Rights of the Child

UN CONVENTION ON THE RIGHTS OF THE CHILD The UN Convention on the Rights of the Child was brought into effect to recognise that Children needed their own set of specific human rights that should be protected and that these were a universal right not a privilege. The UN Convention on the Rights of the Child was drawn up and accepted by the UN in 1989. The UK government agreed to abide by the principles in 1991 and it was fully implemented in 1992.The UN Convention on the Rights of the Child is the most universally recognised set of standards for protecting the rights of children and numerous countries have agreed to abide by it. The Convention forms a set of articles that highlight the minimum entitlements of all children. These articles have been split into four main categories: the general requirements for all the rights; the basic rights to life, survival and development of one’s full potential; being kept safe from harm; and respecting the views of the child.The Convention also sets out minimum standards in areas such as health care, education and social services to protect those children’s rights. There are 54 articles in total that apply to all children with no exceptions, here are two examples; Article 19 states that all young people have the right to be kept safe from experiencing violence, mental abuse, physical abuse or neglect by any adult they come into regular contact with e. g. parents, carers etc and Article 34 gives the right for all young people to be kept safe from any form of sexual abuse or exploitation.When the UK government agreed to abide by the UN Convention on the Rights of the Child it meant it had promised to not act in a way that would infringe any of the rights and it agreed to ensure they were fully implemented in a non discriminatory manner. Accordingly the government is responsible for ensuring people act in the best interests of the child and that children are treated as individuals within a family whose views shoul d be taken into account.The UN Convention on the Rights of the Child was implemented by the government but it requires all parts of society to respect them to ensure the rights of the child are being met. This therefore has a massive impact on my role and responsibilities within my job. This is due to the fact that I must ensure the rights outlined in the convention and the minimum standards set out are being met at all times as it is a legal obligation. It is also important for me to ensure the individuals views within the home are being actively sought on a regular basis, listened to and respected.This is done by seeking the individuals views during the care planning and development of placement plans so that their wishes can be recorded and implemented where appropriate. It is also important to encourage and support the individuals to attend review meetings to express their opinions on their care plan and future. There are also minimum standards that relate to this e. g. standard 1. 4 which states â€Å"the views of the child, the child’s family, social worker and IRO are sought regularly on the child’s care. †Under the UN Convention I also must ensure that I keep the individual safe from harm or abuse. This corresponds to various Educare policies and procedures under safeguarding which stipulate things such as all visitors to the home are asked for ID and appropriately supervised. It also requires me to have appropriate risk assessments and management in place specific to the individual so as to reduce any potential risks associated with a situation and to develop strategies to help encourage and support and individual to manage their own risks.This information is also put into the minimum care standards under standard 4 which outcome is to ensure â€Å"children feel safe and are safe. Children understand how to protect themselves, and feel protected and are protected from significant harm including neglect, abuse and accident. † The UN Convention on the Rights of the Child essentially underpins all aspects of the work we do and how we undertake it and the responsibilities we have to the individual.It is therefore a major and key piece of legislation that we must be familiar with to fulfill the job role and responsibilities as manager of a home. HUMAN RIGHTS ACT 1998 The Human Rights Act was drawn up by the UK government and implemented in 1998. It draws on the European Convention of Human Rights but allows for issues to be addressed within the UK courts of Law rather than needing a European Court. â€Å"The Act provides that it is unlawful for a public authority to act in such a way as to contravene Convention rights.For these purposes public authority includes any other person â€Å"whose functions are functions of a public nature. â€Å"† The Human Rights Act uses a set of articles to detail the rights of everyone within the UK. Examples of these articles include: the right to life; prohibition of torture; prohibition of slavery and forced labour; right to liberty and security; right to respect for family and private life; freedom of thought conscience and religion; freedom of expression; prohibition of discrimination; protection of property; and right to education.The Human Rights Act is another piece of legislation which underpins all aspects of the job role and responsibilities of being a manager of a children’s home. If parts of the Human Rights Act are ignored or not adhered to then it can become a criminal offence. As a result of the Human Rights Act equal opportunities policies and procedures were drawn up and implemented and form the basis of the way we work with the individuals to ensure we adhere to the Act and ensure the individual is not discriminated against under any basis.There are also several acts that were developed as a result of the Human Rights Act to stop discrimination within the work place and towards others. It is therefore important that v aluing diversity is promoted within the home and understanding of different cultures, religion etc. are developed. This also forms one of the key outcomes Ofsted assesses for to see how well it is achieved within the home. The Human Rights Act also ensures that the individuals have a right to privacy and security.This includes individuals having privacy in their bedroom environment unless there is a concern for their safety and that they have their own room key so they can keep their room locked and have their privacy respected by other individuals living in the home. It also means for example that people are asked for ID when visiting the home and are appropriately supervised so as to ensure security and safety within the home is maintain. Freedom of thought ensures that the individuals are allowed and encouraged to develop their own opinions on things and that these opinions are respected e. g. in relation to religion.

