An Individual Commit An Act Of Violence - 1733 Words

When we see an individual commit an act of violence in our society, we often try to find out what led them to do it. We look for information regarding their personal history, whether or not there is something going on in their life that is causing them stress or if they grew up in a troubled family. When we see violence in our youth we often lay blame on the types of media that is being shown to kids at such a young age, particularly violent video games, television shows, and movies. Also, we like to look at their parents to see how they are raising the children and how their parents treat/interact with each other in front of them. All of these instances are ways a child may learn particular actions that they may begin to see as the â€Å"norm†Ã¢â‚¬ ¦show more content†¦In addition, the perpetrator must believe that the behavior will harm the target, and that the target is motivated to avoid the behavior† (Anderson Bushman, 2002, p. 28). Over thousands and thousands of years, natural selection played its role by which the animals that did not possess this trait often had a lesser chance of reaching reproductive success, while the ones who did possess this trait, reproduced and passed on their genes. From an evolutionary standpoint, there are many theories as to the origins of aggression. One of the leading theories is that aggression was a key factor in acquiring and maintaining resources, such as potential mates, fresh water, food, fertile land, and weapons. This was a problem especially for males during the time, since other males were in search of the same resources in order to reproductively succeed. The possession of resources gave males the one up over ones that may not have the proper resources. Females would see these resources and know that the male would be able to provide for her and future offspring (Buss, 2015). The males who were aggressive and able to maintain these resources would be more likely to mate and pass on their genes and traits, such as aggression. We see early stages of individual aggression in children in our society today, such as bullying in schools in order to acquire the possessions of another child. Or how

The Leadership Of 21st Century Business Leader Steven Paul...

1. Introduction Hughes, Ginnett and Curphy (2015) explains that leadership is a complex phenomenon involving the leader, their followers and the situation in order to accomplish goals. This report details an evaluation of the leadership of 21st century business leader Steven Paul Jobs, focused specifically on his role as CEO and Founder of Apple Computer better known today as Apple Inc. The report will also incorporate aspects of his roles at Pixar and NeXT Company. Section two contains background information relating to Jobs, Apple and the overall market in which they have operated in. Section three delves into the characteristics of Job’s leadership, including personality, development and behaviour. Section four of the discussion details alternative leadership theories, methods, styles and behaviours that potentially provide stronger impacts on followers and the overall situation, followed by recommendations. 2. Background information A straightforward way to evaluate leadership of jobs is through the user of the interactional framework as explained by Hughes, Ginnett and Curphy’s (2015). In this particular section we review Steve Jobs (Leader), Apple and its people (followers) and the external environment (Situation). I. Steve Jobs As explained by Finkle Mallin (2015) Steven Paul Jobs was born on February 24, 1955, in San Francisco, California. Jobs was first introduced to the electronics world at high School, which he then realised was not as complicated asShow MoreRelatedLeadership A 21st Century Leader Of A Business, Government Or Not For Profit1559 Words   |  7 PagesTitle: Leadership Assignment Topic Using relevant theories and models critically evaluate and analyse the leadership of a 21st century leader of a (business, government or not-for-profit) organisation. If you were in the position of the leader, what could you do to be a better leader and make a stronger impact on the followers and on the situation? Write a report in which you cover the following: †¢ a clear description of the leader, the organisation/industry, and situation/context †¢ an evaluationRead MoreSteve Jobs : Nonconformist Of The 21st Century1387 Words   |  6 PagesSteve Jobs: Nonconformist of the 21st Century When an individual adheres to the standards and regulation that are set by society, they are considered a conformist in its purest form. On the opposite side of the spectrum, those who do not follow these specific guidelines set by society are labeled as nonconformists. In essence, a nonconformist is an individual who goes beyond the principles of others, at the same time, is able to enhance the well-being and creativeness of other individuals. SteveRead MoreSteve Jobs, Mastermind Of Apple Inc.1399 Words   |  6 Pagesindividuals. Steve Jobs, mastermind of Apple Inc., is a nonconformist of the 21st century. Jobs’ ultimate goal during his time with Apple was to inspire the creativeness others through the use of Apple’s technology. Before Jobs founded Apple Inc. in 1976, computers were nowhere to be found in homes during this time. Rather, computers were mostly found only in lab schools or in certain work offices. As someone who changed the computer industry and made th e personal user experience possible, Jobs proved timeRead MoreLeadership And Workshop Development Committee1678 Words   |  7 Pagestraining for leadership. In 2015, the Eastern Province of Kappa Alpha Psi sought to provide such a vessel to its membership through the Leadership and Workshop Development Committee (LWC). This committee is grounded in a belief that while some men are born leaders, the best leaders are trained to perfect their skills over a lifetime. For the past several years, the Province has stepped up its dedication to â€Å"Training for Leadership† by offering multiple conferences centered on leadership and chapterRead MoreSolution Manual, Test Bank and Instructor Manuals34836 Words   |  140 Pagesand Auditing Research Tools and Strategies, 6th Edition_Thomas Weirich,Thomas C. Pearson,Alan Reinstein (SM+Cases and solutions) Accounting and Financial Analysis in the Hospitality Industry_Johnathan Hales,Hubert B. Van Hoof (IM+TB) Accounting Business Reporting for Decision Making, 4th Edition_Jacqueline Birt, Keryn Chalmers, Albie Brooks, Suzy Byrne, Judy Oliver (ISM+TB) Accounting Concepts and Applications, 10th Edition_W. Steve Albrecht, James D. Stice, Earl K. Stice, Monte R. Swain (SM+IM) Read MoreStrategy Management18281 Words   |  74 Pages Strategic Management CONCEPTS CASES FRANK T. ROTHAERMEL Georgia Institute of Technology rot12737_fm_i-xlvi.indd iii 17/11/11 7:37 PM Confirming Pages STRATEGIC MANAGEMENT: CONCEPTS AND CASES Published by McGraw-Hill/Irwin, a business unit of The McGraw-Hill Companies, Inc., 1221 Avenue of the Americas, New York, NY, 10020. Copyright  © 2013 by The McGraw-Hill Companies, Inc. All rights reserved. Printed in the United States of America. No part of this publication may be reproducedRead MoreStrategic Management20602 Words   |  83 Pagesstakeholders and describe their ability to inï ¬â€šuence organizations. 7. Describe the work of strategic leaders.  © Don Hammond/Design Pics/Corbis 8. Explain the strategic management process. Boeing and Airbus: A Global Competitive Battle over Supremacy in Producing Commercial Aircraft right:  © AP Photo/Boeing, left:  © AP Photo/Oliver Fantitsch Boeing has historically been a global leader in manufacturing commercial airplanes. However, in 2001, Airbus had more orders than Boeing for theRead MoreManagement Course: Mba−10 General Management215330 Words   |  862 Pages abc McGraw−Hill Primis ISBN: 0−390−58539−4 Text: Effective Behavior in Organizations, Seventh Edition Cohen Harvard Business Review Finance Articles The Power of Management Capital Feigenbaum−Feigenbaum International Management, Sixth Edition Hodgetts−Luthans−Doh Contemporary Management, Fourth Edition Jones−George Driving Shareholder Value Morin−Jarrell Leadership, Fifth Edition Hughes−Ginnett−Curphy The Art of M A: Merger/Acquisitions/Buyout Guide, Third Edition Reed−Lajoux andRead MoreLibrary Management204752 Words   |  820 Pages210 The LIS Education and Human Resource Utilization Policy . . . . . . . . . . . . . . . . . . . . . 213 The Organizational Framework for Staffing . . . . . . . . . 216 Job Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 219 Job Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 220 Job Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 222 Recruitment and Hiring . . . . . . . . . . . . . . . . . . . . . . . . 224 Filling Vacant PositionsRead MoreHbr When Your Core Business Is Dying74686 Words   |  299 PagesTOP-TEAM POLITICS†¦page 90 WHEN YOUR CORE BUSINESS IS DYING†¦page 66 Y GE SE PA IN DS CK R M WA A 53 www.hbr.org April 2007 58 What Your Leader Expects of You Larry Bossidy 66 Finding Your Next Core Business Chris Zook 78 Promise-Based Management: The Essence of Execution Donald N. Sull and Charles Spinosa 90 The Leadership Team: Complementary Strengths or Conï ¬â€šicting Agendas? Stephen A. Miles and Michael D. Watkins 100 Avoiding Integrity Land Mines Ben

