Cognitive Studies as the Direction of Modern Linguistics

COGNITIVE STUDIES AS THE DIRECTION OF MODERN LINGUISTICS At the end of the 20th century linguistics applied to anthropocentric paradigm of knowledge including among other things presentation about the human factor in the language [4, 2001:15]. The cognitive linguistics is the study of how the person operates the symbols, while coming to understanding the world and themselves in the world, the subject matter of which is the human mind, the thinking and the mental processes and conditions [11, 2005: 8]. The processes associated with knowledge and information are called cognitive ones.Their synonyms are also words  «intellectual »,  «mental »,  «and rational ». Cognitive aspect is the basic concept of cognitive linguistics. It is obvious that in the complex of human sciences the relations between language and other human activities are closely interwoven with each other. Languages give cognitive scientists the key to understand human behavior even in the greater degree, than the culture and society [6, 1997:21]. In the 70-80th of the last century mainly lexico-grammatical and thematic groups of words were studied for identifying general and specific characteristics in a lexical system of language.Today the cognitive research is aimed at expansion of the Humanities [2, 2005: 28]. It is the question of great importance for scientists to find out the very existence of the words in the mental lexicon of individuals. Scientists consider the word to be a unit of knowledge, phenomenon or process meant by it, and also the knowledge of unit position in the system of language, where it is associated with other units of the same system [6, 1997: 306-307]. There are many definitions of concepts, as the term  «concept » is currently one of the most popular in a Russian science.It is not only about linguistics, the concept is used in perceptual and cognitive psychology, and lingvo-cultural science, sociology, and many other sciences. The concept is a multifacete d term, that can be considered as the storage of cultural values, and as a unit which the background for the perspective is the cultural environment surrounding the person. According to Professor V. A. Maslova there are 3 approaches to the concept’s definition: 1. The first approach pays great attention to cultural aspect – when the entire culture is understood as a set of concepts and relations between them.Concepts are like clots of cultural environment in the person’s consciousness. 2. The second approach defines the semantics of linguistic sign as the only means of concept formation. 3. Representatives of the third approach believe the concept to be a combination of word meanings from personal, and national person experience, i. e. the concept is the mediator between words and reality. Concepts are universal [11, 2005: 32]. E. S. Kubryakova considers concept as the operational memory unit, mental lexicon, the conceptual system and the language of brain, the whole picture of the world, the quantum of knowledge [7, 1996: 90].Structure of the concept, according to Pr. Stepanov consists of 3 layers: basic sign, optional and inner form, usually not realized. The structure of the concept can be represented in the circle form, in the center of which lies the main concept, the core of concept, and on the periphery is everything that are brought by culture, traditions, national, and personal experience [11, 2005:42]. Each concept includes evaluation, personal attitude towards an object. The same concepts can cause various associations in the different recipients [3, 2006: 24].Cognitive linguistics is aimed at modeling the picture of the world. The concept itself is an element of the picture of the world, when the picture of the world is one of fundamental notions; it is a model of the world, which is formed as the result of human interaction [11, 2005:47]. Concepts can be classified according to different grounds. They can form emotional, educa tional, and other conceptual spheres. Concepts of objects and movements with the concepts of space are included in the list of  «primary » concepts defining conceptual system of the human being.Space is one of the main forms of categories of existence, reflecting the extent, the position, and the location of objects in a world continuum. As a consequence, the space belongs to the basic categories of thinking, and causes strong interest for scientists. The movement is a form of life and the factor of human development. The concept of movement – is a complex phenomenon, and is associated with the characteristics like the starting point of movement, the last point of movement, way of movement, the environment in which the action takes place, its orientation, move pace, and character of action [8, 2004: 10].Identifying the sources of phraseological unit’s origin we share the opinion of N. N. Amosova, who considers it to be the speech situation in which the original wor d is used in a phraseological meaning [1, 1963:65]. Each phrasal unit initially was the individual's formation, and at first was used in a single context. The verbal complex is to pass several stages before becoming a phraseological unit. Potential phrasal unit is a speech phenomenon. When words complex are used in countless contexts, they gradually acquire elements of stability, and form phrases.Actually it is impossible to ascertain the  «forthcoming » of phrases [10, 1996: 158]. We can assume that each word being born in someone's speech gets new meanings in the course of its further usage. The important feature of obtaining new values is the degree of abstraction [13, 2001: 67]. A. M. Melerovich points out abstraction from lexical and grammatical meanings. She distinguishes four levels of abstraction: highest, high, medium, and low one. 1. The highest level of abstraction is observed in phraseological fusions, and in phraseological intensifiers. These phrases are completely abstracted from the literal meanings. . At the high level of abstraction phrasal units have all kinds of abstraction except grammatical one. 3. The average level of abstraction is observed in phrases with partially rethought meanings, i. e. , where one component is used literally, and the other one is used in figurative sense. 4. The low level of abstraction is characterized by the fact that all components are used in the literal senses. The structure of abstraction in this case is so-called  «colorless abstraction » [14, 1959:171]. Thus, the phraseology reflects complex of culture and psychology of the people; it is a unique method of thinking.However, for each language the selection of priority word’s meanings depends on cultural development. Presence of a certain motivation,  «which is directly linked with people’s outlook » proves that idioms have cultural and ethnic connotation. The study of phrases gives the key to understanding of language picture of the world [16, 1996: 214] Literature 1. Amosova N. N. The basics of English phraseology/L. , 1963 2. Karasik V. I. Ethnospecific concepts. Other mentality/Moscow, 2005. 3. Kamishnikov ?. ?. Conceptual sphere/Taganrog, 2006. 4. Kravchenko ?. ?.About the question of modern linguistic cultural science’s origin /Taganrog, 2001. 5. Kubryakova ?. S. Cognitive features of motion verbs. Logical analyses of language/Moscow, 1992. 6. Kubryakova ?. S. Parts of speech from a cognitive point of view/Moscow, 1997. 7. Kubryakova ?. S. , Demyakov V. Z. , Pankrats U. Z. , Lusina L. G. Concise dictionary of cognitive terms /Moscow, 1996. 8. Kubryakova ?. S. Language and knowledge: On the way of language knowledge acquiring: ? : Parts of speech from a cognitive point of view/Moscow, 2004. 9. Kunin A. V. English-Russian dictionary of phrasal units/Moscow, 1984. 0. Kunin A. V. The course of modern English phraseology/Moscow, 1996. 11. Maslova V. A. Cognitive linguistics/Minsk, 2005. 12. Melerovich A . M. The problem of semantic analyses of phrases in Russian/ Yaroslavl, 1979 13. Polikarpov ?. ?. Reflection of historical events by phraseological fund of modern English language/Kaluga, 1998. 14. Smith L. P. Phraseology of English/Moscow, 1959. 15. Stepanov U. S. Constants. Dictionary of the Russian culture. Experience of research/Moscow, 1997. 16. Teliya V. N. Russian phraseology. Semantic, pragmatical and lingvo-cultural aspects / Moscow, 1996.