Transcendental Themes within The Scarlet Letter

In 1 850 Is a story of adulterated love and revenge, set in sass's Boston, in a small Puritan community. Nathaniel Hawthorne evokes transcendentalism and romanticism in a variety of ways throughout the novel, focusing on youthful innocence, truths of the human hearts, the pureness of the natural world, worth and freedom of the individual, and the ubiquitous Idea that the artificial nature of society corrupts. Because of the time in which Nathaniel Hawthorne wrote The Scarlet Letter, he was greatly Influenced by the Ideas of transcendentalism, and romanticism.A huge Inspiration that led Hawthorne to incorporate these ideas into his writing were the people in which he was involved with on a personal level. At the age of 33, Hawthorne had just published his first book titled, â€Å"Twice- Told Tales† and luckily for him it was very popular with a woman named Elizabeth Peabody. Elizabeth Peabody was one of three daughters from an old New England family who was a distant descendent from the family whom the renowned Peabody Museums at Harvard and Yale were named after.Through her lifetime, Elizabeth managed to acquaint herself with many leading thinkers of her mime, such as Ralph Wald Emerson and Broncos Alcott. This led her to publish her own book in French and German that was considered the â€Å"first book-length exposition of transcendentalist ideas†. Later in time, however, Hawthorne married Elizabethan younger sister, Sophia, but still had a great reverence for Elizabethan ideas, works, and person.Due to Hawthorn's association with the entire Peabody family he was compelled to write The Scarlet Letter with much Influence from them, their connections with transcendental and romantic supporters, and society as a whole. Throughout the entire plot, nature and everything that goes along with it is portrayed as a pure and happy source of bliss, guidance, and sympathy. At the beginning of the book it is given in the first chapter an example of nature wor king to be kind while also being surrounded by a far less pure and virtuous environment.Hawthorn's narrator In this example, Is describing a rosebush enveloped within the depraved atmosphere of the village prison: â€Å"But, on one side of the portal, and rooted almost at the threshold, was a wild rose-bush, covered, in this month of June, with its delicate mess, which might be imagined to offer their fragrance and fragile beauty to the prisoner as he went in, and to the condemned criminal as he came forth to his doom, in token that the deep heart of Nature could pity and be kind to him,† (46).This description epitomizes the sympathetic propensity of nature to be kind, empathetic, and It's ability to brighten an otherwise corrupt environment. Another example of Hawthorne including the purity and joy of nature into his writing is when Hester and Dimmest are in the woods, Hester tosses the scarlet letter that had lay upon her erase off to the side, and seemingly by chance it la nds stone's throw away from a babbling brook.Upon removing the scarlet letter imposed by society, â€Å"All at once, as with a sudden smile of heaven, forth burst the sunshine, pouring a very flood into the gold, and gleaming down the solemn trunks of the gray trees,† (183). The purity of nature allows the natural world to cast light upon things that were once in despair turning them into things of elation and transforming them into things of beauty and joy, â€Å"Such was the sympathy of Nature- that wild, heathen Nature of the forest, never objurgated by human law, nor illumined by higher truth- with the bliss of these two spirits,† (183).This description, however, touches less upon the purity and Joyous temperament of nature and more upon Nature's immunity from being corrupted by the societal norms and laws This quotations shows this by stating that the pureness of nature will never be illumined or subjugated by human law or higher truth signifying that nature is a incorruptible and individual source if kindness, forgiving means, and elated contentment. Another element of this story that is based off the runners of nature is when Hester is deciding where she and her child will reside.She chooses an abandoned cottage, on the outskirts of town, surrounded by the forest. Transcendentalism teaches, that the purity of nature should be embraced and that nature was a far more beneficial environment because of the fact that the artificial nature of civilization horribly corrupted society. The corruption of society as a whole is the most influential element of transcendental ideas Hawthorne incorporated in The Scarlet Letter.Puritans believed in a strict form of government, elisions customs, and laws that-if broken-were often responded to with harsh punishments and an overall feeling of displacement in society. An instance of this would be when Hester is forced to wear the scarlet letter pinned to her clothing and stand upon the scaffold with her infan t child for hours. In this case not only is she punished by the tangible letter and stated consequence, but also by the perception by which others in the community view not only herself, but little Pearl as well.Hawthorn's narrator describes the aftermath of Hester punishment and how the irrupt laws in society have led to her feeling of being ostracizes and euthanized: â€Å"In all her intercourse with society, however, there was nothing that made her feel as if she belonged to it. Every gesture, every word, and even the silence with those in whom she came in contact, implied and often expressed, that she was banished, and as much alone as if she inhibited another sphere, or communicated with the common nature by other organs and senses than the rest of human kind,† (78).This narration speaks to the severity of the punishment not necessarily thought about reliability, but how it affects a person psychologically and emotionally over time. This quote also refers back to how cor rupt society is because society will not only treat her as an outsider but also not acknowledge her existence as a quintessential piece of society. Another example of Hawthorne creating corrupt society is when the powerful people in the village decide that Hester is a bad example for her child.Because they believe she cannot possibly be a good role model they come to the conclusion that taking Pearl away from her mother would be the best thing to do. The belief among many in the village was that, â€Å"If the child, on the other hand, were really capable of moral and religious growth, and possessed the elements of ultimate salvation, then, surely, it would enjoy all the fairer prospects of these advantages by being transferred to a wiser and better guardianship than Hester Prune's,† (91).This was, of course greatly supported by Governor Bellingham, one of the most influential place in society, she develops an opinion about the leaders in society and the human foundations that seemed corrupt. The reason that Hester is able to develop a seasonable and minimal appreciation for the society of which she is marginally a part, is solely because of the fact that she is detached from it.Upon Hester realizing her self-worth and purpose in life Hawthorne compares her view point of society to that of an Indian's appreciation for societal convention: â€Å"For years past she looked from this estranged point of view at human institutions, and whatever priests or legislators have established; criticizing all with hardly more reverence than the Indian would feel for the clerical band, the Judicial robe, the pillory, the gallows, the reside, or the