Second Language Aquisition Free Essays

string(350) " linguistic events into various classes that can be refined later; knowledge that only a certain kind of linguistic system is possible and that other kinds are not; and the ability to engage in constant evaluation of the developing linguistic system in order to construct the simplest possible system out of the linguistic data that are encountered\." Second Language Acquisition What is Second Language Acquisition? In second language learning, language plays an institutional and social role in the community. It functions as a recognized means of communication among members who speak some other language as their native tongue. In foreign language learning, language plays no major role in the community and is primarily learned in the classroom. We will write a custom essay sample on Second Language Aquisition or any similar topic only for you Order Now The distinction between second and foreign language learning is what is learned and how it is learned. Slide 2: Learning a second language requires: 1. formal language instruction in an academic setting; 2. nteractions with the second language outside of the classroom; 3. pedagogical practices, strategies and methodologies which facilitate second language learning (how); and 4. teaching the four language skills: listening, speaking, reading, writing along with comprehension and thinking (what). Slide 3: The study of second language acquisition involves: 1. how second languages are learned ( the process); 2. how learners create a new language system with limited exposure (interactions); 3. language proficiency levels (competence and performance of the language); and 4. hy some learners achieve native-like proficiency. How Do Learners Acquire a Second Language? Learners acquire a second language by making use of existing knowledge of the native language, general learning strategies, o r universal properties of language to internalize knowledge of the second language. These processes serve as a means by which the learner constructs an interlanguage (a transitional system reflecting the learner’s current L2 knowledge). Communication strategies are employed by the learner to make use of existing knowledge to cope with communication difficulties. Slide 4: Learners acquire a second language by drawing on their background experiences and prior knowledge in their first language. They experiment with the second language by using features found in their first language which are similar to those in the second language. This dependence on the first language serves to help the learner construct an interlanguage, a transitional system consisting of the learner’s current second language knowledge. Communication strategies help the learners use what they already know to overcome breakdowns in communication. Slide 5: Individual differences affect second language acquisition. These differences may be developmental, cognitive, affective or social. There are factors that are fixed which we cannot control such as age and language learning aptitude. There are some variable factors such as motivation which are controlled by social setting and the course taken for developing the second language. Teachers need to know that variable factors are controlled through the learning environment, by knowing their students’ cognitive styles, their learning preferences, how they teach, and what they teach. Slide 6: There are many different types of learner strategies which teachers need to be aware of in order to understand the strategies children bring with them and how they learn best. Language learners may need to be taught strategies for relating new knowledge to prior knowledge, for organizing information more effectively and for seeking opportunities for communicating with target language speakers. Slide 7: Researchers identified a natural order of strategies for developing a second language. The order of development starts with the very simple imitation of a word or language structure, to self-talk, to self-correcting, and to role-playing. An awareness of this natural order can help teachers of second language learners plan lessons to facilitate language learning and increase the learners’ self-esteem and self-confidence. Slide 8: There are several theories of second language acquisition which have provided information on how second languages are learned. The Universalists studied a wide-range of languages to find out how languages vary and what makes them vary. They looked at language patterns, language universals (features of language which are common across many languages) as well as other properties of language. Slide 9: Universalists also claimed that language is acquired through innateness (nature) and that certain conditions trigger the development of language (nurture). The search for meaning is innate. Activities and instructional materials need to be presented in a meaningful, relevant and interesting manner in order to allow students to make language learning connections. Slide 10: Behaviorists claimed that learners learn by undergoing training and practice through a series of stimulus and response chains and operant conditioning. The environment provides the stimulus and the learner provides the response. According to the Behaviorist theory, reinforcement motivates the formation of a language habit. Behaviorist Theory (Continued) Theory When the learner learns a language, this learning includes a set of stimulusresponse-reward (S-R-R) chains. Imitation provides the learner with a repertoire of appropriate, productive responses. The learner learns to imitate or approximate the productive responses provided by the environment. The characteristics of human and non-human learners include the ability to: 1. 2. 3. 4. respond to stimuli in a certain way; intuitively evaluate the reward potential of responses; extract the important parameters that made up the stimulus response (positive reward chains); and generalize these parameters to similar situations to form classes of S-R-R chains. Slide 11: Language learning requires effort and practice. Behaviorists further claimed that learners imitate or approximate productive responses. For instance, learning how to write is not universal across cultures because some cultures do not have a history of written language, therefore learning how to write involves a conscious effort and specific training, as well as a willingness to learn by trial and error. Responding to stimuli in this instance is critical in order for writing to take place. Slide 12: Nativists claimed that language learning is biologically determined. Each person is born with an innate ability to learn language. The basic innate language learning capacities are referred to as the Language Acquisition Device (LAD). This view asserts that the environment only serves to trigger the Language Acquisition Device (LAD) which determines what children acquire. Children acquire much of their language ability before coming to school, thus supporting the innate structures argument. Nativist Theory (Continued) 1. 2. 3. the ability to distinguish speech sounds from other sounds in the environment; Theory McNeill (1966) described the LAD as consisting of four innate linguistic properties: the ability to organize linguistic events into various classes that can be refined later; knowledge that only a certain kind of linguistic system is possible and that other kinds are not; and the ability to engage in constant evaluation of the developing linguistic system in order to construct the simplest possible system out of the linguistic data that are encountered. You read "Second Language Aquisition" in category "Language" 4. Nativists have contributed to the discoveries of how the system of child language works. Theorists such as Chomsky, McNeill, and others helped us understand that a child’s language, at any given point, is a legitimate system in its own right. Slide 13: The Nativists also contend that learners actively construct grammar for themselves by actively listening to the language around them and trying to determine the patterns in the utterances. Learners progress through language in predictable stages. The learner will not respond to error correction if he/she is not developmentally ready. Slide 14: Cognitivists claimed that the conditions for learning language are the same conditions that are necessary for any kind of learning. They believed that human beings have the capacity for developing logical thinking. Acquiring knowledge is a cognitive process which involves automatic processing (rountinzed) and controlled (temporary) learning. Cognitivist Theory (Continued) Language Learning as a Cognitive Process 1. 2. Theory Learning a language involves internal representations that regulate and guide performance. Automatic processing activates certain nodes in memory when appropriate input is present. Activation is a learned response. Memory is a large collection of nodes. Controlled processing is not a learned response. It is a temporary activation of nodes in a sequence. Skills are learned and routinized only after the earlier use of controlled processes have been used. Learner strategies contain both declarative knowledge i. e. knowing the ‘what’ of the language-internalized rules and memorized chunks of language, and procedural knowledge i. e. know the ‘how’ of the language system to employ strategies. 3. 4. 5. 6. Slide 15: The Cognitive theory underscores the fact that the learner brings an innate mental capacity to the learning task. He/she also brings perceptions of relationships between what he knows and what he/she needs to know. Learner strategies are used for learning the rules of a language and how to use the language for different audiences and purposes. Theories of Second Language Acquisition (Continued Social Interactionist Theory supports the view that the development of language comes from the early interactions between infants and caregivers. Social interactionists stress: Theory the importance of a child’s interactions with parents and other caregivers; the importance of â€Å"motherese†; contributions of context and world knowledge; and the importance of goals Glew (1998) claims that learners have to be pushed in their negotiation of meaning to produce comprehensible output. The classroom context needs to provide adequate opportunities for target language use to allow learners to develop competence in the target language. Slide 16: Social interactionists believe that human language emerged from the social role that language plays in human interactions. They further believed that the environment plays a key role and that adults in the child’s linguistic environment are instrumental in language acquisition. Language learners need many opportunities for using the target language in order to develop competence. Slide 17: Social interaction is the key to language processing. Input from the social interactions provides a model for negotiation opportunities. Vygotsky (1978) believed that learners bring two levels of development to the learning: an actual developmental level and a potential developmental level. These two levels are referred to as the Zone of Proximal Development. Learners can move from actual development to proximal development through social interactions with others. Slide 18: Krashen proposed five hypotheses for second language acquisition. He explored the notion that acquisition is different from learning because one takes place in a natural environment while the other takes place in an academic setting. He further claimed that we learn language in a predictable order. Some language structures are learned earlier than others. The monitor is the self-correcting mechanism that learners use to edit what they say before they speak or write. The learner can overuse the monitor and stifle communication. Slide 19: Krashen proposed that when learners are provided with comprehensible input they acquire more. When the learner’s affective filter is up, this means that information is not reaching the learner. This may be because of fear, anxiety or low selfconfidence in language learning. The ideal situation is for the filter to be down so that the language acquisition device can receive the input necessary for language acquisition. Cummin’s Second Language Framework Cummins makes a distinction between social language and academic language. 1. Social language refers to the everyday conversational language which is supported by the use of illustrations, realia, demonstrations, etc. Context Embedded). Studies show that language learners acquire social language in approximately two years. Social language deals with the here-and-now language, therefore second language learners tend to acquire it faster. 2. Academic language is the language of school tasks which is more abstract and decontextualized (Context Reduced). Some second language learners who develop fluent spoken English have difficulties in reading and writing because they may be at different levels of proficiency while they are moving from social language (BICS) to academic language (CALP). It takes between five to seven years for second language learners to acquire academic language. Slide 20: James Cummins developed a framework for second language acquisition that involves the identification of both social and academic languages. The basic interpersonal communication skills are acquired from everyday use of the language and are supported by cues in the environment (context-embedded). The cognitive academic language proficiency is more abstract language which is not supported by environmental cues (context-reduced). Slides 21-22: Context-embedded tasks are for the most part cognitively undemanding because learners are able to depend on cues for assistance. There are some tasks that are context-embedded, more complex and impose cognitive demands. The learners in these situations can still rely on environmental cues for help. Slides 23-24: Context-reduced tasks can be both cognitively undemanding and cognitively demanding as well. Cognitively undemanding tasks are simple to carry out but do not contain environmental cues i. e. reading for personal purposes. Cognitively demanding, context-reduced tasks are more abstract and decontextualized. Slides 25-26: The components of communicative competence include: 1) grammatical competence which is knowing the structure of the language; 2) sociolinguistic competence which involves the use of the language for different audiences, purposes and norms of communication; 3) discourse competence which includes combing and connecting utterances both spoken and written; and 4) strategic competence which involves using language to meet communication goals. Slide 27: Competence is the underlying knowledge which is the mental representation of linguistic rules. This knowledge is nonobservable because it is internal. Performance is the overtly observable production of competence (comprehension and production of language). Slide 28: The three general principles of language learning include: 1) the law of exercise-active and repeated responses to stimuli (practice); 2) the law of effect-reinforcing learner responses (providing immediate corrective feedback); and 3) the principle of shaping-learning language through learning chunks (bit-bybit). Slide 29: These principles operate under the assumption that language learning is the formation of habit. The learner’s automatic responses were prompted by stimuli. Interesting and motivating stimuli turns responses into automatic, routinized learning. The level of difficulty required to learn a second language depends on the amount of time it takes to learn a second language pattern. The time from which controlled responses (short-term) turn into automatic responses (long-term) is dependent on learner differences, learning conditions, and teaching pedagogy. Input and Interaction L2 acquisition can only take place when the learner has access to input in the second language. This input may come in written or spoken form. Spoken input occurs in face-to-face interactions. Non-reciprocal discourse includes listening to the radio or watching a film. Behaviorists claim