providers can allow companies to capitalize on their strengths and, indirectly, help to improve customers’ experience of using such companies’ products or services. External providers can help a company’s competitiveness by delivering greater flexibility and responsiveness than would be available in-house. 2) Swiftness and Expertise Most of the times tasks are outsourced to vendors who specialize in their field.The outsourced vendors also have specific equipment, technical expertise, better experience and skills. Most of the times better than the ones at the outsourcing company. Effectively the tasks can be completed faster and with better quality output. 3) Concentrating on core process rather than the supporting ones Outsourcing the supporting processes gives the company more time to strengthen their core business process. The company will have more time to put more effort, develop ideas and plan the strategies on the core business activity. ) Risk-sharing Usually the main factors to outsource the company is risk-analysis. Outsourcing certain business activity process helps the company to shift certain responsibilities to the outsourced vendor. Since the outsourced vendor is a specialist, they plan your risk-mitigating factors better and recommend several method to improve the operations. 5) Reduced Operational and Recruitment costs Outsourcing prevent the need to hire individuals in-house; hence recruitment and operational costs can be decreased to a great extent.This is one of the prime advantages of offshore outsourcing to make the company operation cost-effective. The Disadvantages/ Weaknees of Offshore Outsourcing Even though offshore outsourcing gives advantage mainly on cutting the cost site but the other way offshore outsourcing sometimes bring disadvantage to the company. A company must identify what is the risk to offshore ou tsourcing to avoid loss. The disadvantage are : 1) Loss of the managerial control Once a company sign a contract to outsource all or several part of the department, the company are turning the managerial function to other company.The managerial control will belong to the different company and its function will not be driven by the same standards and mission of the main company. The outcource company will only focus on how to gain profit rather than to meets the main objective of the management. 2) Loss of gain knowledge and information When a company outsourcing the business activity, the company will loss the opportunity to get knowledge and information that could benefit other company. Knowledge provide competitive advantage to sustain the strengthness of the company.As a result, when a business activity been given to the other company, the company will have more skills, knowledge regarding to manage the activity. 3) Threat to security and company secret Data and information relat ed to the company will given to the outsource company for the operation matter. The information can be threat to the company because the other company can use the information to compete with our company. Most of the outsource company their goals are only to make more profit rather than to follow the objective oforiginal company.At the end, both of the company compete each other to conquer the market. 4) Quality problem The outsourcing company will be motivated by profit. Since the contract will fix the price, the only way for them to increase profit will be to decrease expenses. As long as they meet the conditions of the contract, you will pay. In addition, you will lose the ability to rapidly respond to changes in the business environment. The contract will be very specific and you will pay extra for changes.