Curse: Having Diverse Ethnic Identity

CURSE: HAVING DIVERSE ETHNIC IDENTITY Multicultural people can be defined as a people who have more than one culture in other words who grew up with more than one cultural identity. A person who grew up with more than one culture is having a mixed ethnic identity. Amin Maloouf, who has mixed ethnic identity, is a Lebanese author, who born in Beirut. His father was from Melikte Greek Catholic community and on the other hand his mother was from Turkey. Also Maalouf (1998) mentions that he has lived in France for twenty-two years, (as cited in Eken, A. N. amp; Rodrigues, B & Atabas, H. G. & Harris, J & Gunceri, M & Bilgic, M. L. & Tack, S& Onel, Z, 2010, p. 255), which shows that he is living three different cultures, in other words he is having mixed ethnic identity. Maalouf argues that â€Å"having mixed ethnic identity is not a curse; on the contrary, it is blessing. † As arguments and evidences show that having mixed ethnic identity is not always blessing, it is mostly a curs e for some reasons like; psychological and behavioural problems, educational and communicative problems and some problems in team work.Having different cultural identity is having two different cultures both from your mother and father, which will come up with; both having different perspectives and which will make person to remain open-minded. Different perspectives make people to think in different ways also different conversations thus Parekh (2006) argues that â€Å"different perspectives intended to equip individuals with the ability to converse in multiple cultural idioms, leading to an appreciation of the complexity of the truth, freedom from ethnocentric practices and the ability to learn from other cultures. (as cited in McGlynn, 2009, p. 300), which makes mixed identical people better than mono identical people. Even though bi ethnic individuals having bad experiences like marginalizing from society and come across with racism. On the other hand also they are experiencing the positive way of having mixed ethnic identity like being open-minded. As Korgen (1998) and Ross (1996) argued that, as a result of being open-minded, people with diverse identity correspond to the situations and people in different ways, thus this makes them to have â€Å"ability to see things from different point of views. (as cited in Abu-Rayya, 2006, p. 670). According to what Maalouf says, without any counter argument diverse ethnic identity is blessing just for having ability to see things in different point of views and being open-minded for different situations and different. In contrary what Maalouf has said, that mixed ethnic identity is blessing, in diverse team work there are both positive and negative effects of multicultural diversity but the negative effect of the diversity makes the team performance less effective than non diverse team.With having different cultures at the same time means having various acquirements and being interested in more than one thing as mixed cultural identity provides. Thereby Bodenhausen (2009) argues that team performance will positively affected by mixed cultural members of the team which they come up with various knowledge and skills. By bringing different skills and knowledge together in the group, Somers (2006); Wrap & Mahoney (2008) argue that these differences make other people to think in more sophisticated way, which makes the team performance better. (as cited in Bodenhausen, 2009, p. ) Sharing the knowledge by mixed ethnic members, there emerges a competitive motivation that will increase the performance in the team (Launt & Philips, 2007). Because of these reasons in the group each member of the team will complement each other and it will end with the increment of the team performance. In contrary to this positive situation, there are bad effects of having diversely ethnic members in the team. Trianduis (1960) argues that interpersonal problems and communicative difficulties have occurred by cultural diversity in the group, which does affect the performance negatively.Additional to this Kirchmeyer & Cohen (1992) indicate that this communicative difficulties bring to an end to the emotional conflicts. This communication problem and emotional conflicts or generally conflicts within the group are because of not having a common, exact culture. More over Pfeffer (1983) says that the reason for these problems are â€Å"having fewer shared experiences, having less in common and expressing more difference of opinion. † (as cited in Collin & Tagesson, 2008, p. 24). Because members express their selves in different way, they will be misunderstood by the other members of the team, and even because they do not have in common much; like culture or experiences; they will come across with a communication problem. As a result of these, O’Reilly, Cardwell, and Barnett (1989) claim that these problems will â€Å"threat the cohesiveness of the team† (as cited in Collin & Tages son, 2008, p. 224). In these circumstances, performance of the diverse eam will be much lower, when it is compared with ethnically homogenous team. Beside mono cultural identity; multicultural identity enables people to compose their own identities but while composing, some problems emerge like; not forming a coherent identity because of the result of acculturation, also undermining the national identity. Sen (2006) â€Å"rejects a plural mono culturalism that essentializes identity in favour of multicultural practice that endows the freedom to cultivate reasoned choice of identity priority (as cited in McGylnn, 2009, p. 00). In contrary to blessing part of having diverse ethnic identity, there is an issue that called acculturation which is the â€Å"exchange of cultural features that results when groups of individuals having different cultures come into continuous first hand contact. † This acculturation may cause culture shock or acculturation stress while identifying your self. In other words Jensen (2003) says, in forming a coherent identity, people come across with difficulties because of acculturation.They are having paradox because of the cultures’ various requirements. Thereby, they cannot properly decide which one to own or which one to not so, they mess up and then with the identity confusion they are marginalized from homogenous society. More over because of multiculturalism; Uberoi (2008) claims that â€Å"multicultural policies sometimes make people to focus on their cultural identities instead of their national one, thus making the latter unimportant to them. Having multicultural identity bridges the cultures and makes these cultures develop but on the other hand it has negative effect on identity which are cultural shock and acculturative stress; which is not blessing but it is cursing for a person who has diverse ethnic identity. For the positive side of having diverse ethnic identity Parekh argues that â€Å"no single culture c an embody all that is valuable in human life nor develop the full range of human possibilities. † (as cited in McGlynn, 2009, p. 00) In other words, cultures correct and complement each others’ both mistakes and missing and also expand each others’ perspectives by bringing different cultures in one body, which shows that they are bridging each other. More over multicultural identity help humans to develop their selves by learning from others. But in contrast to this, bridging and complementing the cultures, it affect people negatively and it brings acculturative stress and cultural shock both behavioural and psychological way. While trying to bridge cultures it come up an end with behavioural and psychological problems because of identity confusion.By identity confusion Arnett claims that â€Å"substance use, prostitution, armed aggression, and suicide† have emerged in multicultural individuals. (as cited in Jensen, 2003, p. 194) Because diverse ethnic ind ividuals sidelined by the society, they are having some psychological problems like; â€Å"low self-esteem, feelings of anxiety, depression, guilt, despair, hopelessness† (Brown (2001); Moyotshi (1990), as cited in Abu-Rayya, 2006, p. 669) also the feeling of ambivalence over their personal, racial, or ethnic identity (Brandell (1988); Brown (1990); Pinderhuges (1995), as cited in Abu-Rayya, 2006, p. 69). For example; Abu-Rayya mention about Arap-European children who are the having both Arabic and Europen culture together, â€Å"which may subject them to psychological maladjustment and disturb their personal and ethnic development. † More over Abu-Rayya says that as a minority group in the mono-ethnic Arabs, they live as scattered individuals and â€Å"may be perceived as a threat to the continuity of the ethnic and cultural structure(s) of the Arab group† which this threat may surrender them to social exclusion.Although the social exclusion or any behavioural or psychological problems, multicultural education is more effective in culturally integrated school, however less parents choose these integrated schools. Reich (2002) indicates that multicultural education is more effective in schools which are culturally integrated (as cited in McGlynn, 2009, p. 301). According to McGlynn it is effective but it is â€Å"frequently highly contentious. † Children are not attending to integrated schools because of their parents.In Northern Ireland, education system remains separate, McGlynn claims that: â€Å"with children either attending Catholic maintained schools or de facto Protestant controlled schools. Parents are against to integrated school in Northern Ireland; under 1989 Education Reform (Northern Ireland) Order to government has a duty to meet the needs of parents requesting integrated education and provides two types† (p. 301), both integrated schools and controlled schools According to NICIE (2008) only 6% of the pupil pop ulation attend integrated schools (as cited in McGlynn, 2009, p. 01). This shows even the education is better in integrated, diverse schools; parents do not want their children to study in those schools because of the other problems. As a conclusion, Amin Maalouf, who has ethnic diverse identity, has said that having mixed ethnic identity is blessing; but as evidences shows that it is not blessing it is cursing because of the behavioural and psychological problems, having difficulties in education, decreasing the team performance and problems while creating the identity.So; having diverse ethnic identity is not blessing, it is cursing. BIBLIOGRAPHY: Abu-Rayya, H. M. (2006). Ethnic identity, ego identity, and psychological well-being among mixed-ethnic Arab-European adolescents in Israel. Brithis Journal of Development, Vol, 24, DOI: 10. 1207/s1532706xid0604_3 Bodenhausen, G. V. (2009). Diversity in the person diversity in the group: Challengesof identity complexity for social percep tion and socail interaction. European Journal of Social Psychology, 40 from http://icproxy. abanciuniv. edu:2055/ehost/detail? sid=1cd41c5e-d9eb-4053-86e0-b31165dd43e1%40sessionmgr12&vid=20&hid=12&bdata=JnNpdGU9ZWhvc3QtbGl2ZQ%3d%3d#db=a9h&AN=47805859 * Jensen, L. A. (2003). Coming of Age in a Multicultural World: Globalization and Adolescent Cultural Identity Formation. Applied Developmental Science, Vol. 7 from: * http://icproxy. sabanciuniv. edu:2055/ehost/pdfviewer/pdfviewer? vid=20&hid=12&sid=1cd41c5e-d9eb-4053-86e0-b31165dd43e1%40sessionmgr12 * McGlynn, C. (2003).Integrating education: Parekhian multiculturalism and good practice. Intercultural Education, Vol. 20, DOI: 10. 1080/14675980903351938 Tagesson, T. (2008). Ethnic and gender diversity, process and performance in groups of business students in Sweeden. Intercultural Educati? n, Vol. 19, DOI: 10. 1080/14675980802078608 Uberoi, V. (2008). Do Policies of Multiculturalism Change National Identities? The Political Quarterly, Vol. 79, DOI: 10. 1111/j. 1467-923X. 2008. 00942. x http://en. wikipedia. org/wiki/Multiculturalism

Business Studies Essay Example | Topics and Well Written Essays - 1000 words - 1

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A qualitative research critique Essay Example | Topics and Well Written Essays - 4500 words