that presenting learners with input in the right doses and then reinforcing their attempts to practice them can control the process of acquisition. Chomsky pointed out that in many cases there was a very poor match between the kind of language found in the input that learners received and the kind of language they themselves produced. Comprehensible input (Krashen’s, 1985 Input Hypothesis) proposed that learners acquire morphological features in a natural order as a result of comprehending input addressed to them. Long (1981a) argued that input which is made comprehensible by means of the conversational adjustments that occur when there is a comprehension problem is especially important for acquisition. Swain (1985) proposed the comprehensible output hypothesis which states that learners need opportunities for â€Å"pushed output† in speech or writing that makes demands on them for correct and appropriate use of the L2. Slide 30: Input and interaction are very important factors in second language acquisition. Second language acquisition can only take place when the learner has access to input in the target language. Teachers can provide comprehensible input in their instructional delivery coupled with opportunities for interactions. Adjustments are made in order to facilitate the comprehension of messages. Just as important is comprehensible output. Learners need to be given opportunities to produce spoken or written discourse which forces them to use correct and appropriate use of the second language. The Role of the Native Language in Second Language Acquisition Language Trans fer The role of native language in second language acquisition has come to be known as â€Å"language transfer. † It has been assumed that in a second language learning situation learners rely extensively on their native language. According to Lado (1957) individuals tend to transfer forms and meanings, the distribution of the forms and meanings of their native language and culture to the foreign language and culture. This transfer is productive when the learner attempts to speak the language. This transfer is receptive when the learner attempts to grasp and understand the language and culture as practiced by native speakers. Lado’s work and much of the work of that time (1950’s) was based on the need to produce pedagogically relevant materials. A contrastive analysis of the native language and the target language was conducted in order to determine similarities and differences in the languages. Slide 31: The first language has a distinct role in second language acquisition. When language learners have a strong linguistic and communicative foundation in their native language, then the process of second language acquisition involves language transfer. Learners transfer forms and meanings as they attempt to speak or write the second language. Transfer takes on a receptive role when the learners listen to native speakers of the language and try to understand what is being said. Similarities in the two languages are transferred positively (language facilitation), while differences cause a nonproductive transfer (language interference). Framework for Explaining L1 Transfer Language Trans fer The L1 system is used for both comprehension and production. The interlanguage system is also used in comprehending and receiving messages. The L1 system is used in hypothesis construction responsible for interlanguage development. Comprehensible input serves as a major source of information for hypothesis construction. L2 output may be used for hypothesis construction. Slide 32: Language learners rely on their first language to produce language and to comprehend it. Hypotheses construction of language comes when learners manipulate and test language forms to further their interlanguage, the stages of development between L1 and L2. The second language output helps the learner test hypotheses of how language works and helps them construct new ones. Teachers provide comprehensible input in order to help learners acquire information for hypotheses construction. Slide 33: Language transfer is a cognitive process which involves the strategic use of the first language in learning the second language. The flexible thinking that occurs in the learner’s mind is representative of the interconnectedness between the two languages. Bi-cognitive thinking occurs spontaneously and with great ease. Learners think in their first language, transfer that thinking into the second language and then produce the utterances that meet the communication situation. There is a distinction between transfer experienced for communication purposes and transfer experienced for second language learning. First language transfer helps the learner receive and produce messages for communication purposes. Transfer in learning situations happens when the learner uses the first language to formulate hypotheses about second language rules. Language Language Transfer Trans fer Where the two languages were identical, learning could take place through positive transfer to the native-language pattern. Where the two languages were different, learning difficulty arose and errors occurred resulting from negative transfer. Chomsky (1959) set in motion a re-evaluation of many of the behaviorists claims. This re-evaluation included area such as: the dangers of extrapolating from laboratory studies of animal behavior to the language behavior of humans were pointed out; 2. the terms stimulus and response were exposed as vacuous where language behavior was concerned; 3. nalogy could not account for the language user’s ability to generate totally novel utterances; and 4. studies of children acquiring their L1 showed that parents rarely corrected their children’s linguistic errors, thus casting doubt on the importance of reinforcement in language learning. All this led to the reconsideration of the role of L1 in L2 learning. 1. Slide 34: When language feat ures in the two languages are similar, positive transfer from the first language to the second language occurs. When language features in the two languages are different, learning difficulties and errors happen. This transfer process made it evident to researchers that the native language definitely plays a major role in second language acquisition. The Nature of the Interlanguage Continuum Cognitive theories of interlanguage claim that with the assistance of learning strategies, learners build mental grammars of the second language. Learners draw on the rules they have constructed to interpret and produce utterances. Learner’s utterances are only erroneous with reference to the target language norms, not to the norms of their own grammars. The interlanguage continuum consists of a series of overlapping grammars. Each share some rules with the previously constructed grammar, but also contains some new or revised rules. A rule has the status of a hypothesis. Slide 35: The implication of the interlanguage continuum for teachers is that with assistance from learning strategies, learners are able to build mental grammars (rules) of the second language. The continuum represents different interlanguage stages (overlapping grammars) that the learners go through to use the rules they have learned to interpret and produce speech. Rules are classified hypotheses because the learner tests certain language rules in his/her development. Selinker’s Interlanguage Theory Selinker’s Interlanguage Theory maintains the separateness of a second language learner’s system and gives the system a structurally intermediate status between the native and target languages. According to Selinker, second language learners are producing their own self-contained linguistic system. The system is not a native language or target language system, rather it falls between the two. Stages of Interlanguage Development include: 1) random errors (presystematic); 2) experimentation and inaccurate guessing; 3) emergent-growing in consistency in linguistic production; 4) backsliding-appears to have grasped but later regressed and unable to correct errors; 5) systematic stage-ability to correct errors on their own; rules may not be well-formed but display more internal self-consistency; 6) stabilization-few errors are made, have mastered the system to the point of fluency; and 7) intralingual-inconsistencies within the target language; Global errors-affect meaning;local errors-close similarities in word form (i. . spelling). Interlanguage Continuum Interlanguage Stages L1 L2 ______/____/______/____/_______/_____/___/_____/_____/______ Basilang Mesolang Acrolang Slide 36: Each of the stages of the interlanguage continuum represents each grammar that the learner builds which represents more complexity as he/she moves on the continuum. Second language learners begin in t heir first language and as teachers provide the formal and informal second language instruction, learners move forward in their development. When learners encounter difficulties in any of their interlanguage stages, they can fossilize (learning stops at some given point) or they may experience backsliding (regression). The continuum can be related to language learner categories used for identifying bilingual/ESL students. Basilang is equivalent to the beginner; mesolang is the category of an intermediate learner; and acrolang is the category for the advanced learner. Slide 37: The identification of errors that language learners make is important in order to understand the source of errors and the corrective measures teachers can offer. Errors happen when learners lack knowledge of second language rules, while mistakes occur when learners are unable to perform their competence (underlying knowledge that is non-observable). Overt errors are deviations in form and covert errors are those that are well-formed but do not communicate what the learner intended. Learner Errors Error Analysis is used for examining errors as a way of investigating learning processes. Much of the early work on learner errors focused on the extent to which L2 acquisition was the result of L1 transfer or creative construction (construction of unique rules similar to those which children form in the course of acquiring the native language). The presence of errors that mirrored L1 structures was taken as evidence of transfer (interlingual), while those errors similar to those observed in L1 acquisition were indicative of creative construction (intralingual). The study of learner errors showed that although many errors were caused by transferring L1 habits, many more were not. It was found that learners went through stages of acquisition and the nature of errors varied according to their level of development. Error analysis could not show when learners resorted to avoidance and it ignored what learners could do correctly. Slide 38: For teachers of English language learners, it is important to understand the role of errors in second language learning. Error analysis is important because it gives us the opportunity to examine learner errors and determine if errors are a consequence of first language interference or not. Implications for teachers come in planning instruction that addresses patterns in errors made by students experiencing language interference, grouping practices to target the identified errors, and instructional methodologies and strategies for helping learners overcome some of their errors. Slide 39: Errors made by a language learner can give teachers insight as to how much knowledge the learner has in the second language. They are a means of diagnosing progress or lack of progress in second language development. Errors are to be seen as part of a process of second language acquisition not just as the result of imperfect learning. Slide 40: Errors are systematic and will occur until the language learner recognizes them and corrects them. If communication is clear, even when learners produce errors such as â€Å"no want† then the error is in the language structure and not in the learner’s system (interlanguage). Slide 41: Contrastive analysis helps teachers understand potential errors language learners make. This understanding will allow teachers to identify what needs to be learned and what is already in the learner’s system. What needs to be learned will be the focus of instruction and what is already learned will be the knowledge the learner brings to the learning situations. The pedagogical materials that resulted from contrastive analysis were based on the claim that language is a habit; language learning involves the establishment of a new set of habits; the native language interferes with the reception and production of a second language; and accounting for errors involves considering differences between the first and the second languages. The greater the differences the more errors will occur; and difficulty and ease in learning a second language are determined by differences and similarities between the two languages in contrast. Slide 42: Thomas and Collier (1997), proposed the Prism Model of Language Acquisition for School. This model includes first and second language cognitive development, academic development, language development as well as social and cultural processes. Slide 43: The cognitive development component is a subconscious process that is developmental. Thought processes are built through interactions. It is critical that cognitive development take place in the first language so that the foundation is strong and positive transfer of skills and concepts occurs. Slide 44: Academic knowledge, concepts and skills transfer from the first to the second language. In order to make the necessary instructional adjustments, teachers need to provide instruction in the learners’ first language and a strong English as a Second Language component during the instructional day in order to make academic content meaningful. The interruption of academic development in the first language will likely promote academic failure. A good balance of academic instruction (Cognitive Academic Language Proficiency) in the first language and vocabulary and oral language development (Basic Interpersonal Communication Skills) through ESL will facilitate language transfer and transition when the learner is ready. According to research, it takes a language learner from 5-7 years to reach academic proficiency in the second language. It takes from 2-3 years to acquire BICS. Therefore, teaching BICS in the two languages and having a strong ESL program are essential if language learners are to be ready for transitioning from the first to the second language. Slide 45: Language development includes Basic Interpersonal Communication Skills (BICS) which are acquired subconsciously as well as the innate ability learners bring with them to the academic setting (CALP). In order to assure both cognitive and academic success in learning a second language, the learner must be taught in his/her first language to a high cognitive level so that the learner can develop the necessary competence and performance in the second language. Slide 46: Second language learners go through everyday experiences which impact the acquisition of the second language. The home-school connection is very important in order to help language learners respond to second language learning more effectively. The sociocultural support that language learners need must be evident at home, at school, in the community and in society at large. The instructional environment can either create social unity, linguistic and ethnic respect, and value for bilingualism or it may promote a psychological distance between two groups, cultures and languages. Slide 47: In conclusion, teachers working with second language learners must consider the learners’ linguistic, cultural, and academic needs, as well as the levels of language proficiency. Teachers should encourage their students to experiment with language and not be afraid of making errors. Errors are part of the learning process just as error correction is part of the teaching process. Teachers should not ignore errors, but focusing too much on them can cause anxiety, fear and hamper learning. How to cite Second Language Aquisition, Essays