Analyze Attitudes Toward and Evaluate the Motivations Behind

Analyze attitudes toward and evaluate the motivations behind the European acquisition of African colonies in the period 1880 to 1914 During the late 1800’s, Europe was looking for a way to improve themselves as a whole. With growing population and a steady decline in available work, something new had to be done. Countries looked towards Africa to serve as new colonies for the Europeans in order to better their own countries. During the European acquisition of African colonies in the period 1880 to 1914 Europe’s attitude towards Africa was that Africa was the inferior race in comparison to the Europeans.With the help of a strong feeling of nationalism, Europeans were motivated to acquire new lands in order to improve their motherland’s power and economy with new available work. In the years from 1880 to 1914, Europe’s attitude towards the acquisition of Africa’s land is that the Europeans were more advanced race and felt as if it was their right as E uropeans to take the lands for themselves. This statement is supported by document 11, in which Martial Henri Merlin, the governor of French Equatorial of Africa’s speech in 1910.In this speech, Henri claims that it is the, â€Å"right of a civilized, fully developed race to occupy territories which have been left fallow by backward peoples who are plunged into barbarianism†¦ What we exercised is a right. † This speech shows the attitude of the Europeans by saying that it is the European’s right to take that land from the uncivilized people of Africa. Henri clearly views Africa as the inferior race by calling the backwards and barbarians. He also justifies his actions by calling it a right of the Europeans to do this.Another example of Europe’s attitude toward Africans is exampled by document 6 George Washington Williams in his letter to Leopold II in 1890. In this letter, it says, â€Å"When he gave the black brother a cordial grasp of the hand, th e black brother was surprised to find his white brother so strong that he nearly knocked him off his feet. † In this letter, George is demonstrating how he can use the new advancements in technology, to fool the uneducated and uninformed African people that he is stronger and more dominant.These methods were used to acquire land by making treaties with native chiefs shows Europe’s attitude and how they will do whatever they want in order to acquire more lands. The motivation behind conquering colonies in Africa starts with the opportunity to thrive economically. In document 9 from the Resolution of the German Social Democratic Party Congress 1900, it states that acquiring new lands, â€Å"†¦corresponds†¦to the greedy desire of the bourgeoisie for new opportunities to invest†¦ [in] new markets.This shows one of the motivations for colonization; to invest and open new markets in the new lands in hope to make a profit. The desire for new markets in Europe w as getting bigger and bigger now that the population was rising and jobs were becoming scarce. Colonizing new areas in Africa would lead to more imports and exports leading to more jobs which seemed appealing to most people. Supporting the idea of creating a better economy is document 4, which is a speech in 1888 by Joseph Chamberlain.In his speech he says, â€Å"We have suffered much in this country from depression of trade. We know how many of our fellow-subjects are at this moment unemployed. † This quote shows that Britain’s trade is declining with other nations and many of the people are unemployed. This is motivation for the British to colonize in Africa because with new colonies in Africa, trade would increase between Britain and the rest of Europe from the recourses Africa can provide. Colonizing in Africa would bring more money and more jobs to Europeans so it motivated people to do so.Apart from economic growth, Europeans also supported the colonization of Af rica because is made the motherland powerful. In Europe, there was no room to have countries expand their borders, meaning colonizing in Africa was the only way to do so. In Document 1, Prince Leopold II had a conversation in 1861 in which he said, â€Å"Colonies are useful, that they play a great part in that which makes up the power and prosperity of states†¦ let us strive to get one in our turn†¦to lead to progress in every sense†¦ [and] prove to the world that Belgians are an imperial people. Colonies were not only used to gain wealth but they were also a sign of power. The more land that a country can acquire, the more of a threat they can be to other countries. Gaining power is a very big motivation for Europeans to colonize Africa. In this conversation, Prince Leopold strongly suggests that Belgians should see the colonizing as a step toward domination and more power and should support the cause. Another person to encourage the colonization of Africa is Benjam in Disraeli, the British prime minister. In his speech to the House of Commons regarding the Suez Canal (doc. 0) he says, â€Å" I have always and do now recommend [colonizing] as a political transaction, and one which I believe is calculated to strengthen the empire. † Although Benjamin believes that it is not a good financial investment to purchase the land and hope for a profit, he finds that the new land will strengthen the empire by expanding its boarders to new lands in Africa. Power serves as a motivational factor because all countries want to be more powerful than its rivals and power comes from the expansion of a country’s boarders.Nationalism also contributes towards the power of a country and nationalism is displayed in document 12. Louis Bernard, a French colonial official, wrote in a memoir that he â€Å"found the image of a victorious and conquering France†¦ I was in a country of empire, an empire in which I participated instead of submitting, as it was in our annexed, Alsace and Lorraine. † Louis believes that his country is better than it is currently doing because of his strong sense of nationalism. Louis sees France as an empire which fought and didn’t surrender.He believes that France could hold more power than what it currently wields now. His motivation to see France as an empire is why France is motivated to secure parts of Africa for themselves. Through the early 20th century, countries in Europe were looking to becoming more powerful than their rivals. With this need to be better, countries looked to Africa to expand their country’s boarders in order to gain power and enhance their country’s economy. Europeans justified their actions because they saw the Africans as barbaric and backwards people and thought that it was the European’s right to take African lands.