A qualitative research critique - Essay Example Concerning these challenges, there are various guidelines developed in the past few years that can be utilised while examining a qualitative research paper, such as the Critical Appraisal Skills Programme (CASP) framework (Mack & et. al., 2010). There are various aspects which needs utmost consideration while critiquing a qualitative research. For instance, the coherence of the topic being critiqued should be appropriate for the qualitative enquiry (Boswell & Cannon, 2010). It is also vital for the literature review to be consistent with the methods that has been selected for the study. The article chosen for the critique also needs to possess sufficient account regarding the informants, the chosen subject matter as well as the researcher(s). In addition, there must be adequate description regarding the methods applied for information assembling as well as information analysis. It is significant for an effective critique to possess a sound conclusion (Forchuk, & Roberts, 1993). With due regards to these aspects, the purpose of this discussion is to demonstrate how a particular qualitative research paper can be critiqued by using CASP framework. The article that will be examined is â€Å"Like a Trip to Macdonald: A Grounded Theory Study of Patient Experiences of Day Surgery† by Anne Mottram. ... bed as a form of social enquiry which emphasises upon the approach of interpretation conducted by humans concerning a particular issue effectively utilising their understanding. The major objective of a qualitative research is to acquire a better understanding about the social reality witnessed by the individuals along with the prevailing cultures and groups (John Wiley & Sons, Inc., n.d.). In other words, the idea of qualitative research is often described as the procedure of gathering, interpreting as well as analysing data by examining the activities of the individuals. It is duly based upon subjective matters implementing various crucial approaches such as focus groups and interviews in order to collect valuable information (Flick, 2009). It is in this context that the nature of qualitative research is viewed to be an open-minded as well as an exploratory one. Even though, a qualitative research approach tends to reflect a wide implication on the identified issue, it is considere d to be less costly in comparison to other researches. It is broadly regarded to be an effective process in the area of obtaining necessary information about the communication requirements as well as the responses of the people along with their views concerning specific issues or rather concerns (Anderson, 2006). Moreover, the facet of qualitative research is also defined as a kind of research which is dedicated towards developing an improved understanding of various human approaches along with their behavioural attitudes. The studies which are involved with the qualitative research usually embrace case studies, ethnographies and also descriptive studies (Oxford University Press, n.d.). Apart from the studies, the different methods associated with qualitative research include observations

Success of the Back To the Future Film Essay Example | Topics and Well Written Essays - 1750 words

Success of the Back To the Future Film - Essay Example They have to rectify this by traveling back to time to ensure that Marty’s mother finds Marty’s father. At the end, a trilogy is developed. This movie made it to the topmost film in 1985, and it won several awards. To-date, it is still a classic film dominating the Disney World, Theme Parks, and the Sequels. The gist of this paper is to evaluate the reasons behind the film’s massive commercial success in 1985. This film has experienced tremendous box office success. The success of the film is evident by its selling rate. It is considered a high concept event cinema because when it was produced, it attracted a large audience. This is because the film is market driven and aimed at reaching out to the diverse markets (Maslin 1985, p. 1). This is so because the film appeals to both the old and the young generations. It is a comedy, which keeps the audience entertained to their satisfaction. Ensuring the film has subtitles in different languages also enhances its appe al hence success. Moreover, the uniqueness of the subject matter of the film has also brought its success. This is because prior to its production, the idea of traveling back to time had never been imagined. This unique feature caught the curiosity of most of the audience. It is fascinating and well filmed making it a formidable accomplishment (Nowell-Smith 1997, p. 302). The movie back to the future has withstood the test of time. Having been in existence for the last twenty-seven years, the film is still a bona fide classic. A number of reasons contribute to this success. The reasons include the character choice; the uniqueness of the tale, as Zemeckis brings up a concept of traveling back to the past and the future, which had never been featured before, and marketing and distribution. Audience-directed motives also increase the success of this movie. Being a high concept event cinema also serves to increase the movie’s victory. The movie makes use of film modern technologi es and diversity in styles. In the production of the film, the directors deployed advanced technology like animation, among others. They include high computer imagery, relevant sound-effects, and songs. The advanced computer generated images have been used to create stimuli on the audience, and in the creation of distinctive effects (Williams, Hammond, & Fonda 2006, p. 250). All these reasons serve to increase the appeal of the movie to diverse audiences; hence making the movie an outstanding success (Fleming 2012, p. 1). The characters The movie back to the future, which was based on a supremely entertaining script, was accompanied by some of the most popular and attractive actors in Hollywood, including Christopher Lloyd and Michael J. Fox. The characters make some of the most influential actors in Holly wood. For instance, the performance by Fox and Lloyd displayed an admirable agreement and chemistry between them. Apart from their extra ordinary matching, these actors are some o f the most pre-sold artists. They are characters that people are familiar with hence making the movie sell with much ease. For instance, Michael J. Fox had featured in the famous Family Ties hence becoming a celebrity to his audience (Meyncke 2010, p. 1). In other movies that he had directed, Robert Zemeckis is known to bear a trademark of always making use of acting stars such as Christopher Lloyd

Reading Responses to Literacy in Three Metaphors, Writing Healing Essay

Reading Responses to Literacy in Three Metaphors, Writing Healing Introduction and Strategies - Essay Example However, working with a large audience in a classroom full of varying personalities makes this a highly difficult task to accomplish. But that is not to say that it is an impossible objective to achieve. Rather, it is one that can be accomplished with the cooperation of the students who have the desire to learn and fulfill their academic requirements. It is a well known fact that all universities and colleges have began to enact signed agreements between students and teachers / professors at the start of each academic season with the aim of clarifying the expectations and accomplishments of each party in the classroom setting. Such an agreement certainly helps to clarify the learning and discussion points during the lesson and forces students to take responsibility for their own actions within the classroom, be it in real time or cyberspace. The electronic classroom as students have come to become familiar with in the 21st century allows them too much freedom to be themselves and take their classes lightly because the professor is not within their eyesight. The students in an actual classroom treat their professors with a disrespect that is brought about by their misplaced sense of entitlement. By forcing students to acknowledge that they have an academic responsibility towards themselves, the students, both on the internet and in real time are forced to follow a certain sense of decorum that in the long run, proves to benefit both the students and professors as each party becomes an important tool in providing a conducive learning environment for their fellow classmates.

Contemporary Issues and Policies Term Paper Example | Topics and Well Written Essays - 1000 words

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The Development of Health Care Provision in Britain Essay

The Development of Health Care Provision in Britain - Essay Example In Roman times doctors were often Greeks and might belong to a private family as well as acting as general practitioners. There were also doctors and medical assistant attached to the invading Roman army. Even in families where there was no doctor some member of the household would have acquired some necessary medical knowledge:-. Unwashed wool supplies very many remedies†¦..it is applied†¦.with honey to old sores. Wounds it heals if dipped in wine or vinegar†¦.yolks of eggs†¦.are taken for dysentery with the ash of their shells, poppy juice and wine. It is recommended to bathe the eyes with a decoction of the liver.(Pliny, 1st century C.E.) There would also be wise women, often herbalists. The History of Hospitals and Health Care in Britain This situation would have continued until the Middle Ages when the very first hospitals appeared, driven by Christian convictions, and founded as religious institutions. St Bartholomew’s Hospital, in central London, was founded in the 12th century by a monk. These religious foundations were based upon ideas taken from the gospels, as in Matthew chapter 9 where there are several examples of Jesus caring for the sick. . By the time of Elizabeth I the state was beginning to play its part. In response to the increasing number of vagrants and wandering jobless an act of 1601 set up the first poor houses, and these would have included at least minimal care for the sick and mentally fragile who were also poor (Bloy, 2002). Local taxes were used to support such ventures. It was in the 18th century that many of today’s larger British medical institutions came into being as voluntary hospitals. At first these were in long established cities such as London and Edinburgh. With the coming of the Industrial Revolution newly burgeoning cities such as Manchester also opened hospitals. These were funded by private contributions. Specialist hospitals such as those dedicated to maternity care, and eye hospita ls, also opened. Asylums were under the care of local authorities (Voluntary Hospitals Database, undated). At this time though nursing training was rudimentary . It was only with the threat of various wars , including the Crimean War and the First World War, that the need for formal training became obvious. In 1911 the National Insurance Act became law. This is an important stage in the founding of a welfare state, and it resulted in care being provided for many people . There were many schemes to help poorer people to pay for their care. In Birmingham the Birmingham Hospital Saturday Fund was begun in 1873 by a local clergyman (BHSF Undated) .The fund was one of several from various parts of the United Kingdom and continued into the days of the National Health Service when, for the payment of a few pence weekly, people could ensure a place in a convalescent home after an illness. The aims of the organisation today are still to provide convalescence, but also to invest in medical re search. Meanwhile richer people continued to visit private clinics or to have doctors visit them at home. The majority voluntary hospitals and schemes later became incorporated into the National Health Service, which was initiated by the Labour government in 1948, based upon an ideal of good health care being made accessible to all, whatever their situation in life. According to Rivett (Undated) this principle had been in existence for at least a century, with many individual initiatives, and the London County Council even wanting to provide its own hospitals, but not enough had been done to make it a reality. In I920, soon after the end of the First World W

Research paper Essay Example | Topics and Well Written Essays - 500 words - 8

Research paper - Essay Example They claim that consumers who have a traditional thanksgiving meal consisting of turkey increase the level of serotonin in their brain which reduces the chances of impulsive buying. In order to validate these claims 2 lab studies were conducted. The studies showed that participants who had had been given a tryptophan rich beverage preferred to buy the product through layaway financing than through credit card. Layaway financing allows the consumers’ time to actually consider whether the purchase is necessary and if they can afford it. The authors claim that this occurred due to increased amount of serotonin in the brain which is produced by a tryptophan rich diet. The authors claim that their research can make the consumers aware about the type of foods which should be consumed by them before going for shopping. This will reduce unnecessary purchases and reduce their credit card debts. The major critique of the article is the methodology which has been adopted by authors for their study. The study 1 was completely online and there was no way of verifying the authenticity of information. The participants were also asked whether they would like to by a DELL computer. The response provided online by the respondents may be completely different than how they actual react in the shop. Some of the participants may say they are very likely to buy the product as they didn’t have to actually spend the money at that time; others may have given guarded responses in the study. It has been well documented that answers given during a survey cannot be used to gauge the actual shopping responses. This puts a question mark over the validity of the study 1. Similar criticism can also be made regarding the leeway financing option which was given to consumers in the study 2.Although they may claim to go for leeway financing but consumers can behave differently on the shop floor under pressure from friends ,relatives ,shop owners, sales persons or even fellow