A Wake Up Call/ Personal Experience free essay sample

A Wakeup Call Death! Its a natural part of life and we all must experience It someday, and we never expect It to happen to us or the ones we love the most. Death Is Like a thief In the night, it creeps up on us when we least expect it. Recently, three months ago on May 22nd I lost my favorite aunt Sandra Teresa Jackson. My second mom. She was the lady that I thought I would have forever, the lady that always made me feel loved when I didnt, the lady with the biggest and brightest smile ever, the smile that pops up in my head even as I write. It was a tragedy in my life that I will never forget.Losing someone so valuable to you can bring out a burst of feelings and emotions you never knew you had, the feeling of extreme hurt, sadness, and emptiness, but with every loss comes a lesson. We will write a custom essay sample on A Wake Up Call/ Personal Experience or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Early this year around February my aunt went into the hospital, and when she got there they ran a lot of test on her. The doctor had determined her heart was bad and she would need surgery. A week later she had her surgery and came out fine, everything was going to be okay, so we thought. Days went by and she was still In the hospital and she slipped into a coma.So many Houghton racing through my mind, Is she going to make It, God please let her pull through, and I pray she is okay. The thought that was craved in my mind was that she was going to die reflecting from when I was young and I lost my other aunt to cancer after she slipped into a coma. I prayed that this was not the case. One night after bible study my mom and dad decided they wanted to go visit her, but I didnt want to l dont want to see her like that I said, still reflecting back to the memories from my past experience. They were still determined to go whether I wanted to or not. We arrived at COMIC Hospital and pep. _, as we walked our way to the elevator and proceeded to the third floor I begin to feel chills run through my body. As they went in my dad pointed and said There is the waiting room you can sit there till we come out. While I was in the waiting room bored out of my mind, watching Dora the Explorer, sitting there swinging my feet back and forth looking at every nurse that passed by, Impatiently waiting on my mom and dad so I could leave I heard a voice In my head, It said What are you doing?Why arent you back there? This could be the last time you ever get to see her, dont take her life for granted. That voice and those words made my soul tremble and frightened me. After that I immediately I pulled my cell phone from my back left pocket, called my mom and asked her to come let me in. As I saw her through the window walking my way to open the door I became very nervous. How would I react? What was I going to say to her? How would she look? All these thoughts were racing through my head as I slowly walked my way to the room where she was.When I pulled back the curtain and walked In with my mom behind me and my dad sitting in a chair on the right side of the bed, the gospel music laying, I looked up and gazed into her face and I felt a little bit of a relief. She looked so peaceful and worry free. It was nothing like I expected, that made me smile in side. Still unsure of what to say I quietly looked at her speechless for five minutes, rubbing my hand up against hers, still feeling the warmth in her body was a blessing. Talk to her my mom said, I proceed to open my mouth but no words came out.What 1 1 :54, Okay lets go, my mom said. They each kissed her on the forehead, said l love you and started to walk out the door. My mom looked back and noticed me still tanning there Come on Neighs, she said, Give me a minute, I responded and they proceeded out the door. After they left I began to talk to her, I held her hand and I prayed for her. While I was praying my hand in hers I felt her grip my hand a little bit, Did she know it was me, I thought. After that I gave her a kiss on the cheek and walked out. I felt so much better.A few weeks went by and we received the good news, after being in a coma for a month and a half my aunt had waken up, my heart filled with Joy. I was happy and nothing could mess up my day, all the worrying was ever. A few days later we went to see her again, she was awake but she couldnt talk which was frustrating for her and me because no one could understand what she was trying to say. My mom understood her the most. While I was standing at her side holding her hand, she tried to mouth something to me but I couldnt understand her, so I asked my mom to translate for me. She said she doesnt like the nurses and she wants you to be her nurse, my mom said. l wish I could, I thought to myself. That day I made up my mind what I wanted to do with my life, I was going to be a nurse. We stayed there for a few hours until my aunt fell asleep then we left. Days went by and slowly but surely she got better, her voice came back and soon she was well enough to return home. When she got home she was doing great. We went to see her as often as we could. On Monday May, 2012 she went to the doctors office for a check up and they said she would have to stay overnight.She was home for about two months, then she was hospital bound again. We called the hospital to see what was wrong with her and they assured us she would be okay. No biggie shell be home soon we thought. The next day while we were at church sitting around socializing and laughing, my mom got a call, it was my dad. Everything was fine until I heard her say someone died, and my heart dropped to my stomach. I wasnt going to panic yet I didnt know who it was. I saw the tears begin to fall from her eyes. Whats wrong momma? me and my sisters asked, Teresa is dead, she responded.Instantly it felt like everything in my body shut down as I walked away and begin to weep. Come on lets go, my mom said, gathering me and my siblings, we got in the car and sped to the hospital. When we got there we parked, evacuated the car, and quickly walked to the elevators and went up to the 3rd floor, still hoping to myself that this was all a mistake and she was still alive. Upon getting off of the elevators I heard all the cries and I knew right then and there it was real. I walked into the room and I saw all of my family crying uncontrollably.I went over to my little cousin grabbed her and hugged her tight and we cried together. Neighs my mommy is gone, I want my mommy, she said to me, my heart filled with remorse and hurt. My aunt was still in the hospital deed the morticians had not come yet. When we built up enough strength I took my little cousin back to see her mom. When we got in there I burst into tears again and I just stared at her with the tube in her mouth and her eyes taped closed, lying there lifeless, praying she would Just pop up and Joke would be on me.It was an image I couldnt bare to see so I walked out and went back to where the rest of my family was. Looking at her kid and her grandchildren tore me up inside, because I knew they mistreated her and they never thought the day would come when they would lose ND hurt they cried the hardest. Later we all went outside and sat in front of the hospital and waited for the mortician, some still crying others was socializing, and others sitting their quiet as if they were in deep thought. At AAA. M. He morticians finally arrived and we all followed them back to her room to say our last goodbyes and give her kisses before we went home, by then she was cold. Inside I begged God to bring her back, I didnt want to feel the hurt I was feeling and I surely didnt want to see my family hurt. At 12:30 we all went home, but I couldnt sleep, I cried night after night with the image of her lifeless body lying there engraved in my head. Why God, whod you have to take her from me? Why didnt you make her better? I questioned God.After all those times I told others not to question God because God does everything for a reason, I did Just the opposite. Everything will be okay, shes in a better place, she doesnt have to hurt anymore, everyone would tell me, but I didnt see the light at the end of the tunnel, all that they said to me went in one ear and out the other. I didnt want to hear it, my world was shattered. It has been three months ND it still hurts as if it were yesterday and every time I think about it, I cry inside, but somehow I now have the strength to bear it.I guess time really does heal all wounds. Now that my mind isnt clouded with hurt, I am able to understand that she wasnt mine to keep, yes I loved her but God loved her more. My aunts death was a wake up call to me and a lesson learned. Eve lost many relatives in life but none of them hit close to home like hers did. Losing someone so close to me opened my eyes and it reminded me that someday we all must die. We wont be here forever, so that taught me to live my life and do what makes me happy. That saying Life is too short to be anything but happy, had proven itself to be true.My advice to you is to learn to forgive and let go, always let those that you are closest to know that you love them, live, love, laugh, be adventurous, take chances, and live everyday like its your last because every day could be your last, you never know. Dont put off something for tomorrow that can be done today because truth is you are not promised tomorrow or even the next second. Dont take life for granted, that includes your life and the people around you. Life is a precious gift do not waste it.