church,† (180).Another example of Hawthorne incorporating transcendental themes into his writing is when he describes Damselfly's return to town from the meeting with Hester and Pearl in the woods. The reader is informed that, â€Å"the same minister returned not from the forest† because his demeanor and everyth ing about him has changed due to the affair and the way society has handled the act and the inevitable punishment. The sordidness of society in this village does not only create corrupt the laws, assign harsh punishments, and corrupt adults, but also negatively influences children.Children growing up in this society are led by the examples by those around them. They are taught to treat Hester and Pearl in a certain way because of her sin and how the rest of society treats them. While walking through the village with Pearl Hester overhears some children, â€Å"Behold, verily, there is the woman of the scarlet letter; and, of truth, moreover, there is the likeness of the scarlet letter running at her side! Come, therefore, and let us fling mud at them! † (93). This statement, spoken by a young schoolboy, signifies the effect corrupt society has on children who know no different from how they were raised.It also speaks to the cruelness that Hester and Pearl were forced to endure because of corrupt society punishments, and contradicts the transcendental ideals of youthful purity and innocence. Youthful innocence was an ideal in transcendentalism that Hawthorne emphasized in The Scarlet Letter. Throughout the novel Hawthorn's presents his ideal of society. He stresses the importance of youthful innocence to such an extreme that being virtuous, innocent, and pure was more natural than being educated. An example of youthful innocence having precedence over education is whenDimmest is walking through town and see a young woman, who possesses the innocence and religious purity that are the most valuable qualities for a young lady to possesses. He compares her purity and fairness to that of paradise: â€Å"She was fair and pure as a lily that bloomed in Paradise. The minister knew well that he was himself enshrined with the stainless sanctity of her heart, which hung it's snowy curtains about his image, imparting to religion the warmth of love, and to love a rel igious purity,† (197).This illustrates the especially large impact that youthful innocence has over things while also tying in religion and purity. Another way that Hawthorne evokes the theme of youthful innocence over education is the fact that Dimmest is a very educated, eloquent man, but is still a sinner. While talking to Hester, Chlorinating reflects upon himself, â€Å"But all my life had been made up of earnest, studious, thoughtful, quiet years, bestowed faithfully for the increase of the other,- faithfully for the advance of human welfare,† (156).This quotation proves Hawthorn's transcendental belief that youthful innocence does surpass education. Chlorinating did not seem to comprehend the fact that education means nothing unless you are a pure and innocent soul. The reason why this matters is because Chlorinating thought that his education should make him inept to the bad things that he's done, but he was not due to his hidden infamy and forbidden sin. In The Scarlet Letter the feeling of youthful innocence over education is often evident after an appearance of a young mother or young woman.In the beginning of the book, on the first morning of Hester punishment, through the mesh of voices a young mother mess intent on opposing the corrupt, cruel and harsh views of society with a lighter more virtuous and sympathetic opinion. The wives and women of this town are confused by Hester punishment concluding that her punishment for this sin should be more severe, such as branding an â€Å"A† on her forehead or even killing her. Upon hearing this a young woman interposes with â€Å"Ah, but, let her cover the mark as she will, the pang of it will always be in her heart,† (49).This piece if dialogue really illustrates the regard that Hawthorne has for youthful innocence and the pure outlook it gives to not only the problems in life, but also the solutions. Lingering pain is something Hawthorne also talks about when touching upon tru ths of the human heart. Throughout The Scarlet Letter there are many descriptions pertaining to the foundations of human heartache, love, sin, and life. Hawthorne expertly places these statements throughout his work to make each lesson learned distinct and specific to the situation in which it was found.Hawthorne believed that the lingering pain on feels was always there, but because of our natural inclination to make it through cost anything our hearts and minds ignore the pain we feel until it is at level of manageability; until we can process and really feel the consequence of our sadness or, in this case, sin. â€Å"In our nature, however, there is a provision alike marvelous and merciful, that the sufferer should never know the intensity of what he endures by its present torture, but chiefly by the pang that rankles after it,† (52).Hawthorne believed that in one's the nature there is an adoption that makes our hearts capable of dealing with torture and misery or sadness without knowing to what degree it affects s. This quotation expresses the pain that Hester doesn't feel the full effects of now, but will in the future. Another truth of the human heart that was revealed examines the dishonesty between Damselfly's and the public and the outcome of that dishonesty.Hawthorne informs the reader that one cannot portray a different side of oneself the public and a different one to one's own without being unsure of which is not only the real one but also as to which was trying to be denied in the first place. Dimmest was the person whom Hawthorne focused on while describing this truth f not only him but also of the human heart, â€Å"No man, for any considerable period, can wear one face to himself, and another to the multitude, without finally getting bewildered as to which one may be the true,† (194).This quotation, in context, expresses the torture Dimmest goes through in figuring out how to deal with the sin he committed and also how he contend s with his imminent confession. It also describes the change in Damselfly's character. How he is portraying himself as a feeble, reverend to the public, and a horrible sinner to himself eventually confuses During the course of The Scarlet Letter there is a focus on the dilapidating effects that guilt has one's self.The feeling of guilt is one of the more constant themes in this novel because everything seems to relate back to it affecting the characters' lives, inner psychology, and the actual plot of this infamous novel. â€Å"And be the stern and sad truth spoken, that the breach which guilt has once made into the human soul is never, in this mortal state, repaired,† this quote speaks to the severe impact that guilt has on the human soul and heart and how impossible this can be to fix. ThroughoutThe Scarlet Letter Hawthorne incorporates elements of transcendentalism and romanticism through his narrator. His portrayal of the pureness of the natural world, the pervasive idea that society corrupts, youthful innocence, and the truths of the human heart are all found within each plot twist, every chapter, and in all of the ideas explicitly and implicitly revealed in this timeless novel. Hawthorne not only used these elements to write a novel that was widely regarded as a literary success in 1850, but also managed to write a novel that would still be a seminal work of American Fiction.