Choose one of the three Flexible , Fearful, or Feisty Essay

Choose one of the three Flexible , Fearful, or Feisty - Essay Example I always enjoyed to get engaged in a range of activities most often involved art activities. This activity pattern and craze towards colors polished my creativity. So, in the later stages of my childhood I proved to be a good cartoonist. I participated in many inter school events and won several prizes. Later on, I came to know the fact that being a flexible personality; I was really blessed as I was more adaptive towards new situations. I always enjoyed creativity and innovative ideas. I always liked to show positive attitude and this approach of my childhood has, definitely, affected my current life in a positive way. My flexible personality trait brought up confidence, optimism and tolerance in my personality. It is amazing to note that I never argued like younger siblings while mother used to serve some new food. It always made me curious to have new tastes and flavors. However, sometime ambiguous situations made me confused. As I have told that I was flexible at one end but I was not so clever. I was not very good in decision making as well. This was the basic reason why I most often adopted what my parents felt better for me. I was quite adaptive and bendy towards the decisions they put forward. And now when I am a grown up guy, I can differentiate that my intentions were not wrong. For me, my parents always did what they thought the best among all. From my childhood behavior, I analyze that living with flexibility and adjustment always offers a right path. Life is a continuous process offering give and take relationships. It goes on and on. So, those who prefer to adjust and accommodate with new situations always get the full benefits. This is what I really learn from my childhood. 1. Hanns M. Trautner, Diane N. Ruble, Lisa Cyphers, Barbara Kirsten, Regina Behrendt and Petra Hartmann. â€Å"Rigidity and Flexibility of Gender Stereotypes in Childhood: Developmental or Differential?† Infant and Child Development (2005): New York University,

Cultural turnaround at Club Med Essay Example for Free

Cultural turnaround at Club Med Essay Analysis Political actions against over-consumption restrictions by government (prohibition, taxes..) Economical cost reduction rise of off-trade because of sales/discounts in supermarkets rise prices of packaging economy crisis Social health and fitness customers drink more wine then before beers demand Technology innovation in beer production, new brands, flavors increase in efficiency Environmental acquisition and mergers lower pollution, green enterprise Legal restrictions in advertising age restrictions drink driving Action Political Governments are campaigning strongly against drunken driving Economical The off-trade is increasingly dominated by large supermarket chains such as Tesco or Carrefour, which often use cut-price offers on beer in order to lure people into their shops, and Heineken complained of an 11 per centrise in packaging costs. Heineken complained of an 11 per centrise in packaging costs Heineken complained of an 11 per centrise in packaging costs Social Environment America and Australia to reduce agriculture subsidies could result in a change in the industrys raw material supply base would increase the costs of raw materials Legal the 1989 Monopolies and Mergers Commission (MMC) to have a control over the mergers and the take-overs taking place in the United Kingdom FIVE FORCES Analysis Threat of entry low threat capital intensive loyal customers Threat of substitutes wine and licker, soft drinks Power of buyer loyal customers switch to substitute Power of suppliers packaging suppliers energy suppliers Competitive rivalry low product differentiation big competitive rivalry Action Threat of entry This strategy would prevent competitors from countries like Japan and the USA to come in the industry and compete with firms from the region. Threat of substitutes When the government passed regulations on drinking alcohol drinks in public many people switched from beer to wine and other drinks like coca- cola which have become substitute of beer Power of buyer the ability of customers to put the firm under pressure, which also affects the customers sensitivity to price changes.

Utilitarianism and Happiness Essay Example for Free

Utilitarianism and Happiness Essay Classical Utilitarianism is a moral philosophy, which was developed in 19th century England by Jeremy Bentham, John Stuart Mill and Henry Sidgwick. The essential feature a utilitarian reside in, is the notion that an action is right if it produces the most amount of happiness well limiting suffering. Utilitarianism focuses solely on the consequences of the action, in an attempt to bring about the most happiness from each situation, well ensuring everybody’s happiness is equally considered. A utilitarian decides each action, by calculating the overall utility (good) that will results against the overall disutility (bad) that will result from a particular action. The action with the highest total net utility will be chosen. Within Utilitarianism there is a division between the conceptions of what is perceived as good; Hedonist Utilitarianism and Preference Utilitarianism. Classical utilitarians believe in Hedonist, were pleasure or happiness is perceives as the only intrinsic good. In modern society most utilitarians believe that the concept of good refers to preferences, and that individual preference satisfaction should be maximized for example artistic creation. There is a further division between utilitarians; Act Utilitarianism and Rule Utilitarianism. Rule Utilitarianism, holds that one should always follow rules that tend to promote the general welfare of humans for example a rule might be not to killing people. Act Utilitarianism holds that one should always act to promote the general welfare. Utilitarianism is plausible firstly because general overall happiness is achieved for the greatest amount of people. Second, because of it simplicity it is easy to determine whether an action is moral or immoral. You simply have to calculate the total utility against the total disutility for each action, and chose the action that will result in the most happiness. Third, the majority of society uses Utilitarianism when they are confronted with daily decisions. For example in peak hour traffic the majority of drivers would let another driver change into their lane, because the other driver obviously needs to change lanes. The other driver is likely to gain more happiness from being let in than the potential unhappiness it will cause you by waiting a few extra second in traffic. Fourth, it is a simply way off living a moral life, were you do not necessary have to be religious to be moral in your decision-making. The strongest objection against Utilitarianism is that it cannot accommodate for moral considerations such as individuals rights and justice. This is because Utilitarianism only considers the consequence of an action. This objection is highlighted in a case concerning an innocent man whose was wrongfully convicted of a crime. In 1974, England, Gerry Conlon was falsely imprisoned, for the bombing of a pub in the town of Guilford, which killed five people. This case raises the issue that the consequences of an action should not be the only things considered when deciding which action to take. If a utilitarian was to view this case critics would argue that a utilitarian would have to conclude that even with, bad consequences resulting from convicting an innocent man, their would overall be more good consequences derived from the peace of mind gained from the loved one of the deceased, as well as the community of Guilford. Critics of Utilitarianism would argue that greater consequences would result in convicting the innocent man, therefore Utilitarianism is unable to regard the importance of justice, this philosophy must therefore be wrong. With the objection that Utilitarianism cannot accommodate for the importance of justice, a utilitarian would address this concern with the response that by choosing the action that results in the best consequences, justice will ultimately be protected. Justice will always be protected even if it is not a utilitarian ultimate purpose. In regards to Gerry Conlon case, a utilitarian would never choose to convict an innocent man of a crime he didn’t commit because, even if more happiness was achieved in the short run through this false conviction, in the long run more unhappiness is likely to result. In the long run the guilty man would be likely to bomb again or commit another crime, also if the liar was discovered then the situation would cause greater disutility than utility, and may result in the dispatch of the justice system, as-well as great upset for the deceased family members who thought the bomber had already been punished. Therefore even though Utilitarianism doesn’t accommodate the moral consideration of justice directly, greater utility will always be created from upholding the justice system. The other aspect of the objection address criticism that Utilitarianism doesn’t accommodating individuals rights, therefore critics believe Utilitarianism must be wrong. A utilitarian would argue that just because rights are not directly considered in relation to the consequences of an action, they do in-fact have some impact on the chosen action. With majority of the population getting happiness out of doing the right thing, rights are often protected through Utilitarianism. For the small minority of people that don’t experience unhappiness from disregarding human rights, the existence of the police force ensures human right are protected from these members of society. With human rights being protected under law, people rights will be upheld under Utilitarianism because there will always be a larger amount of disutility from violating the law than from the personal gains of a human right offender. For example the CEO and CFO of Tyco a New Jersey-based company stole $150 million and inflated Tyco incomes by $500 million, in doing so they violated the rights of investors. After the police discovered this fraud, the justice system penalized both, with a sentence of 8-25 years in prison with the addition of $2. 92 billion paid to Tyco Investors. Under Utilitarianism this case wouldn’t occur because the benefits of stealing this money would never outweigh the consequences that result from being caught for defrauding investors. Therefore even though rights are not considered in the consequence of an action, they have a strong connection with the chosen action. Word- 992Ã'Ž