Rsat Task 1 Essay Example

Rsat Task 1 Essay After reading through the different types of leader styles, I sat and analyzed how I deal with managing issues. I concluded that I am a Problem Solver type of leader. This individual uses a systematic approach to combating issues that arise. When a situation rises that needs attention, I figure out exactly what the problem is; lay out scenarios to resolve the problem and working toward a goal that eliminates the problem. I then devise a plan or map for the solution to the problem. I also take input from all that would be affected by the problem and even those affected by the outcome, and weigh that input when deciding a plan to resolve the problem. Strengths and Weaknesses Every leadership style has strengths and weaknesses. Being a problem solver, I can easily understand how spending too much time discussing the problem itself, and not arriving at a solution could be a big weakness. This weakness never allows for the problem to be solved, just analyzed over and over. On the flip side of this, a leader that listens to input from their team members is also strength to this type of leadership. We will write a custom essay sample on Rsat Task 1 specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Rsat Task 1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Rsat Task 1 specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This leader then has a wide range of diverse views regarding the problem and possible solutions. The leader is subjecting itself to points that they or other members may not be able to see regarding the problem. This will allow for a more in depth view of the problem and possible ways to solve it that could be more beneficial for the team as a whole. A strength to the problem solving leadership style is that you surround yourself with capable experts on the subject matter. You are not spending time attempting to solve the problem yourself. The overall decision may be yours, but having a team of experts allows you to view different angles and solutions to efficiently get to the root of the problem and put the solution into place. A weakness of surrounding yourself with experts on the subject matter is that you, as a leader, could become or appear to over accommodate those experts. In an attempt to please everybody you could miss the whole point, and not be successful in solving the problem at hand. Over involvement can be a big weakness in this leadership style. Not taking every recommendation of your team members into consideration and weighing the outcomes of the proposed solutions, only to make your own decision in the end can turn out to be a huge mistake if your decision does not have a beneficial outcome or solve the problem. This is where over involvement on your side can hurt you, your team, and the circumstances. Other weaknesses include the amount of time spent in meetings instead of actively working on the solution. The length of time it takes for solutions to finally come about is long because of the amount of input you are receiving. Comparison While my personal leadership style is the Problem Solver, not everybody will have the same style. In fact, however many people you have in the group will probably be the amount of different leadership styles that will also exist within the group. Group H in my Leadership Class group had five members, but each of us brought a different style of leadership. Natalie Morice, for example, stated that her personal leadership style was â€Å"Delegator. † This particular type of leadership style is one that empowers the members of her team to make decisions and carry through with those decisions. While my leadership style entails me to take input from my team members and make the final decision myself, Natalie has her team members responsible for making the decisions while she supervises with progress reports. While her team members have accountability for their work, Natalie loses that accountability in the finale. Empowering team members that cannot handle the responsibility or do not have the experience or confidence to make decisions or solve problems, can cause the team to fail, and ultimately cause the leader to fail. The Problem Solver allows their team to make input, but ultimately makes the final decision; and while ultimately it could be the wrong decision and the team could still fail, it is the decision that the leader is accountable for. The Problem Solver is accountable for the decisions they made, while the Delegator is accountable for decisions that her team member made. While the Delegator has empowered her people and gets progress reports periodically, the Problem Solver is involved with the team during the decision making process, and keeps on top of every facet of the problem solving. There is more support for the team when the leader is the Problem Solving style, rather than the Delegator style. Another team member, Monette Mudie, stated that her leadership style was the â€Å"Developer†. The developer style is the middle of the Problem Solver style and the Delegator style. This style empowers the team members to make decisions of their own, but is more hands on with them while they are arriving at those decisions. This leader assists and mentors the team members if they are struggling with the solution process, but in the end, it is the team member that makes the final decision. The Developer is much like the Problem Solver in that both leaders assists, encourages, and mentors their team members with the decision making process. They are different in that the Problem Solver ultimately makes the final decision, while the Developer’s team makes their own decision with the help of their leader. Both styles (Developer and Problem Solver) can be construed as micro-managing on the leader’s part. Team members who are confident and prefer to work alone may find the constant interaction from the leader distracting or annoying. Team members under the Developer may feel more confident and take more pride in the work that they ultimately had the final say in, while team members under the Problem Solver may feel as though the leader didn’t appreciate their input or feel that they are not getting credit for their work. Understanding Understanding that there are many types of leadership styles is a start to improving your method of leadership style. When working with a group, knowing the leadership style of those you are leading can be helpful for several reasons. . Knowing the leadership style will give you insight to how the person works, whether alone or in a group; you will know how they will likely fit into the culture because of their style. 2. The leadership style of your members will give you insight as to how to effectively communicate to different members. Not all team members will react the same way to one type of communication. If you have a peek at how they, themselves lead, then you will kno w how to lead them effectively. 3. Knowing the leadership style of your team members will let you know who can work independently or as a team better, therefore you will know who will require more or less support and you can be proactive, instead of reactive to this. Having this information or foresight into the style of your team members will allow you to form a team that you can lead effectively because you will know the diversity of their styles before the project gets started. This will allow you to foresee any possible issues and possibly allow changes within the team or your method of communicating or leading to be proactive. Knowing your own leadership style is important also in being an effective leader. You should always know what your strengths and weaknesses are, the characteristics of your style and how different leadership styles may react to this. This is beneficial if somebody is having a problem with your leadership style, you can pinpoint what that problem is before the issue is blown out of proportion. The many leadership styles of your team can motivate you to make changes in your leadership style so that the team works to its maximum capacity. This will also allow you to motivate, inspire and reward the team members in ways that they will appreciate more. Knowing the different styles of your team will help you to get the team members to engage more within the team project. Knowing how to motivate or inspire people gets people to put more toward the project and allows for great commitment, an effective method of solving problems, and higher productivity within the team. Lastly, a leader cannot be a leader without communicating. Different styles require different methods of communication. If you know the styles of your team members, you will have the benefit of knowing the most beneficial way of communicating with and to that team member. Differences Leading a team with so many different members and different leadership styles can be a difficult task. There are many problems that a leader can experience due to the differences. One big problem could be differences in how people approach work situations. Some people are leaders and others are not. You may find that some team members will step right up to the plate, while others will await for tasks to be assigned to them. Not knowing that people are different like this could cause some friction within the team. The assertive â€Å"leaders† may think that the passive members are lazy, not enthusiastic, or just not team players. Passive members may assume that the assertive members are pushy, trying to monopolize the work, or just not team players. A way to combat the difference in assertive and passive (leadership style) team members would be to know your team members styles ahead of time, and assign tasks according to the strong attributes of their particular style. Also, salting your team of a mix of members would work better than having a whole team of assertive or a whole team of passive members. Another problem could occur if you have members on your team with the same leadership styles as yourself. If you have members on your team that are Delegators, the same as you, there could be some other team members that feel that all the work is being pushed off onto them as yourself and the team members with the same Delegating style are delegating to team members that are not Delegators. Again, the way to combat this problem would be to assign tasks to all team members, giving them a particular part of the project to work on that belongs to them. The Developer type of leadership style allows team members to be empowered to make decisions on their own. If you are the developer and have team members on your team that are indecisive or not confident or knowledgeable enough to make decisions on their own; then you will have team members that cannot reach the goals needed for the project. The only way to combat this problem is to ensure that your team members are knowledgeable and confident with the information needed to participate in this project. Let them know that you are available for assistance or mentoring if they find they are at a point where they cannot or do not feel comfortable making decisions on the project. Also, let the team know that they can also consult with other team members for input. In any team situation, there must be open communication for all avenues in order for the team to work as an actual team. Without communication, it is lmost guaranteed that the project team will fail. Make sure the avenues of communication are open and being utilized to their full extent. Synergies With four different styles of Leadership Styles, it is highly likely that you will have an assortment of different leadership styles in your group. There can be both advantages and disadvantages but you can definitely use the different leadership styles to your advantage a nd create a strong team. You will need to evaluate or have the knowledge ahead of time as to what leadership styles the different members of your team have. Copyright  © 2012 by Lisamarie Pettit TO: Maryse Vriotte, Chief Executive Officer FROM: Lisamarie Pettit, Elementary Division Manager RE: Ralph Hall Constructive Discharge Suit In regards to the Constructive Discharge suit brought against Bockers Toy Company, stating that Ralph Hall (Employee) has filed a claim against Bockers Toy Company under Title VII of the Civil Rights Act of 1964, constructive discharge, after a work schedule policy change took effect requiring employees to work shifts of 4/12 hour days, subsequently having 4 days off and then repeating. Mr Hall states that this change in shifts requires him to work on a religious holy day, discriminating against his religious beliefs, therefore, causing constructive discharge. Constructive Discharge is a legal concept conceived by the National Labor Relations Board and is defined legally as: â€Å"Evidence of objectively difficult or unpleasant working conditions to the extent that a reasonable employee would feel compelled to resign, if the employer has been given at least fifteen days notice by the employee that the employee intends to resign because of these conditions, and the employer fails to respond to employees concerns. (www. uslegal. com) Two specific intent tests must be looked at when deciding if Constructive Discharge has taken place: * Would a reasonable person find conditions to be unbearable? * Were conditions created to force person to resign? The proof of burden falls on the employee to prove that the employer intended these consequences through the two scenarios above. Under the specific intent tests, it is determined that a reasonable person would not find conditions at Bocker’s Toy Company to be unbearable; and also that the change in shift was not created to force Ralph Hall to resign. Under Title VII of the Civil Rights Act of 1964, it is also stated that if an employee feels they are under the terms of a Constructive Discharge, then steps should be taken to allow the employer to remedy the situation. These steps are as follows: * Notify employer, in writing, that a working condition exists that the employee believes is objectively so difficult or unpleasant that the employee feels compelled or intends to resign. * Allow employer fifteen calendar days to respond in writing to the written communication. * Read and consider employer’s response. If employee is uncomfortable working in that fifteen calendar day waiting period, they have the option to take a leave for the duration. It is up to the employer is this is a paid or unpaid leave. In regards to Ralph Hall, Mr. Hall did not notify Bocker’s Toy Company or any management working at Bocker’s Toy Company that the working condition existed, or that he was intending to resign from his position. No written notice if needed if evidence of outrageous conduct by the employer or manager, including sexual assault, threats of violence, or pattern of discriminatory harassment took place and if this pattern caused the abrupt resignation. We feel this did not happen and not giving us a fifteen day notice did not give Bocker’s Toy Company the opportunity to remedy the situation before suit was filed. TITLE VII OF THE CIVIL RIGHTS ACT Title VII of the Civil Rights Act, Section 2000e-2 states: * It shall be unlawful employment practice for an employer to fail or refuse to hire or to discharge any individual, or otherwise discriminate against any individual with respect to his compensation, terms, conditions, or privileges of employment because of such individual’s race, color, religion, sex, or national origin. It shall be unlawful employment practice for an employer to limit, segregate, or classify employees or applicants of employment in any which way would deprive or tend to deprive any individual of employment opportunities or otherwise adversely affect his status as an employee because of such individual’s race, color, religion, sex or national origin. (www. eeoc. gov) Based on the above section s of Title VII, we cannot discriminate against Mr. Hall in respect to his work conditions, terms, or privileges of employment (work shifts) due to his religion. The second bullet point makes clear that we cannot limit employment opportunities because of such individual’s race, color, religion, sex or national origin. RECOMMENDATION My recommendation to avoid court and legal proceedings and to save costs regarding both is to offer Mr. Hall to return to his position. The implications surrounding his being unable to work on his holy day of Saturday due to his religious beliefs can easily be remedied by the following, without undue hardship to Bocker’s Toy Company. Mr. Hall will work the same scheduled 4/12 hour shifts as other workers. * On the four days that one of Mr. Hall’s scheduled days falls on a Saturday, Mr. Hall will not be required to report to work on Saturday, but on those weeks, will add a day at the end of his 4/12 hour shifts due to the skipped Saturday. (see table A) * It is the responsibility of Mr. Hall to inform his manager when a Saturday falls within his 4/12 hour shift so that Manager is able to find r eplacement staffing if needed. Sunday Monday Tuesday Wednesday Thursday Friday Saturday Hall Hall Hall Hall Hall Hall Hall Hall Hall Hall Hall Hall Hall Hall Hall HOLY Hall Hall HOLY Hall Hall Hall Hall Hall Hall Hall Yellow indicates Holy Religious Day Blue indicates day added to make up Mr. Hall’s need for Saturdays off will leave the shift short one guy, and then on days that he is making up his 4th day will leave shifts extra one guy. It is up to the manager to look at the workforce need on those days to decide if he would like to give the option to other employees on Mr. Hall’s make up day to exchange that day for Saturday when Mr. Hall is off. The probability is that being short on Saturdays, the extra person on Mr. Hall’s make up day will make up for it and it will even out in the end. EEOC vs. Cinram Wireless, L. L. C revealed a case similar to ours where an employee asked for a different shift due to her Holy Sabbath Day from sundown Friday to sundown Saturday. Cinram Wireless at first agreed to the shift change; but then refused stating that if they made allowances for this employee, they would have to make allowances for all employees. Title VII of the Civil Rights Act of 1964 requires employers to make reasonable accommodations as long as it does not cause undue hardships. The EEOC stated that Cinram made no reasonable effort to accommodate the employee’s religious beliefs, and did not successfully demonstrate that doing so would provide undue hardship. In the case of EEOC vs. Generation Properties dba Staybridge Suites, Generation Properties was made to pay a $27,500 settlement to an employee for failing to accommodate her Sabbath observance, and subsequently discharging her. The case of EEOC vs. White Hall Nursing and Rehabilitation Center; White Hall Nursing was made to pay a settlement of $24,000 to an employee for accommodating the employee for one year, and then refusing any further accommodation for her Seventh Day Adventist Sabbath observance, and subsequently was terminated. The above case examples show serious infractions against Title VII of the Civil Rights Act of 1964’s act to not discriminate against employees for their religious beliefs. I believe that accommodating employees for their religious Sabbath would not cause undue hardship and it is in our best interest to offer Mr. Hall to return with the above specified accommodations recommended to him.