Audience Analysis Worksheet

You are called on to present quarterly sales information at an in-person meeting to a group of stakeholders, including managers, salespeople, and customers. Knowing communication must always be designed with the audience in mind, answer the following questions in 75-100 words each. 1. What characteristics of the audience must you consider? There are many characteristics to consider such as the audience’s knowledge on the presentation subject, their age, and the audience genders (all males, all females, or a mixture of both). Knowing the audiences educational background is also helpful. If all are managers they will have more knowledge than salespersons, etc. Other considerations would be are there members present from outside the company? If so you may need to be sure not to divulge company secrets. Last you might want to consider specifically what the audience needs to learn or get out of your presentation. 2. What communication channels are appropriate? Explain. I think for a presentation there are only three acceptable channels. One is face-to-face, another would be by way of video conference and last teleconference. Of the three Face-to-face would be the best channel because the presenter can interact with the audience based on the expression of the audience. Face-to-face presentations, allows the presenter to adapt to the audience. Video conference is also an effective channel but limits the presenter based on the size and view of the camera. Last teleconference would be my last resort. This channel limits the presenter by not knowing who is asking questions, who is attending the presentation and unavailability of two people to talk at the same time in the case a question arises. 3. What are some considerations to keep in mind given the diversity of the audience? When briefing diverse Audience’s there are many things to consider. You must realize that most people come from different backgrounds and have different lifestyles. Some of the things to consider would be; the audience beliefs, values, attitudes, genders, race, etc. Another major thing to consider is the importance of audience members. Company presidents, managers, stockholders, floor workers etc. If it is a presentation for all you must keep it general while making sure to cover main points that apply to all audience members. 4. How do you ensure your message is effective? When giving an oral presentation you should keep your message simple. Keep it simpler than if you were to write it. Also ensure that your opening and closing statements are strong, this places emphasis on the main points of the presentation. Get the audience involved in the presentation by asking questions. This also helps to ensure audience members retain the information upon conclusion of the presentation. Multimedia can be used such as video, still images, clipart, and text in your presentation, this helps to engage the audience. Last you can use humor to put the audience at ease, just be sure to joke about yourself and not others you do not want to offend anyone in the audience.