Strategies for Effective Learning in the TESL Classroom

Strategies for Effective Learning in the TESL Classroom CHAPTER ONE:  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   INTRODUCTION In Malaysian classroom, a teacher had a solid control in the classroom, the interaction pattern where the teacher selects a student to answer her questions is observed by Samuel (1982) in his study in a Malaysian school. This pattern occurred particularly when the teacher employed the questioning strategy during the course of teaching. After answering the teachers question, the student gave the turn back to the teacher (Samuel, 1982, p. 129). Hence if the teacher chooses this pattern of interaction, participation of students will be highly controlled by him or her. When having teachers in monologic interaction, the class instructional practices will be on structured, discipline but it kills the desire to learn from the child instinct and at the same time does not arouse the critical and the creativity of a child. And this is totally different from the knowledge of the policy because in Malaysia Education Policy, it is stated that a teachers jobs is to nurture the childs critical and creative thinking. When a lesson that is supposed to practice on communicative language teaching ends with the teacher instructing and being authoritative in the class, it kills the desire to learn. In his findings, Ruzlan (2007) further found that all the questions posed by the teachers were the closed-ended in nature, where the children were anticipated to arrive at certain answers expected by the teachers only. At the same time, it was found that the majority of questions set by EFL and Science as content taught in English classes were low level and factual, and not designed to encourage critical thinking on the part of learners. Again, there was a mismatch between what is stipulated by the national curriculum and how teachers actually teach in terms of posing questions. While national policy stipulates helping learners become critical thinkers, teachers seems concern with others, short term goal. For instance teachers belief about their students academic needs and what they should do is tailoring their questions to align with examination purposes at a low level factual category (Habsah Hussin, 2006). It is proven that the practice of the policy is more on finishing the structured syllabus prepared by the school curriculum division rather than full filling the philosophy of education that is in building the students with the efforts towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large. With this issues, enlighten the researcher to explore the basic of the education teacher training. What has been practiced in schools reflects on the training of the teacher in teacher training institution. Is it the system or the implementation of it that caused the mismatched in the instructional practices? What is supposed to be done? What has been practiced in the teaching institution? The approaches practiced on the trainees. Does the trainees ability to pose questions and interact with the students from the pedagogical aspects and methodological approach being prompt and develop? Do the trainers play their role as the facilitator and the mediator of the knowledge in ensuring the blooming of the beginner teachers? The trainers have to play their important role well in shaping the student teacher in becoming an excellent teacher. They should model the trainees in the instructional practices in college. Being the expertise, the trainers should be well prepared with various approaches in exploring the student teacher ability in learning the English language in order to become a capable and competent English teacher. 1.1 Purpose Of the Study The purpose of this study is to investigate the trainers in implementing their instructional practice in order to help the trainees to become effective second language teacher. As an ESL teacher and a second language learner, the researcher believes that interaction is the key to second language learning. Second language learners need comprehensible input, need to be in situations that provide maximum personal involvement in the communication and need opportunities to use the target language in social interactions. The learning of a language centres on the use of the language for communicative purposes. Alexander (2004) suggests that the basic repertoire of classroom talk is unlikely to offer the types of cognitive challenge required to extend students thinking. In contrast, he characterizes an approach he describes as dialogic teaching which is collective, reciprocal, supportive, cumulative and purposeful. However, these types of talk are less frequently encountered in classrooms (M roz et al., 2000). Dialogic pedagogies aim for classroom interactions that involve more than superficial participation. They are exemplified by the teachers uptake of student ideas, authentic questions and the opportunity for students to change or modify the course of instruction (Nystrand et al., 2003). Teachers relinquish some measure of control of the trajectory of the lesson as pupils are offered a degree of collaborative influence over the co-construction of knowledge. 1.2 Importance of the study This study is important in four ways. First, as an eye opening to the concept of dialogic approach in the training institution and it is focusing on the classroom interaction between the trainees and the trainer in the class from the socio-cultural theory approach. Second, it gives a holistic view on what is happening in the class and what could be done to help the trainees to become competent user of the English Language learner. Third, it will trigger the needs for the trainers to have a series of cascade training organized by the Teacher Education Division, Malaysia in order to share, improve their approaches in class and vary their instructional teaching before they start teaching the trainees. Fourth, it will establish the culture of sharing and collaboration among the lecturers in the training institute. It requires the teachers to work collaboratively, to open their classroom for observation, critical reviews and discussion with peers. Lastly, it is focusing on the professional development of the trainers in providing the best approaches in exploring the best approach and varies their pedagogical approach in a second language learning class. 1.3  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research Questions. 1. To what extent do lecturers interact with students to develop their participation in classroom discourse? 2. How are the lecturers developing the English Language competency and critical thinking skills of students through the interaction in class? 3. How do lecturers evaluate their instructional teaching practices? 4. What impact has the Communicative Language Teaching had on the teaching practices to promote a dialogic pedagogy? 5. How useful is a dialogic approach to staff professional development? 1.4   Ã‚  Ã‚  Ã‚  Ã‚   Objectives of the study were as follows; 1. To measure the ways lecturers interact with the students to develop their participation in class.   2. To identify how lecturers develop English Language competency and critical thinking skills through the interaction in class. 3. To explore the lecturers instructional practices in second language learning class. 4. To explore the impact of the communicative language teaching policy on language learning in teacher training institutions. 5. To explore the usefulness of a dialogic approach to staff development in teacher training institutions. 1.5. Methodology Research design The focus of the study is to look at the quality of classroom interaction between the lecturer and the trainees. The literature has offered a wide array of descriptions and definitions of the case study, for example: a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context in which multiple sources of evidence are used (Yin, 1984:23), the qualitative case study can be defined as an intensive, holistic description and analysis of a single entity, phenomenon, or social unit (Merriam, 1988:16). Different from other research studies which aim for generalizable findings, case studies aim for an understanding of the particular case, in its idiosyncrasy, in its complexity (Stake, 1988:256). The case study aligns with my research objectives. It is focused on the two TESL lecturers, the researcher and their respective classes. The study is the interactive instructional practices of the two teachers, the researcher and their students. In order to provide a detailed and in-depth analytical description of the interactive features of the two cases, the researcher have to be into the research site and collected data from multiple sources in a naturalistic setting, namely, in a setting where teacher-student interaction occurs as it actually is. The main purpose of the study was not to attempt to generalize the conclusions to a larger population but to gain a thorough and in-depth understanding of the topic at issue. At the same time a combination of sociolinguistic and ethnographic perspectives has been taken to approach the above research questions.   Data was collected using a range of techniques: interviewing, classroom observation, audio- and video-taping, oral report and stimulated reflection. The sample for the researcher came from the teacher training institution that is situated in Ipoh, between the Bachelor of Education Twinning program UK-MOEM (Ministry Of Education, Malaysia) and the English Language lecturers. Many teachers, even experienced ones, are not always aware of the nature of their interactions with individual students. Consequently, one of the most important purposes of systematic classroom observation is to improve teachers classroom instruction. Feedback from individual classroom profiles derived from systematic observations has been found to help teachers understand their own strengths and weaknesses, and have consequently enabled them to significantly improve their instruction. Through feedback, teachers can become aware of how their classroom functions and thus bring about changes they desire. This process typically involves having trained observers systematically observe teachers and their students in their classrooms and later providing teachers with information about their instruction in clinical sessions. This approach is based on the assumption that teachers value accurate information that they can use to improve their instruction. CHAPTER TWO  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   LITERATURE REVIEW. This chapter will be reviewed the discussion on the theoretical ground on second language acquisition, the approach in the classroom, the student teacher interaction and the instructional pattern of communication being implemented in the classroom. 2.1  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Socio-cultural theory Introduction Vygotsky (1896-1934) is one of the Russian psychologists whose ideas have influenced the field of educational psychology and the field of education as whole. He argues for the uniqueness of the social milieu and regards sociocultural settings as the primary and determining factor in the development of higher forms of human mental activity such as voluntary attention, intentional memory, logical thought, planning, and problem solving. According to Vygotsky (1978 cited Lantolf 2000), the socio-cultural environment presents the child with a variety of tasks and demands, and engages the child in his world through the tools. In the early stages, Vygotsky claims that the child is completely dependent on other people, usually the parents, who initiate the childs actions by instructing him/her as to what to do, how to do it, as well as what not to do. Parents, as representatives of the culture and the conduit through which the culture passes into the child, actualise these instructions primarily through language. On the question of how do children then appropriate these cultural and social heritages, Vygotsky (1978 cited Wertsch 1985) states that the child acquires knowledge through contacts and interactions with people as the first step (inter-psychological plane), then later assimilates and internalises this knowledge adding his personal value to it (intra-psychological plane). This transition from social to personal property according to Vygotsky is not a mere copy, but a transformation of what had been learnt through interaction, into personal values. Vygotsky claims that this is what also happens in schools. Students do not merely copy teachers capabilities; rather they transform what teachers offer them during the processes of appropriation. Lantolf et al. (1994) indicate that the latter understanding of consciousness in the field of teaching is embodied in the concept of meta-cognition, which, according to him, incorporates functions such as planning, voluntary attention, logical memory, problem solving and evaluation. Williams and Burden (1997) claim that socio-cultural theory advocates that education should be concerned not just with theories of instruction, but with learning to learn, developing skills and strategies to continue to learn, with making learning experiences meaningful and relevant to the individual, with developing and growing as a whole person. They claim that the theory asserts that education can never be value-free; it must be underpinned by a set of beliefs about the kind of society that is being constructed and the kinds of explicit and implicit messages that will best convey those beliefs. These beliefs should be manifest also in the ways in which teachers interact with students. Socio-cultural theory has a holistic view about the act of learning. Williams Burden (1997) claim that the theory opposes the idea of the discrete teaching of skills and argues that meaning should constitute the central aspects of any unit of study. Any unit of study should be presented in all its complexity rather than skills and knowledge presented in isolation. The theory emphasizes the importance of what the learner brings to any learning situation as an active meaning-maker and problem-solver. It acknowledges the dynamic nature of the interplay between teachers, learners and tasks and provides a view of learning as arising from interactions with others. According to Ellis (2000), socio-cultural theory assumes that learning arises not through interaction but in interaction. Learners first succeed in performing a new task with the help of another person and then internalise this task so that they can perform it on their own. In this way, social interaction is advocated to mediate learning. According to Ellis, the theory goes further to say interactions that successfully mediate learning are those in which the learners scaffold the new tasks. However, one of the most important contributions of the theory is the distinction Vygotsky made between the childs actual and potential levels of development or what he calls Zone of Proximal Development (ZPD). The Zone of Proximal Development (ZPD) Lantolf (2002), Wertsch (1985) and Shayer (2002) claim that Vygotskys introduction of the notion of the ZPD was due to his dissatisfaction with two practical issues in educational psychology: the first is the assessment of a childs intellectual abilities and the second is the evaluation of the instructional practices. With respect to the first