Child Sexual Abuse Case Study essays

Child Sexual Abuse Case Study essays Sarah has been behaving in a sexually precocious manner with her brother and is constantly talking about genitals. Sarahs teacher has reported that she acts out sexual behaviours with the dolls in class and has on two occasions masturbated during reading times. What issues would I attempt to address first and why? I would want to find out about the masturbation and the sexual acts with the dolls. Formal assessment I would undertake. We must therefore be cautious in using defining terms which a child may carry throughout childhood and beyond (Bannister, 1990: pg.118) In the beginning I would like to just observe Sarah in her play, see what she talks about when she is playing with the dolls and just observe her body language, the way she uses the dolls whether it is very graphic and detailed with what is going on. Sarah uses the dolls to act out these sexual acts, so the dolls would not be too confronting for her and with being able to watch what she is doing would help me to get a better understanding of what may be happening. For endeavouring to discern whether abuse has taken place, one must test in both realms of personal and projected play- that is in physically active drama and in static play with dolls and objects. Results may be different. Only if unguided play in both realms reveals the same evidence can we begin to believe we are on the right track and are reading symbols correctly (Bannister, 1990: pg.40) While Sarah was playing with the dolls I would try and involve myself by asking her who the dolls were and whether they had a name, maybe I could be one of the dolls if she handed it to me. I would also like to know what the dolls were doing but I wouldnt ask these questions right away. You need to develop rapport with the child first. In the same way that in adult therapy the relationship with the counsellor is of major influence, it is generally agreed that in...

Residential Property Managment Essay Example | Topics and Well Written Essays - 1250 words

Residential Property Managment - Essay Example The studies for compilation may include the payments of mortgage, maintenance and costs of management. Advertising is another consideration wherein writing and inserting a classified ad in the newspaper that includes the mentioning of internet including the details which will be most effective enticing the rent as prospective. The property which was being rented may also handle the cancellation of the ads as well. RPM may provide the professional "For Rent" signing the place at the rental property. The handing out to the prospective tenants with free sheets of vacancy is for the purpose of availing the privilege of touring the vacant homes. The screening of tenant may thoroughly screen all the property replies and tenants' screening to pull the credit report and at the same time verify the employment that includes the income as well as interviewing with the last two landlords for verifying the prospective tenant which was considered a good tenant as well as leaving with the last property rental in its good standing. Much screening of the tenants considerably prospective is a very hard activity but the most important in RPM is the placing of good people into the property of investment. Such early Residential Property Management P 4 personal contact, the tenant may receive the establishment of RPM in terms of good relationship which is also considered as dependable. Maintenance is referring to the answer in terms of the complaints in terms of maintenance as well as arranging with the repair work. Most tenants are having access with the emergency number that is twenty-four (24) hours, whenever there may be problem that may occur in the... This paper approves that maintenance is referring to the answer in terms of the complaints in terms of maintenance as well as arranging with the repair work. Most tenants are having access with the emergency number that is twenty-four hours, whenever there may be problem that may occur in the middle of the night. This is adding security to all the tenants as well as the investor with the property to be watched within twenty-four hours a day and seven days a week. Regarding inspections the tenant may even check with the property in terms of conducting with a walk which is through the inspection on such property. This is the way of recording the property condition when the said tenant moves in. This essay makesa conclusion that there is right in receiving the rent for the property’s usage and the right may have the property returned with the not damaged at the rental agreement. This should be returned in the same condition which was received that is in exception of the normal wear and tear. In exchange for the rights, this is the responsibility providing that is habitable and making the repairs when needed. The residence is equipped with smoking detector and the provision which is the batteries’ set and at the same time battery operated. The rights may include the peaceful possession wherein the rent of property may be free from such interference. This means that the entrance is in frequent with odd hours that are without the legitimate reason or such without notice. Such typical right may protect for the property with such reasonable inspection making the repairs and showing the property to the possible buyers.