Christianity Assignment Example | Topics and Well Written Essays - 250 words

Christianity - Assignment Example An eye for an eye meant an actual eye for an eye. The Pharisees felt the oral tradition could be interpreted as an eye could be replaced for the value of the eye. Although both the Sadducees and Pharisees fought against each other, both group groups disapproved of Jesus. Both believed in one God. Jesus was preaching that He was the Messiah. Instead of the law that both Sadducees and Pharisees believed in, Jesus was preaching forgiveness and love. While the Sadducees did not believe in an afterlife, the Pharisees thought the way to heaven was by following the law. When Jesus tore down the money changer tables in the Temple, both groups decried him as a sacrilege. Jesus came preaching new concepts that the Jews did not want to listen to at the time. I believe the pivotal event in the emergence of Christianity between Jesus’ death and the end of the Roman Empire was the conversion of Roman Emperor Constantine I. I think if any other Roman Emperor such as Caligula, Nero, or any other save for Constantine had promoted Christianity than Christianity would have remained a cult and not grown. However since Constantine I had many military victories and his greatness helped promote Christianity. In Catholicism anyone baptized is saved. Children are baptized as soon as possible to save their immortal soul. This practice uses baptism as a way to be saved. On the other hand, Calvinists believe only someone who has accepted Jesus in their heart should be baptized. A preacher must talk and be convinced of the individual’s sincerity. This type of baptism is used to show they have been saved. For a Calvinist to submit to a baptism and not be saved only infuriates God. It would be better to be saved and not baptized than be unsaved and baptized. Two theological issues that caused the Reformation was King Henry VIII declaring himself not under the authority of the Pope. Henry became head of the new English Church. The second theological issue was the Bible. The

End of Module assesment work Assignment Example | Topics and Well Written Essays - 4000 words

End of Module assesment work - Assignment Example One similarity is that both articles are exploring the issues of school pupils and students, together with the problems that they face. One article examines how pupils in mixed secondary schools within the UK together with their teachers experience pupil voice. It problematizes the philosophy of pupil voice, examining the idea of young people being enabled to influence the outcomes of their own education, highlighting the need for them to speak out about issues concerning them. The other article explores the feelings of students towards the literary lessons in an academic year, together with their behavior towards it (Carter-Steel & Al-Hakim 2009). A difference occurs in that while one article is a study of the feelings of several students over a course of time, the other is just an article that examines the experiences of teachers and students about a certain issue, and it does not involve an actual study. The pupil voice article applies visual methods to find out how the pupilsâ₠¬â„¢ voice, discipline, and engagement are carried out within a school, while the primary classroom article applies an actual study of the pupils involved. It uses a typology of the pupils on a basis an analysis of the school policy’s documentation (Fisher 2011). ... The pupil voice article is a study of how secondary school students express their feelings and ideas to their teachers such that they will be heard and understood. It offers advice on how the pupils and students can do this in the best possible way. The primary classroom article on the other hand, explores the perception of the students towards their lessons and the academic year as a whole, providing examples of how they are dissatisfied with the learning process although they comply with the rules and regulations. This is an apparent similarity in scope that is present in the two articles (Fisher 2011). Perhaps the only difference in the scope of the two articles occurs in the study area explored. In the primary classroom article, its study involved only the pupils that are in year six of their primary education. Although it sampled over 100 pupils, it limited its study area to just a certain class year, as opposed to the pupil voice article. The pupil voice article has a wide stud y area that is an urban secondary school for students aged between 11 and 16 years old. This means that unlike the classroom article, it examines students of several class years, not just one, thus it has a wider sampling data (Carter-Steel & Al-Hakim 2009). Similarities and differences in paradigm Paradigm involves a set of forms all of them containing a certain theme. In the two articles, the common theme is the expression of pupils and students’ feelings while they are at school. Both articles explore this theme using several ways or forms, both of which have similarities as well as differences. One similarity in the forms is the use of study techniques and study methods, involving the examination of a certain group of pupils and students. The primary

Prison Overcrowding - Causes and Effects, Reforms to Reduce the Issue Coursework

Prison Overcrowding - Causes and Effects, Reforms to Reduce the Issue - Coursework Example The real meaning of imprisonment is not achieved since prisons become places of dehumanizing the prisoners unnecessarily, rather than serving as correction centers. Overcrowding results in undesirable situations such as prisoner strikes, epidemics, death, prison breaks amongst other things. Such situations are usually overwhelming to the prison administrations and usually attract undue disapproval from human rights organizations (Cox et al 1984 p. 1149). This paper is a discussion and a critical evaluation of reforms that can reduce prison overcrowding. There are several factors that contribute to prison overcrowding. The laws of many countries require that suspects be kept in remand awaiting conviction. The number of crimes punishable by imprisonment is high, including some which fines can be an effective alternative. With the current rate of population increase, there is a possibility of a continuous rise in crime. This means that prisons will be receiving inmates from time to time, creating the possibility of an increase in overcrowding within prisons.   The behavior of prisoners is largely affected by overcrowding, mainly tending to lean towards anti-social actions facilitated by idleness and the presence of a large number of people with varied behavior in a small space. There is therefore need for reforms that could reduce prison overcrowding. - Shortening prison sentences would be significant in reducing prison overcrowding. It can help in avoiding the accumulation of prisoners since as more are brought in, others leave to create more space. - The offenders who are not violent and have been proved incapable of jeopardizing the security of the public can be put under community work until they complete their sentence. Parole reforms can play a significant role in reducing overcrowding in prisons.   - Constant evaluation of progress in terms of prisoner improvement is important in order to release prisoners who have reformed etc.