issue, Vygotsky believes that the established techniques of testing only determine the actual level of development, but do not measure the potential ability of the child. In his view, psychology should address the issue of predicting a childs future growth, what he/she not yet is. Because of the value Vygotsky attached to the importance of predicting a childs future capabilities, he formulated the concept of ZPD which he defines as the distance between a childs actual developmental level as determined by independent problem solving, and the higher level of potential development as determined through problem solving under adult guidance or in co llaboration with more capable peers Wertsch (1985, P. 60). According to him, ZPD helps in determining a childs mental functions that have not yet matured but are in the process of maturation, functions that are currently in an embryonic state, but will mature tomorrow. Moreover, he claims that the study of ZPD is also important, because it is the dynamic region of sensitivity in which the transition from inter-psychological to intra-psychological functioning takes place. Shayer (2002) claims that a crucial feature of learning according to Vygotsky is that it creates a ZPD, that is to say, learning awakens a variety of internal developmental processes that are able to operate only when the child is interacting with people in his environment and in cooperation with his peers. Once these processes are internalised, they become part of the childs independent developmental achievement. Vygotsky advocates that ZPD is not the role of instruction alone, but developmental (biological) factors do have a role to play. It is jointly determined by the childs level of development and the form of instruction involved. According to him, instruction and development do not directly coincide, but represent two processes that exist in a very complex interrelationship. He argues that the child can operate only within certain limits that are strictly fixed by the state of the childs development and intellectual possibilities. Mediation As in Feuerteins theory (Williams and Burden 1997), mediation is central to Vygotskys socio-cultural theory. Mediation according to Vygotsky refers to the part played by other significant people in the learners lives, people who enhance their learning by selecting and shaping the learning experiences presented to them. Vygotsky (1978 cited Wertsch 1985) claims that the secret of effective learning lies in the nature of the social interaction between two or more people with different levels of skills and knowledge. This involves helping the learner to move into and through the next layer of knowledge or understanding. Vygotsky also regard tools as mediators and one of the important tools is language. The use of language to help learners move into and through their ZPD is of great significance to socio-cultural theory. Kozulin et al. (1995) claim that Vygotsky considers the learning process as not a solitary exploration of the environment by the child on his own, but as a process of the childs appropriation of the methods of actions that exist in a given culture. In the process of appropriation, symbolic tools or artefacts play a crucial role. Kozulin (2002) categorises mediators into two categories: human and symbolic. According to him, human mediation usually tries to answer the question concerning what kind of involvement on the part of the adult is effective in enhancing the childs performance; while symbolic mediation deals with what changes in the childs performance can be brought about by the introduction of the child to symbolic tools-mediators. Scaffolding According to Donato (1994) scaffolding is a concept that derives from cognitive psychology and L1 research. It states that in a social interaction, a knowledgeable participant can create by means of speech and supportive conditions in which the student (novice) can participate in and extend current skills and knowledge to a high level of competence. In an educational context, however, scaffolding is an instructional structure whereby the teacher models the desired learning strategy or task then gradually shifts responsibility to the students. According to McKenzie, (1999) scaffolding provides the following advantages: a) It provides clear directions for students b) It clarifies purpose of the task c) It keeps students on task d) It offers assessment to clarify expectations e) It points students to worthy sources f) It reduces uncertainty, surprise and disappointment g) It delivers efficiency h) It creates momentum According to Rogoff (1990 in Donato, 1994), scaffolding implies the experts active stance towards continual revisions of the scaffolding in response to the emerging capabilities of the learner, and a learners error or limited capabilities can be a signal for the adult to upgrade the scaffolding. As the learner begins to take on more responsibility for the task, the adult dismantles the scaffold indicating that the child has benefited from the assisted performance and internalised the problem-solving processes provided by the previous scaffold episode. Wertsch (1979a cited Donato 1994) claims that scaffold performance is a dialogically constituted inter-psychological mechanism that promotes the learners internalisation of knowledge co-constructed in shared activity. Donato (1994) advocates that in an L2 classroom, collaborative work among language learners provides the same opportunity for scaffold help as in expert-novice relationships in the everyday setting. Van Lier (1988 cited Do nato 1994) states that L2 teaching methodology can benefit from a study of L1 scaffolding to understand how classroom activities already tacitly employ such tactics. The study of scaffolding in L2 research according to Donato has focused exclusively on how language teachers provide guided assistance to learners. 2.2  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Classroom interaction in socio-cultural theory A socio-cultural theory was pioneered by Vgotsky (1978) and the core of the theory is the proposition that cognitive development originates in social interaction. Vgotsky (1981) formulated the trajectory of cognitive development as from the inter-psychological plane to the intra-psychological plane by saying: Any function in the childs cultural development appears twice, or in two planes: first, it appears on the social plane, and then on the psychological plane; first it appears between people as an inter-psychological category, and then within the child as an intra-psychological category. This is equally true with regard to voluntary attention, logical memory and the formation of concepts and the development of volition (p.163). In other words, learning first takes place between a child and an expert (e.g. the childs parent) when they engage in joint under-taking. The expert assists the young child to appropriate his greater knowledge or skills in relation to the task at hand and gradually hands over the task to the young child. The child internalizes what he gained and transformed it into his own resources that can be used for individual thinking and problem solving. It is mainly mediated by means of talk. 2.3.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Classroom interactions Constructivism Related to Questioning and Conversation Constructivism plays a key role in effective classroom conversations and differs from classrooms filled with traditional conversations. Schulte (1996) argued that Constructivist teachers must observe the students actions and listen to their views without making judgments or trying to correct answers (p. 27). This differs from the traditional classroom where students are passive learners and wait for the teacher to give correct answers (Schulte, 1996). In contrast, constructivist classroom teachers must listen to students and help make connections between what they are thinking and what others are thinking during the same experience (Duckworth, 2006). Teachers must also make connections for learners between the learners understandings and the teachers understandings (Duckworth, 2006). Instead of giving lectures and expecting students to regurgitate what has been lectured, teachers must show students how to listen to others and question ideas when they are unknown (Duckworth, 2006). Teachers must make their actions known to students by using explicit language, modelling the thinking process, and allowing students to think aloud about new ideas (Bodrova Leong, 1996). Lambert, etal. (2002) supported the idea of sharing thoughts and ideas by stating, In a constructivist conversation, each individual comes to understand the purpose of talk, since the relationship is one of reciprocity (p. 65). Constructivist teaching allows students to actively participate in their learning versus the traditional idea of passively receiving information. It allows teachers and students to synthesize their knowledge in order to create new meanings. Classroom discourse based on a constructivists view of learning involves student participation. This was explained by Hartman (1996) when stated, As seen through Vygotskys views, classroom discourse is socially meaningful activity because it creates a situation in which all students can and are encouraged to participate not only by the teacher, but by the other students as well (p. 99). Students are encouraged to share their ideas with others to help clarify their thoughts and make adjustments to their understandings (Schulte, 1996). Student participation means that teachers hand over control of classroom conversations and allow students to express their thinking aloud. This results in the student having the final word at times and helps the student create his or her own understanding instead of receiving the teachers understanding of ideas (Duckworth, 2006). When students are allowed to explain their thinking they must learn to be explicit and clear so others will understand them; t hat results in deeper understanding (Bodrova Leong, 1996). Student participation during classroom discourse allows students to practice problem-solving and decision-making skills that will help improve their leadership ability as adults. In Dantonio and Beisenherz (2001) book Learning to Question, Questioning to Learn, constructivist classroom discussions are referred to as instructional conversations. In an instructional conversation, a teacher is skilful in facilitating talk that promotes student thinking. Students require guided practice in order to respond in a manner that leads to a deeper understanding of subject matter. With guidance, students learn to enhance the quality of their thinking through the teachers effective use of questions. In line with Vygotskys zone of proximal development, instructional conversations provide students with opportunities to do today with help what can be done independently tomorrow. Teachers and students work together to create new meanings and understandings through effective questioning and higher level learner responses. Classroom discourse holds various meanings but definitions found in the literature hold a common ground: classroom discourse is talk between two or more persons that may or may not lead to a new understanding (Cazden, 2001; Mroz, Smith Hardman, 2000). Two definitions of classroom discourse were given by Cazden (1998). She described discourse as conversations where participants are having the same talk. Discourse was also described as an understanding that occurs when participants take different positions in different talks at the same time. In their research findings, Edwards and Mercer (1987) described classroom discourse as the talk that occurs between two or more people that usually consists of a teacher and one or more students. Additional researchers defined classroom discourse in their studies. Skidmore, Perez-Parent, and Arnfield (2003) proclaimed that classroom discourse contrasts to every day conversation because students must wait for their turn while patiently raising their hand. In everyday conversation people speak to one another at will to express their ideas and understandings. Similarly, Townsend and Pace (2005) noted that classroom discourse that is directed by one person, usually the teacher, results in students repeating predetermined ideas or mere facts. It contrasts to classrooms where students are given opportunities to explore higher level questions and engage in meaning making activities (Townsend Pace, 2005). Skidmore (1999) referred to traditional classroom discourse as, pedagogical dialogue, in which someone who knows the truth instructs someone who is in error, and which is characterised by a tendency towards the use of authoritative discourse on the part of the teacher (p. 17). All of these examples of classroom discourse vary from everyday conversations because students are subjected to waiting for a turn to give factual information. Researchers of classroom discourse refer to teacher dictated conversations as a traditional pattern of talk. 2.4  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Research Studies on Classroom Interaction Many studies on classroom interactions focused on teacher questions, learner responses, or the effect of questions on student achievement. Studies by Redfield and Rousseau (1981), Chin (2006), Wells and Arauz (2006), Boyd and Rubin (2006), Myhill and Dunkin (2005), and Schleppenbach, Perry, and Miller (2007) were reviewed, compared, and contrasted. Redfield and Rousseau (1981) analyzed 20 studies on the effect of teacher questioning on student achievement. Redfield and Rousseau (1981) wanted to create a meta-analysis of data from the studies to determine the impact of program monitoring, experimental validity, and level of teacher questioning. All of the studies were experimental or quasi-experimental in nature. Quantitative tools were used to measure the effect size in each study. Redfield and Rousseau (1981) completed their research by stating, Hence, it may be concluded that small-scale studies of teacher questioning behaviour have allowed for greater experimental control than large-scale studies (p. 242).It was found that teachers that predominately used higher cognitive questions had a positive effect on student achievement, and teachers that were trained in effective questions and used higher cognitive questions greatly affected their students achievement. Chin (2006) conducted a study focused on teacher questions and feedback to learner responses during science lessons. She wanted to analyze the type of talk that occurs during science lessons, find out how teachers use questioning to engage students, and identify the various types of feedback teachers give to learners during an initiation response-feedback exchange of talk. Chin (2006) gathered data from two science classrooms in Singapore during 14 lessons. To explain the data analysis, Chin (2006) explained, A questioning-based discourse analytical framework was developed for the description and analysis of classroom discourse in science, with a focus on questioning based practices (p. 1334). It was found that when the teacher provided feedback in the form of subsequent questions that built upon a students response, acknowledgement of a students response, or a restatement of a students response, students responded at a level beyond recall. Chin (2006) concluded that Students can be stretched mentally throu