Developing Yourself as an Effective Human Resources Practitioner

The Human Resources Profession Map (HRPM) sets out the skills, activities, behaviours and knowledge (professional competence) which is essential for any successful HR role.The HRPM helps a HR professionals to assess which level they are currently working at, to think where they would like to progress, gives advice on what they need to do to get to their progress plan professional area or band and helps you reflex on what you have done.There are four bands in the HRPM bands one up to four, here is a breakdown of these bands:Band one is delivering fundamentals, this is the level you would be at if you are a HR Administrator.Band two is adviser, issue-led, you are likely to be at this level if you are a HR advisor or manages a small team. This is what band I am currently at as I am an Assistant HR Manager in my organisation, I am advising and managing a team, I handle HR issues and give flexible options and recommendations.Band three is Consultant, co-operative partner, this is the band I was working towards do currently do parts of this band like address the HR challenges, I give solutions to these challenges and I have a seat an management meetings.Band four is Leadership colleague, client confidante and coach, this bank is more if you are a partner or HR Manager/director.There are ten professional areas in the HRPM at the centre or the ‘core’ of the HRPM; you have the core professional areas which are made up of ‘Insights, strategy and Solutions’ in the very core then around this you have ‘Leading HR’.Insights, strategy and Solutions part of the core is about the understanding of the organisation and using the your insights into the organisation so you can best work out what strategy or solutions are needed to meet the needs of the organisation in the current day and going forward.When I did my personal HRPM some of the recommendations for me to be able to move through my bands were:Make sure you regularly share ‘my insights and ideas’ with your manager and key clients/team members.Ask for feedback on your contribution to business strategy forums.Communicate, communicate, communicate! Set the tone for your team and make sure you are proactive with your communications regarding the change.Leading HR is about being a role model leader, maximising the contribution that HR provides to the organisation through your own or your teams efforts.The other eight professional areas are:Organisation design.Organisation development.Resourcing and talent planning.Learning and development.Performance and reward.Employee engagement.Employee relations.Service delivery and information.Out of these eight professional areas in my current job the last six areas in the above list are relevant to me in my current job. For example ‘employee relations at band two ‘9.15.2 Coach managers to communicate clearly to employees on performance and reward matters, seeking to avoid conflict.’ And ‘ 9.5.2 Support and coach HR colleagues and managers in understanding and complying with ER policies and practices’ (http://www.cipd.co.uk/binaries/profession-map-2.4-Oct-2013.pdf page 36 and page 37). The last month in my organisation we had an issue between two employees in which a grievance was raised.I worked with the direct line manager and advised him on the process to follow in accordance with the organisations grievance procedure and making sure it was dealt with lawfully. I advised him to hold a grievance meeting with the employee who had put the complaint in and the correct process of doing such a meeting, which he did. After this meeting we looked at the minutes together and  decided this seemed to be a clash of personalities so we decided that instead of taking this to disciplinary we would hold a few mediation sessions. The outcome of this has been very successful so far.The final part of the HRPM which is the outside ring is the behaviours which are:Curious.Deci sive thinker.Skilled influencer.Personally creditable.Collaborative.Driven to deliver.Courage to challenge.Role model.Looking at the behaviour curious which is ‘being future-focused, inquisitive and open minded; seeks out ways of evolving.’ When I did this part of my HRPM this one really stuck out for me as the main part of my CIPD course which I have struggled with is the continuous development and mainly reflection. I really have to push myself to do this and some of my recommendations directly state this:Introduce a more disciplined approach to reflecting on work and non work activities in terms of ‘What have I learned from this?’How often do you ask someone directly for feedback? Incorporate these requests into your weekly if not daily operating mode as a matter of course.