Summary hardware, software findings Research Paper

Summary hardware, software findings - Research Paper Example This is a special information system that is procured differently from the rest of the software. This information system, however, is not fully owned by the Intel Corp company. This is because it is hired from the cloud service provider (Blundell, 2008). Another important feature of the architecture of hardware and software of Intel Corp is that it has adopted the latest technologies in their system. There is the use of cloud computing in their network. This technology helps to overcome the challenges of having servers and whole applications on the local site. This system and arrangement are seen in the way the company operates the CRM software. The CRM software is accessed from the cloud service provider. This means that the company does not own the software system in full (Hamlet, 2010). Another important aspect that can be seen in the software is that of using one vendor to procure the software. Most computers are installed with Windows Operating systems and Windows based software applications, like office suites and utility programs. The hardware components that are found in the company are seen to adopt client-server architecture in most of the structures that have been analyzed and presented so far. Most of the computer hardware is structured in such a way that the machines depend on each other to access the important server parts of the hardware. One deficiency that I find with the software is that they are from one vendor. As stated earlier, most of the applications are for Windows. In case there will be a need to have an upgrade so that there other applications from the other vendors, this could be a tedious and difficult task. This is because there is no arrangement that has been done to ensure that the future installations of different applications are well taken care of. Another deficiency is that of efficient

Socrates Research Paper Example | Topics and Well Written Essays - 1250 words

Socrates - Research Paper Example To put it in simple words, Protagoras views the principle of morality as a valuable aspect that facilitates social cooperation. On the other hand, Socrates holds a vision about the principle of morality as a matter of an individuals’ interrelation towards his/her own soul which cannot be taught based on certain defined theories or assumptions contradicting Protagoras’ views that a person learns virtue from his early age recently when he/she starts speaking (Plato 5-25). Thesis Statement This study intends to analyze the arguments made by Socrates questioning the dialogues in Protagoras regarding the teachability of virtue and education humans regarding wisdom. Protagoras’ acclamations with reference to the viewpoints of Socrates will also be analyzed in this study to recognize the role of a rational agent, its justness and also its goodness in teaching wisdom to individuals. Proper justification will also be rendered with concern to the agreeability of the thesis , i.e. Protagoras. Explanation of the Argument The sole concern of Protagoras’ acclamations has been to rationalize that virtue and wisdom of human life can be taught. However, this argument has further been countered by Socrates where he questions the reality concerning the teachability aspects of virtues. ... Conversely, Socrates holds a perception that the diverse aspects of virtue are singular as well as indivisible in nature. As per his beliefs concerning the aspects of courage and wisdom are simply dissimilar names for two similar qualities of good life. Apart from arguing regarding diverse aspects of virtue, the determination of the interrelation between knowledge, doing good and pleasure have also been focused in the rudiments of Socrates’ arguments based on Protagoras’ dialogues. In this connection, Socrates proclaimed that pleasure undividable with the concern of good. This can be further rationalized with reference to Socrates’ acclamation that anything which seems to be painful is regarded as evil. This particular proclamation of Socrates signified that it is not possible knowingly to do what is good which apparently contradicts the views of Protagoras stating that individuals can be taught of doing good. Moreover, the proclamation put forward by Socrates al so represented with reference to the fact that it is quite unfeasible to live delightfully while performing any sort of evil activity which again rationalizes a strong connection within the various aspects of virtue as described by Protagoras. Conversely, Protagoras argued that there are several people who are not able to measure the most prominent doing that would bring pleasure to them. Hence, as a consequence, wrong activities are generally caused by ignorance that is not to be considered as a conflict or disagreement between ethical duties and the aspirations for pleasure within an individual. According to Protagoras’ dialogues, there lay the requirement of a specific art or