VIRTUAL WALKING TOUR ASSIGNMENT Research Paper Example | Topics and Well Written Essays - 2000 words

VIRTUAL WALKING TOUR ASSIGNMENT - Research Paper Example Furthermore, he considers that the streets in Paris are narrower than those of American streets. Accordingly, parking lots in Paris are built on both sides of the streets. He also finds that the streets in Paris are smaller and unlike huge vehicles such as trucks that run across the streets of America, the trucks in Paris are relatively smaller in size and are designed according to the local culture and the widths of the streets. Jim tries to distinguish the streets of Paris with that of American streets. The sites across all the streets of Paris are accompanied by a number of small and big shops such as wine shops, beef shops, pork shops, bread shops, chocolate shops and many other different shops selling a variety of interesting products. He states that the buildings along side of the streets are maximum seven-storeyed. The most interesting thing that I find is the size of buildings along the streets. I find that almost all the buildings were similar in size, the majority of which were seven-storeyed. The diversity in the buildings was conspicuous only at the ground floor of the building while the rest of each was uniform with others. The widths of the buildings were greater than the width of the street and were more like monuments (Latour and Herment). I think Paris has one of the world’s stunningly beautiful urban landscapes. The uniformity in buildings depicts the unity of people in Paris. Each building is unique in itself. A building’s design does not depict the superiority over other buildings. Despite the streets being narrow, there are seldom traffic problems. The shops selling a variety of grocery products and other interesting products indeed offer people a wide choice. Moreover, the trees are planted alongside of the streets, and parking lots provide people with cool shade during the summer and help in controlling air pollution. Jim commented that French people probably make the best combination of formality and

Is Coke good for our health or not Conclusion Essay

Is Coke good for our health or not Conclusion - Essay Example as a result of urbanization and globalization, which has exposed people to all sorts of processed foods with Coke beverages being number one on the list. Cancer of the esophagus is among the most dangerous types of cancer in the world, which has claimed dozens of lives in the recent years. According to health experts, this type of cancer is, in most cases caused by high intake of carbonated soft drinks. Scientific evidence claims that coke carbonated soft drinks have a PH of 2.3 (Ibiebele et al. 378), indicating that they are acidic in nature. Therefore, when taken, the fizzy drink stimulates gastric acid secretion which irritates the esophagus. Continuous irritation and erosion leads to cancer of esophagus, which is almost impossible to treat. In addition, coke drinks contain caffeine and processed colors that can have an drastic effect on the pancreas and kidneys. There is a direct connection between the increasing pancreatic cancer and kidney failure and soft drinks intake. Unethical behavior exhibited in the Coke Company can be a reason why health problems stemming from its products cannot be corrected. It is unethical for a company to continue manufacturing and distributing products that are a health hazard to consumers. Since it is a super brand, the company should consider modifying or replacing some of the ingredients in order to reduce the widespread effects. However, without blaming one huge multi-billion Coca Cola company alone, there are other companies producing carbonated fizzy drinks like Pepsi. The coke component in those drinks is a threat to human survival. Soft drinks account for the highest percentage of fast foods consumption. It is already evident that most of these companies are not legally bound to display every ingredient used in the manufacture of their beverage. Therefore, the small hidden formulas are among the causative agents of lifestyle health problems. It is almost impossible barring such companies from manufacturing these drinks

Nursing Interventions For Critically Ill Brain Injury Patients

Nursing Interventions For Critically Ill Brain Injury Patients A key priority when caring for a patient with an altered level of consciousness is giving the patient a chance, in which interventions are focused on learning about the patient, protecting and monitoring patient status, talking to the patient and working with the family (Villanueva, 1999). Neuroscience intensive care unit nurses carry numerous interventions when caring for a critically ill traumatic brain injured patient. In this study, their specific interventions, that they routinely perform, are identified. Quantitatively and qualitatively, nurses regularly monitor hemodynamic considerations such as O2 saturation, BP and temperature and other physiological parameters, monitor intracranial pressure and cerebral perfusion, and providing emotional support. While qualitative analyses solely showed that the other nursing interventions that they do could be classified as neurophysiological interventions, psychosocial interventions, injury prevention interventions, and interventions that maintains therapeutic environment. This study would present proofs of the comprehensive role of the neuroscience intensive care unit nurses caring for Traumatic Brain Injured patients and can be used in future researchers that would like to investigate the contribution of neuroscience inte nsive care unit nurses interventions to the progression of the patients condition. After gaining an approval from the institutional review boards and nursing administration, a survey was done to 67 nurses who work in 3 different ICUs from two level-I trauma centers who regularly care for critically ill TBI patients. Those two trauma centers were chosen because they were both comparable in terms of delivery and organization of nursing care, employment ratios, and nurse characteristics so as to not have bias on the study. The respondents were registered nurses that worked for at least 3 months as a full-time or part-time clinical bedside nurse in an ICU that handles critically ill Traumatic Brain Injured patients. They were approached during their unit staff meetings and change-of-shift report times and invited to take part in the study. They were then given a questionnaire which was comprised of 3 parts: Part A was comprised of series of questions about their previously handled TBI patient, part B contained case scenarios wherein they used nursing judgments, and par t C gathered demographic information about the nurse respondents. For the quantitative data, all neuroscience intensive care unit nurses indicated that they were responsible for the monitoring of the patients blood pressure, oxygen saturation, and temperature. And approximately 50% of the nurses indicated that they were also responsible for the monitoring of the ICP and CPP. For the qualitative data, there were 4 categories where in the nurses interventions were grouped. The first one is the Neurophysiological Interventions. It is comprised of monitoring and maintaining the physiological parameters to guarantee neurological stability in TBI patients. In addition to that parameter, they also monitored pulmonary artery and central venous pressure reading, cerebral spinal fluid drainage, serial laboratory values, and carbon dioxide parameters. Keeping these values within the normal range, nurses help TBI patient to prevent secondary brain injury and to uphold neurological stability. The second one is the Psychosocial Interventions. In this category, n urses make meetings between the family member and various members of the healthcare team. Meetings between the family members are held to provide education and background of the plan of care being rendered to the patients and also to give information about the possible patient outcomes and rationales for the therapies. The third one is the Injury Prevention Interventions. This category aims to prevent additional complications to the patient and to ensure patients safety. The primary interventions for this category are maintenance of spine precautions and frequent reorientation of the patient. Other interventions like prevention of skin breakdown and ventilator-associated pneumonia, prevention of falls and evaluation for the need of restraints to prevent disruption of medical devices are considered usual care for any vitally ill patient. The fourth and the last category is Maintaining Therapeutic Milieu. In this category, nurses give suitable environment for the patient and provide t heir special needs. Limiting visitors, decreasing lighting, minimizing noise, avoiding disruption of the patients sleep-wake cycle are the interventions done in this group. All of which are carried out to provide optimal care and rest periods to the patient thus limits further increase in ICP. Neuroscience nurses indeed have an essential part in the care of the critically ill traumatic brain injured patients. Their interventions address the prevention of secondary brain injury and complications and provide significant support and guidance for the family members. Therefore, they have a big contribution to the patients positive outcomes, but there is still no research documenting their multifaceted role on the patients progression. These data are needed to recognize the exceptional contribution of neuroscience ICU nurses as part of the interdisciplinary team caring for TBI patients and as a foundation for future research investigating how ICU nurses impact patient and family recovery from TBI during the acute stage of injury.

Canada At War :: essays research papers

Any war is a horrific event that may last years. Wars leave a legacy of death and destruction. They aren’t just for soldiers and battlefields but for new weapons that make destruction possible on our lands, beneath our seas, and in our air. They bring suffering and death to all families, races and nationalities. No matter where you live during the wars, they can effect you; seeing families destroyed, lives taken and children screaming in horror. In each World War Canada took apart defending their parent country, helping the countries that needed their help. We, as Canadians, should feel proud because many men from our Canadian Troops gave up their families, their friends even their lives to give the countries that needed them the freedom that Canadians had.   Ã‚  Ã‚  Ã‚  Ã‚  The Black Watches were a famous Scottish army command known as the Royal Highland Regiment. The troop was founded when there were threats of local trouble in Scotland. So eight leaders each raised a company of soldiers designed to keep peace. The first duties included controlling the uprising clans in the Scottish Highlands.   Ã‚  Ã‚  Ã‚  Ã‚  The Battalion’s worth as a military was proven on many occasions. The troops were called out to serve for many months on the Canadian border of the Niagara Peninsula and the Eastern Townships during the Fenian Raids of 1886 and 1870. The Canadian Troops also set out in aid of the civil power in 1877 during the Orange Riots, the Quebec riots which were a year later and served at the smallpox Riot of 1885. Due to Canada’s service over seas in Africa, the Royal Highlanders were awarded the battle honour, South Africa 1889-1900.   Ã‚  Ã‚  Ã‚  Ã‚  1905 was the year that the Royal Highlanders Regiment was formally allied with the Black Watch Troops in Scotland, and in 1906 that army was ordered to form a second army. It was the only two-army command stationed in one city for years. On August 1st, 1914 Sir Robert Borden, the Prime Minister of Canada, offered the Black Watch’s of Canada to help Great Britain in a war against Germany, Great Britain accepted the offer. 300 of the men volunteered. During World War I, three more Black Watch armies were formed. By the end of the month the Black Watch has over 1,000 men. Over 60% of the original soldiers were of British origin. During the first acts of war, the Canadian army lost over a hundred officers, and nearly 460 other ranks.