The problem of evil Essay Example | Topics and Well Written Essays - 750 words - 1

The problem of evil - Essay Example This is not however the case and the controversy induces dilemma on both believers and non-believers. This paper explores the concept of the problem of evil. Concepts of the problem of evil The problem of evil arises from the scope of nature that identifies conflicts in theories in existence of evil and God’s characteristics. This is because a consideration of the nature of God and His power should not allow evil to prevail, or should at least be able to eliminate evil. A number of intellectual opinions have explained impossibility of existence of both God and His powers, and evil and its associated powers and suffering. Two sets of elements, three about God’s power and one about evil illustrates mutual exclusivity between the power of God over evil and the persistent existence of evil to develop the controversy. It is for example believed that God has super natural powers, is present at all places and at all times and knows everything that happens on earth and in heave n. God is similarly defined as loving. This means that He is protective of his creations and ensures their safety from all forms of harm or threats to their well being. The relationship between evil and suffering among human beings and a consideration of God’s loving nature would therefore induce God’s actions to either protect human beings from evil or acts on the pain that comes from evil. Existence of evil and a consideration of God’s omnipresent and omniscient properties also mean that evil occurs in God’s presence, against his powers, and with His knowledge. Consequently, existence of evil casts doubts on the properties of God and induces the dilemma of whether to believe in existence of God’s and His characteristics or not (Beebe 1). Similarly, if God has knowledge about existence of evil and the suffering that evil causes, He knows how to control evil power and has the capacity to control it, then existence of evil would mean that God is not as good as He is expected to be. In addition, if God wanted to control evil but does not, then it would mean that His power is not as sovereign as it is thought to be. Alternatively, if God has the power to control evil and wishes to, but has not, then it would mean that He is not aware of the existence of evil. These therefore mean that the presence of evil implies absence of at least one of the properties of God. Admitting to such a theory that what has been believed to be the properties of God are not actually true also contribute to the dilemma and is a basis to reconsidering possibility of non existence of all the proclaimed properties of God, or worse, the belief in existence of God (Beebe 1). McCallum also explores the problem of evil through existence of evil in the presence of God’s power. The author explains that if God loves and has supreme power, according to a believer’s faith, then He should be able to terminate evil and its consequences. Existence of ev il therefore puts a believer in a dilemma over the properties of God. From a biblical perspective, the author argues that if God is the creator of all that exist then He created evil because evil also exist. Similarly, belief that God is good and powerful would result in Him destroying evil. As a

Starbucks CEO Howard Schultz Case Study Example | Topics and Well Written Essays - 750 words

Starbucks CEO Howard Schultz - Case Study Example Starbucks has embraced a differentiation strategy at its business level of strategies (Geereddy, 2012). It provides products that cater for the needs of a specific targeted group of customers. The company offers tailor-made varieties of goods and services, and the premium prices. The company has more ways of differentiating products than most of its competitors since a customer gets an experience when he shops for coffee. They can thus charge a premium price. Starbucks focuses on innovation by continually introducing new products and coffee such as â€Å"instant coffee† Via. The instant coffee earned the company a sales growth of over 200 million. The new products are the force behind Starbuck’s evolution into a company that provides unique customer experience. The company tries to understand its target customers. Hence, they have grown globally as a number one choice for many clients. They provide a superior coffee to its clients. They value branding the image and product through word of mouth. As a result, they ensure their clients get a maximum experience in order to spread the word. They seek to understand the particular needs of an individual customer and serve him appropriately. For instance, they can allow customers to pay online or via phone if it is convenient for them (Starbucks Corporation, 2015). Starbucks applies demographic segmentation (categorizing markets by gender, age, ethnicity, income, and family life cycle). The company’s main target is men and women aged between 25-44 years. The market accounts for about a half of its total business. The company targets this group by offering special drinks that appeal to them. It further creates its business to be the third place to go between work and home by establishing unique and relaxing atmosphere. The next large group that Starbucks targets consist of young adults aged 18-24 years old. They account for about 40% of the company’s sales. Starbucks entice the young adults through the