Look below Essay Example | Topics and Well Written Essays - 1500 words

Look below - Essay Example The determination of the five important skills that the forensic accountants must posses It is important to know that the field of forensic accounting is a special arena of accountancy that deals with engagements with the outcomes from real as well as anticipated disputes. The word forensic means suitable for use in law court and it is referred to that standard that the potential result that the forensic accountants’ personnel have to work. The forensic accountants are also known as forensic auditors and they often have to engage themselves in providing expert advice at the eventual trial. The accountants require some type of skills in order to perform effectively in the market. The most important skills that the accountant requires are analytical characteristics, ethical, investigative, auditing skills, communication, interpersonal as well as specific credential requirements. The forensic services contribute an important part in the client services list and with the view to b ecome a productive accountant it may not gets transformed into productive accountant. The effective forensic accountant should have some professionalism to define the broad spectrum comprising of knowledge and skills. The services of forensic accounting comprises of the following: The application and the implementation of the knowledge as well as investigative skills acquired by the certified public accountant Collecting, analyzing as well as evaluating the evidential matter Interpretation and the outcomes in the courtroom or some other administrative venues The next tabulation will show the forensic knowledge required in the process The professional responsibilities and the practice in management Resolution to dispute, laws and courts Preparation and planning of the business process Collection of information and documentation of important information Invention of new techniques Reporting, experts and testimony The core skills of the CPA comprises of forensic accountants knowledge a nd some special forensic knowledge. The core skills in the arena of education, training and the accounting principles along with some attested services conclude the skills from the traditional accounting perspectives. However on the ideas of forensic accountant the same set of skills may not be adhered to these basic skills. Some of the areas explored and relevant to the forensic account and accounting are mentioned below. The characteristics and the traits The niche skills The advanced skills The specialties required and the certifications The arenas for advancement It should be noted that there must be some gap between conceiving the skills and the requisite knowledge along with the ability to transfer the skills into implementation of forensic accounting practices. The skills and the traits point out to the necessity for the accountant to search for the related information and the implementation of the information in the process to solve the problem accrued in the business (Rick, 2010). Then necessity to use analytical practices in forensic accounting engagement may be in the initial processes but it is the most important overall characteristics. The analytical proficiencies are important are important attributes for the forensic accountant (Charles, Ramona & Suzanne, n.d.). The results of different studies show that analytical characteristics are very important in forensic accountant’s ability to opt for the value added services and calls

The Federalist Papers, John Jay Essay Example for Free

The Federalist Papers, John Jay Essay John Jay remarks in Federalist Number 3 that â€Å"[t]he safety of the people doubtless has relation to a great variety of circumstances and considerations, and consequently affords great latitude to those who wish to define it precisely and comprehensively   (Jay, 1787).†Ã‚   By this he means that the new government has the ability to define and defend the people against all threats.   Jay also discusses wars.   He says that â€Å"[t]he number of wars which have happened or will happen in the world will always be found to be n proportion to the number and weight of the causes, whether real or pretend (Jay, 1787). † His solution against the threat of war from foreign powers is to have a United America versus a disunited America.   He also feels that it is in the best interests of all concerned to have a national government that will collectively â€Å"observe the laws of nations towards all these powers (Jay 1787).†Ã‚   Under a national government, treaties would be created and observed, because states can be arbitrary and capricious.   Jay carries over his logic for a federal government because he states that â€Å"such violences are more frequently caused by the passions and interests of a part than of the whole; of one or two States than of the Union. Not a single Indian war has yet been occasioned by aggressions of the present federal government (Jay, 1787).†Ã‚   Jay says in Federalist Number 4 that we should not invite hostilities, but in order to assure that hostilities are not invited, we should stand together as a nation.   As he puts it, [a]s the safety of the whole is the interest of the whole, and cannot be provided for without government, either one or more or many, let us inquire whether one good government is not, relative to the object in question, more competent than any other given number whenever (Jay, 1787). Jay also intimates that a strong central government will be able to stand up to the long-established powers of Britain, Spain and France.   He also says in Federalist Number 5 that as a united nation, we would be free of all â€Å"jealousies† and we would be â€Å"joined in affection (Jay, 1787). It is at this point that Alexander Hamilton takes over the argument to discuss â€Å"dangers and dissentions between the states (Hamilton, 1787).†Ã‚   The first problem he sees is the problem of possible territorial disputes.   By having a   strong national government, the prospect of having this kind of dissention is diminished. Another source of dissention would be commerce.   According to Hamilton, â€Å"[t]he states less favorably circumstanced would be desirous of escaping from the disadvantages of local situation, and of sharing in the advantages of their more fortunate neighbors (Hamilton, 1787).†Ã‚   With independent states, there lies the threat of some states holding power over others that have less means.   There would be various duties that would have to be paid among the different states, and would negatively affect the buying power of the receiving state.   By having a unified national government, he argues, these fears would be allayed. Next, Hamilton discusses the public debt of the union.   He discusses the reapportionment of the debt, and how, under a weak federal government it would be impossible to determine each state’s individual liability.   By having a national government, would allow the debt to be paid collectively or discharged collectively, with no one or two states bearing the burden of repayment. Hamilton next addresses the â€Å"union as a safeguard against domestic faction and insurrection (Hamilton, 1787).†Ã‚   He starts out in Federalist Number 9 with a strong statement—â€Å"a firm union will be of the utmost moment to the peace and liberty of the States, as a barrier against domestic faction and insurrection (Hamilton 1787).† By having a strong union, there is less likely to be internal strife or problems.   This is not a new idea, according to Hamilton.   This goes back to the days of Montesquieu, and his theories, however, Montesquieu recommended a small republic rather than an expanded one such as the United States.   If we were to go by his theory, according to Hamilton, we would â€Å"be driven to the alternative either of taking refuge at once in the arms of monarchy, or of splitting ourselves into an infinity of little, jealous, clashing, tumultuous commonwealths (Hamilton 1787).†Ã‚   He also says that a larger body of smaller states â€Å"arrive to such a degree of power as to be able to provide for the security of the united body (Hamilton, 1787).† He also states that â€Å"[s]hould a popular insurrection happen in one of the confederate states the others are able to quell it.   Should abuses creep into one part, they are reformed by those that remain sound.   The state may be destroyed on one side, and not on the other; the confederacy may be dissolved, and the confederates preserve their sovereignty (Hamilton, 1787).† In Federalist Number 10, James Madison takes up the fight.   He argues that factions are bad for the country because the majority forces its will on the minority with no consideration for their ideas or thoughts.   He argues affectively that a national government can control factions because the effects can be controlled. The administration of democracy effectively deals with the effects from factions and quells minority dissent.   In a republic, Madison says, â€Å"the public voice, pronounced by the representatives of the people, will be more consonant to the public good than if pronounced by the people themselves, convened for the purpose (Hamilton, 1787).†Ã‚   He also notes that in a smaller society, there are fewer factions than in a larger society.   That makes it more probable that fewer people will dominate the society and the will of a few will rule the many.   In a larger society, there   is more of a chance that the will of all the parties will be heard and at some level be represented. Hamilton takes over at this point to talk about state connections and common ties that motivate the adoption of the new United States Constitution.   In Federalist Number 11, Hamilton talks about the â€Å"utility of the union in respect to commercial relations and a Navy (Hamilton, 1787).†Ã‚   He notes that the government is best able to handle the large amount of farming and beginning manufacturing interests.   Additionally, the union will benefit from a navy, and having a national navy will perpetuate the idea of the United States as a player on the world stage.   He also takes on revenue.   He notes that â€Å"[t]he ability of a country to pay taxes must always be proportioned, in great degree, to the quantity of money in circulation (Hamilton, 1787).† Hamilton takes on economy in government next.   This has to do with saving money and spending it wisely.   He talks of territory, stating that â€Å"at the natural limit of a democracy is that distance from the central point which will just permit the most remote citizens to assemble as often as their public functions demand (Hamilton, 1787).†Ã‚   He notes finally that â€Å"nothing can be more evident that the thirteen States will be able to support a national government (Hamilton, 1787).† In many ways, there is a dichotomy in what the Framers had to say about the new constitution.   They discuss many issues, from foreign and domestic threats to the threat of faction to how the new government will help facilitate the fledgling democracy.   The union is also meant to safeguard against domestic faction, help form a Navy, facilitate commerce and trade, and help maintain that democracy over the vast territory of the country.   The Framers had it right, that is, the new form of government was destined to be more complete and beneficial to the new country than the old Articles of Confederation. The Federalist Papers give us a new way to look at our Constitution and see it as a living document and not as a static display of old values and charm.   We must do our part to understand not only the document, but the fundamental readings that surround it, so that we are better able to make this Constitution OUR Constitution, and forever see it as an amazingly crafted document that will live in perpetuity. Works Cited Hamilton, Alexander. Federalist Number 6. The Federalist Papers. 2007. Founding   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Fathers.org. 10 Mar 2009 http://www.foundingfathers.info/federalistpapers/. Hamilton, Alexander. Federalist Number 7. The Federalist Papers. 2007. Founding