Impact of Cultural Differences on EuroDisney Essay -- International Bu

Impact of Cultural Differences on EuroDisney Until 1992, the Walt Disney Company had experienced nothing short of success in the theme park business. Having successfully opened parks in California, Florida and Tokyo, it only seemed logical to open one in Europe. When word of this got out, officials from many European countries offered Disney pleas and cash indictments to work the Disney magic in their hometown. In the end only one city was chosen and it was Paris, France. That was the first of many decisions that led to a very unsuccessful opening of EuroDisney. Many factors contributed to EuroDisney's poor performance during its first few year of operation and many of these factors could have been alleviated if the proper factors would have been looked at previously. The first problem with EuroDisney was that Paris was the town chosen to be this park's home. It was chosen because of demographics and subsidies and because the French government made Disney an offer it could not refuse. "About 17 million people live less than a two hour drive from Paris and another 310 million can fly there in the same time or less. The French government offered the company more than $1 billion in various incentives, all in the expectations that the project would create 30,000 French jobs." The land came at rock-bottom prices, cheap loans were made available, and a dedicated high-speed TGV and suburban railway link was also offered by the French. France gave Disney an offer they could not refuse. "Overlooking the over-valued franc, bad weather, French people not being known for their hospitality and occasional anti-American demonstrations by angry farmers because French agricultural subsidies had been cut, Paris was still chosen to be home of EuroDisney." Foreign uncontrollables in Paris in regards to economic forces, legal forces, competition, and culture can be held accountable for EuroDisney's misfortunes. In opening in the summer of 1992, Europe was entering into a very bad recession and this caused income from catering, merchandise, including souvenirs and foods, and hotels to be way below what was expected. High interest rates also caused many currencies to devaluate against the franc leading to more financial difficulties for EuroDisney. In negotiations with France, lawyers were used excessively. This rigid legal approach was offen... ... country and the surrounding countries to know. Possible problems should be noted and handled before opening day of the theme park and expectations should be realistic. EuroDisney was faced with many challenges after its doors opened in 1992 and if all the proper steps would have been taken before opening day, many of these challenges could have been eliminated beforehand. Cross-cultural literacy is required to do successfully do business in any country and making decisions based on assumptions should be avoided at all costs. "Disney assumed Europeans would vacation like the American and Japanese; that they would be happy to stay away for several days at a theme park. But middle-class Europeans try to get away from it all on their vacations by going to the beach or the mountains, and EuroDisney lacked that kind of appeal." The challenges surrounding EuroDisney forced Disney to realize many things, most importantly it made Disney realize that it is imperative to understand all cultural differences that they will encounter when doing business in a foreign country and it is highly unlikely that Disney will see this kind of failure again an ytime in the near future.

Child Development and the Process of Learning Essays -- Biology, Early

Before children learn to use language to let their needs and wants be known they first learn to read, understand adult’s behaviour as well as responding through behaviour (Bishop and Baird, 2007). Challenging behaviour contributes to children’s social-emotional development through expressing their feelings and reacting to certain experiences with or without control (Berk, 2006). Early childhood teachers struggle to deal and to help children with challenging behaviour that teachers themselves are searching for answers and solution. Teachers should know about challenging behaviour or do they have enough knowledge to help themselves when facing this situation. Therefore; is disciplining the children the same as positive guidance? This review will consider these questions using literature from articles and research in early childhood education and special education. Teachers struggle when dealing with challenging behaviour especially when a child refused to listen but not o nly that they throw themselves on the ground, kicking and screaming. Bishop and Baird (2007) explain challenging behaviour from the children’s point of view as their way of communicating that something is not right with their experience using pain or distress. In addition, children with no self control, maturity, less understanding and don’t know how to express emotions appropriately or tiredness respond through challenging behaviour (Flicker & Hoffman, 2002). As children with challenging behaviour find it hard to communicate to adults and their peers, Neece & Baker (2008) examined children of intellectual disabilities and how it affects the parents. Children with both challenging behaviour and anti-social skills stress the parents because they do not know how to de... ...ctual disabilities. Finally as an early childhood teacher studying I have found this literature review very educational and helpful to my practice. To be a caring teacher I should be able to understand and provide positive guidance for the children with challenging behaviour. Using good observation and collaboration with parents and the communities will create knowledge, skills and strategies to use effective discipline for the children. As for myself I learnt the importance of working in a positive relationship with the parents, to respect and more understanding in their situation. It is my responsibility to use observation, reflection, goal setting and self-evaluation to generate and share new ideas. It would have been useful to have some New Zealand research or article that may include the New Zealand and Pacific Islands perspectives about challenging behaviour.