Ethical Counseling Essay

The code of ethics was created to assist and benefit members of the American Counseling Association. The code of ethics mission statement discusses what counselors should aspire to do in an ethical manner and also explains how they can be responsible counselors who protect themselves against complaints. The code of ethics is sometimes revised because individuals of the ACA develop useful material that will protect counselors. The code of ethics focuses on examining benefits of interactions with clients, students, and supervisees within and outside the clinical setting. (Herlihy&Corey, 2006) Similarities in Code of Ethics When comparing the ACA and the AMHCA code of ethics, one will notice they both provide guidance, training and direction toward making ethic decisions for their members. They both explain a variety of professional situations to a practicing counselor. The two codes also share relation due to their commitment of students, employee, and supervisory relationships. When employees become involved with clients this could cause issues and end horribly for all parties involved including companies. Differences in the Code of Ethics One huge difference in the ACA and the AMHAC code of ethics is how violations of the code of ethics are addressed by the organizations and codes. The ACA code of ethics mentions a process for processing ethical violations. The AMHAC does not adjudicate, investigate or mention ethical complaints but it does say actions may be taken regarding a member’s membership based upon their licensure. Record keeping is also different between these two codes. The AMHAC code of ethics has certain guidelines regarding communication, record keeping, use of assessment tools and retention. The ACA code of ethics does not specify such requirements. Future Code of Ethics and Counseling Code of Ethics for counselors was created in order to guide and protect counselors from making unethical decisions and avoiding legal issues. Once I become a counselor I will always refer to the code of ethics, lawyers, mentors, and colleagues for advice with troubling cases. The ethical standards casebook presents different case studies that will allow me to analyze and manage cases of my own. When counseling my clients I will refer to the code of ethics for assurance of unethical choices. The code of ethics will also provide me with guidance and information that will protect me from complaining and dissatisfied clients. Being a counselor involves making ethical decisions and I know decisions will be challenging to arrive at during times. I plan to look at all of my cases in an ethical and professional way. I will take multicultural and diversity values and beliefs into consideration when counseling clients from different cultures. I fully understand that being bias and influencing clients is not ethical performance. (Herlihy&Corey,2006) (page 14) Code of Ethics This course explains the code of ethics and introduces certain dilemmas counselors could very well face while practicing. Referring to the code of ethics may still leave a counselor puzzled as to how to handle a special case if it has not been addressed before. Members of the ACA make revisions to the code of ethics because times are changing and new events occur. I look forward to learning more about ethics, legal and professional issues in this course so I can be an excellent counselor.

Yves Saint Laurent

After a thorough study of your company and a meticulous analysis the information you have given me, I have concluded that if Yves Saint Laurent changes from a differentiation strategy to a differentiation focus strategy, it is possible for YSL to double its profit within three years. The upsides of the change are a 150-percent increase in profit and strong brand awareness in a niche segment whose profile will be described in details hereafter. On the other hand, there are downside risks, including high possibility that Louis Vuitton, Tods and Bulgari will attempt to replicate YSL products since they are close to the targeted positioning as well (See Appendix A). The specific goals for YSL in the next 3 years include focusing on a specific segment of the fashion industry. YSL’s current operations and net sales of $145 million are small, compared to Gucci and even YSL Beaute but they make differentiation focus strategy a suitable and viable option. Furthermore, the prospect of targeting a niche market also arises from YSL’s prominent image as sophisticated sexy and European-chic. Hence, I recommend that YSL develops a focus on men and women who are â€Å"thirty and thriving†. These clienteles are those who are beautiful and sophisticated with a promising career. They are quite successful for their age and seem to â€Å"have, but still want it all† such as young successful entrepreneurs or middle-management investment bankers. The benefits of focusing on clientele who are in their 30s are the solidity of their earnings which will drive stable sales and their tendency toward elegance and departing from pure chic and hip. The other goals that coupled with a targeted niche segment are improving operating margin and sales. With the declining trend in royalties, I recommend that YSL should discount them and focus mainly on operating margin excluding royalties. The milestones are 20% in the 2004, 24% in 2008 and 28% in 2005 which will bring YSL’s operating margin to Vuitton’s vicinity. However, increasing volume in sales should increase as in well in order to gain a more critical mass. The milestones are set as followed: at least $200, 300 and $400 in the first, second and third year respectively. These targets will uniquely reposition YSL since it has a higher operating margin than Hermes and its sales target is much lower than Vuitton which signifies its exclusivity (See Appendix B). Product: There are two products offering options that I would consider: ready-to-wear clothes or leather bags. Both products are desirable in the chosen niche market. Louis Vuitton has a leather-dominant product mix while Hermes would be a more appropriate competitor for read-to-make apparel. It is important that YSL only choose one product on which it can focus because a diverse product mix when implement a differentiation-focus strategy runs a dilution risk. The durability of leather is an advantage with lower product line turnover than apparel. Bags are often viewed as more versatile as a fashionable statement compared to the constantly changing trends in apparel. However, the habit of buying clothes when new season comes around can drive higher sales. In the case that clothing is chosen, it is recommended that the sizes should range from 0-2 and the fit should enunciate our clienteles’ confident figures. These factors contribute to the exclusivity. Also, there are a lot of opportunities for synergies in production. YSL can have production in Italy with the help of Gucci’s excellent suppliers relationship and expertise as well as its own factories in Paris. Price: In order to meet the targeted sales of $400 million after 3 years, if each item is has a premium price of $3000, YSL is aiming to sell 134,000 items in 2005. It is a reasonable estimate considering that after the acquisition of Mendes, YSL will have the capacity to produce and sell at such volume. However, it is recommended that YSL open additional stores (See Place/Distribution Channel). When buying raw materials from suppliers, YSL and Gucci need to collaborate to ask for better discounts. YSL should also sell off any unnecessary factories bought from Mendes in France if it is more economical to produce in Italy with Gucci. Place/Distribution Channels: Gucci and YSl can also share facilities including warehouses in Italy and factories in France. Another recommendation is that YSL should purchase all its licensees, sever contracts with other distributors and wholesale businesses even if they are bringing in earnings. YSL needs an exclusive distribution channel to match the nature of its products. YSL should only sell its products through directly operated stores. YSL need to work with Gucci’s recent revamp team in order to change their store layouts to have a lounge ambience, fitting with the sophisticated 30s. YSL also needs to ask Gucci to pick 15 new locations in Italy for additional stores. There should only be stores in Italy and France to preserve the European charm which is a big part of its brand image and identity. It must close down the distributor in Japan so it can have a complete control over what the stores look like, how the sales representatives dress and behave. Another distribution channel that YSL should explore is the budding e-commerce culture but YSL should retain exclusivity by restricting access unless existing customers have a code authorized by YSL to log in. Promotion: â€Å"A luxurious brand for the most fortunately beautiful people on earth† The phrase should be the tagline for any YSL advertisement and a benchmark to assessing the brand performance. Also, it is important to reiterate the â€Å"fortunately beautiful† in marketing campaign as to reinforcing the exclusivity of the clientele and to anchoring the brand with such clientele. Even the buying experience is unique. It is a negotiation between the salesperson and the customers to determine each other’s fit. Salespeople should be told not to rush a sale and customers are encouraged to make multiple visits to the store before purchasing. In addition, if Gucci has Tom Ford, YSL needs to use Yves’s revered figure in marketing. An image of the young Yves will add to the mystique of the brand and a linkage to a rich history. I hope these recommendations are helpful and I am looking forward to working with you.

Meterology essays

Meterology essays Humankinds ability to predict the weather has come a long way over the past century. It doesnt seem like to long ago that the only way we could forecast weather events as to look at nature. Farmers would look at things such as when the birds migrated, and if there were a ring around the moon to determine if the winter would arrive early, or if it would rain. Today meteorologists have sophisticated radar, computers, and satellites that help them analyze weather patterns and events. With this high-tech equipment, mankinds ability to predict the weather has greatly improved. Oklahoma has one of the best weather forecasting systems in the world. The University of Oklahoma (OU) has one of the best meteorology schools in the entire nation, if not the world. Here young meteorologist wannabes can take part in some of the most cutting edge research. OU has the most powerful weather radar in the entire world, and is home to the NEXRAD. (Nexrad) It also played a rather integral part in demonstrating that Doppler weather radar can be a useful tool in the detection of tornadoes, hail, and other severe weather events. (Weather Center) Its really no surprise that Oklahoma is home to such a prestigious meteorology school. Where else in the world is there a better location for the study of weather than here? Oklahomas weather system is unique. We get more tornadoes per square mile, per year, than any other part of the globe. Hot fronts from the south, cold fronts from the north, and weather systems from across the continent all converge in Oklahoma, making the weather rather volatile. What Meteorologist could resist the lure of studyin g the weather here? With the tornados we constantly receive, theres a constant need for the populace to be warned when bad weather is headed their way. (The Weather Center) Meteorology has helped to shape the technology that we use. ...