The Censorship Of Huck Finn :: essays research papers

The Censorship of Huckelberry Finn   Ã‚  Ã‚  Ã‚  Ã‚  The Adventures of Huckelberry Finn has been called one of the greatest pieces of American literature, deemed a classic. The book has been used by teachers across the country for years. Now, Huck Finn, along with other remarkable novels such as Catcher in the Rye and To Kill a Mockingbird, are being pulled off the shelves of libraries and banned from classrooms. All the glory this majestic piece by Mark Twain has acquired is slowly being deteriorated. This is occurring because some say it does not meet 'today's'; politically correct standards. This is an immense disturbance to all who have read and cherished Huckelberry Finn and know this work's true meaning. Censorship, as defined in the dictionary, is, in the case of a book, to take out things thought to be objectionable. Censorship is far more than that. This mere word prohibits us from all things branded with its mark. In this instance of The Adventures of Huckelberry Finn, it takes away an American treasure, and more importantly, defies First Ammendment rights. Those who find Huck Finn distasteful and unappropriate are trying to brand this work, by censorship, and make it unjust to read. This is similar to a farmer trying to brand his mark upon a bull, with those against Huck Finn as the farmers and Huckelberry Finn is the bull. As most know the bull never goes down without a fight and won't allow thje farmer to branded, just as the supporters of Huckelberry Finn will not just be taken down passively. The main reason Huckelberry Finn is being subjected to such scrutiny is because of the way Twain protrayed 'nigger'; Jim, and his use of the racial slur. The Anti-Huckelberry Finn feel that it is to uncomfortable for African-Americans to read the book and think they are being stereotyped into Jim's image. Though some find it wrong for this American treasure to remain availible due to its racism, this is not the case. Even though the word 'nigger'; is used over 200 times in the book, it was common for African-Americans to be refered to as this during the period of the book and the time the book was published. Those trying to have Huckelberry Finn censored are also opposed to Jim being portrayed as 'an uneducated man, very superstitious, infantile, passive, and generally uncultured,'; as written by Frank Ritter. These ideas may at first seem like the basis for a good arguement, but it is later apparent that these

Plato’s Three Parts of The Soul Essay

As the founder of the first university and considered the most powerful thinker in history Plato believed that the soul was made of three parts. The Three Parts of the Soul in Plato’s Republic and Phaedrus are mans Appetite (Black Horse on Left), Spirited (White Horse on Right), and Reason (Charioteer). Each part of the soul has it’s own virtue as well as its own vice. Temperance is the virtue of Appetite, Courage the virtue of Spirit, and Wisdom is the virtue of Reason. It was Plato’s belief that goodness and justice come from the correct balance of the Three Parts of the Soul. We will uncover the perfect balance of the soul According to Plato and how goodness and justice come form this balance. Known as our animal side the appetitive part of the soul includes a myriad of desires for different pleasures, comforts, physical satisfaction, and bodily ease. Temperance, which is the virtue of the appetite, is ones ability to exhibit moderation and self-restraint when indulging in life’s pleasures. The good and just practice temperance while the evil and unjust practice lust, greed, and gluttony, commonly referred to as the Vice of the appetitive part of the soul. There are so many appetites that Plato does not mention all of them, but he does say that they can often be in conflict with each other. In the republic the workers and artisans were in this category. The ugly black horse on the left represents the appetitive element of the soul. The spirited part of the soul or hot-blooded part is where we get our source of action. This is the part of the soul that will get angry if we feel an injustice is being done. It is also the part of us that loves facing and overcoming challenges, the part that loves victory, challenge, and winning. Courage, which is the virtue of the spirited element of the soul, enables the soldier to stand and fight as well as control the lower class consisting of merchants, artisans and peasants. The souls source of action derives from courage and enables the appetitive part of the soul to exhibit moderation and self-restraint keeping us good and just. Anger and envy are the vices of the spirited part of the soul. When anger and envy take control gluttony, lust, and greed will soon follow. The spirited element of the soul is represented by the noble white horse on the right. The last and most important element of the soul according to Plato is reason. This is the part of the soul that thinks, looks ahead, analyzes, rationally weighs options and tries to decide what is best for us overall. It was Plato’s belief that the rational part of the soul convinces the spirited part of the soul to control the appetitive part of the soul. This is the only way one could achieve balance and harmony. The rulers and philosophers were amongst the most rational people in the republic. The charioteer represents our mind and conscious awareness that is guiding the horses and chariot. The charioteer should be in charge of the whole system deciding about when to give each horse it rein or when to hold it back. The horses should not govern the whole system; the whole system should be run by the rational decisions of the charioteer. Plato believed this was the perfect balance of the soul and would lead to harmonization and happiness of the soul creating a good and just person.

QR Codes and Nursing Essay

in the beginning invented in 1994, by the Denso Wave skunk in Japan, busy response codes, or QR codes were intended to for the auto manu facturer Toyota as a means to track vehicles, as well as vehicle parts, during the manufacturing merchandise stages of building their cars. The QR codes were designed to eachow Toyota manufactures to notice parts by conk outning a two dimensional stave offcode, or, QR code at high speed. Since its inception in 1994 QR codes bedevil draw one of the most democratic guinea pigs of barcode used in Japan. Used in the main through Smart phones, this applied science quickly allows consumers to admittance knowledge contained in the QR code. In recent years the QR barcodes defend infiltrated the coupled States via consumer advertisers and packaging companies. QR codes can be anchor on direct mail from advertisers, billboards, buses, profit ads, and stand even crossed boarders into the healthc ar industry (Wikipedia, 2012). Even the Feder al political science is adopting the use of QR codes to reduce the risks associated with mistaken forcefulness identification.The United States Department of defensive measure has akinwise boosted identification (ID) security of employees by adopting clever ID cards, which be essentially QR codes. Instead of exploitation the tralatitious ID card with employee photos, the Department of Defense has electrical outletd smart ID cards which act often clock times like QR codes, however, they more(prenominal) are more expensive to produce, and require ongoing IT support. Although they are more expensive than a traditional ID card, The Smart ID cards allow for express verification of personnel, and whitethorn ease some of the pressure on security officials who have to use their judgment based on an ID card flashed in their face.With one scan of the QR code, down to the minute, information can be displayed, which includes, authorizations for the employee, or their qualifications and, or credentials. The purpose of this communicating is to explain the advantages and disadvantages of participating in a QR code pilot program, such(prenominal) as Lifesquare, who has partnered with touch workers in Marin County, California to ameliorate their ability to save lives in want situations through the use of QR codes, which allow them to access patient checkup information including, aesculapian history and medicaments on-line(prenominal)ly taken.In numerous cases this is critical with regards to saving someones life. Having access to their medical history, and or current medications could be critical in an emergency situation, when time is of the essence. In the medical field, this has become known as BCMA, which is bar code-assistedmedication g everyplacenance. BCMA engineering science is being used as an aid to combat medication administration errors, improve patient safety and ply more accurate medication administration documentation. Not only is this applied science being used in the United States, however, this engineering science is also used in European countries including Denmark, Italy and the Netherlands (Hassink, Jansen, Helmons, 2012). There have been mevery studies conducted over the years to conclude whether or not BCMA technology is advantageous to the medical field, including hospitals, doctors, nurses, and pharmacists. look has concluded, that there are both advantages and disadvantages when holding BCMA technology, as well as contrastive information when it comes down to whether or not the BCMA technology is actually reducing errors in medicate administration. Although, the studies have concluded that there are many issues with BCMA technology, none indicate that BCMA technology is failing to maintain patient safety, which should be the main concern when administering medication (Hassink, Jansen, Helmons, 2012). When researching the advantages to utilise BCMA technology, there werent many sources that prov ided lawful to the point advantages, however, according to a 2010 quasi-experimental contemplate Poon, et al., report that barcode medication administration systems have been associated with a 41% decline in non-timing administration errors and a 51% reduction in potential adverse do drugs events from these errors, carrying the potential to prevent 95,000 possible ADEs (Poon 2010).If these numbers are correct, BCMA technology has to potential to prevent nearly 100,000 cases of ADE, which is and adverse drug event, in which are defined as an stain resulting from the use of a medicine or omission of an intended medicine (Hassink, Jansen, Helmons, 2012). Basically, when a patient is injured due to a medication error, it is considered and ADE. On the other hand, it seems that there was lots of information when it came down to the disadvantages of development BCMA technology. Since many of the studies conducted could not present any clear cut evidence and the fact that many of the studies regarding BCMA technology have contrasting information have produced many barriers to blocking its implementation. Of the disadvantages, one of the main concerns was the price to implement this technology.This includes the costs of the equipment and installation, along with training the stave on how to use a modern and very complex technology such as BCMA. You also have to mint with the fact that not all masses are computer savvy, and complicated packet programs such as the BCMA technology may not be user friendly. Having a nurse that does not know how to hold in this type of system may do more harm than good. Many nurses also feel that the BCMA process is very time consuming, however, studies found that there was no issue with regards to the time it took to administer medicine using this process.In conclusion, I would like to read that I feel that the BCMA process go forth be very effective in the future and will most like be used throughout the medical field and in all hospitals. Although BCMA technology is not necessarily new, it is new in the field of medicine, and those that dont realize this process may be having a hard time accepting it. in conclusion they will work out all of the kinks associated with BCMA technology, and we will see the numbers associated with medicine administration errors decrease, while we see an step-up in patient safety.ReferencesHassink, J.J., Jansen, M.M., and Helmons, P, J. (2012). Effects of bar code-assisted medication administration BCMA) on frequency, type and severity of medication administration errors a review of the literature. Eur J Hosp Pharm 19, 489-494. Doi 10.1136/ejhpharm-2012-000058 Quick response codes. Retrieved November 22, 2012 from Wikipedia Poon, E. G., Keohane, C. A., Yoon, C. S., Ditmore, M. B., Bane, A. R., Levtzion-Korach, O. M., et al. (2010). Effect of Bar-Code Technology on the Safety of Medication Administration. New England diary of Medicine , 362 (18), 1698-1707We Can But Shou ld We?Chamberlain College of care forBritney Adams