Role of a Teacher in English Language Learning

Role of a Teacher in English Language Learning Chapter I Introduction The Problem and Importance This investigation is fundamentally based on the situation that the students live every day in Public High Schools students live everyday, such a case is Liceo Diurno de Esparza within the process of learning English for Oral Communication. As part of Academic Education, learning English has become of primary importance in a globalized world. The creation and the advance of the massive mass media as well as the means of transportation have contributed for people to be able to communicate more quickly. However, despite the fast advancement of communications, an idiomatic barrier exists, and it is imposed among all the communities in the world and that impedes to communicate more efficiently. The study of a foreign language was set in order to improve communication among different countries; those countries establish a universal language as an international way of communication. English is that language; it has become a worldwide language due to the great number of countries that use it as a native or foreign language. English has become mandatory in all public educational institutions in our nation. In the same way, the introduction of transnational companies during the first years of XXI, has brought to the country not only the aperture of more and bigger companies, hence opportunities to Costa Ricans, but also the demand on English speakers in terms of quality and quantity. In our country is very important that at least the basis of English are known in order to communicate in simple phrases, in our daily life routines, also because Costa Rica is a paradise for tourists and it demands a fullness in the way we manage this universal language as part of cultural and social diversity. The intervention of the state in the design of English programs for the public sector was given a little late. According to Cordova, (1994), cited by Miranda (1997): It was not unitl 1925, when the Costa Rican Government through the Department of Public Education decreed an internal regulation that permitted the teaching of foreign languages such as Latin, French, and English in Casa de Estudio Santo Tomà ¡s. English programs were not a success because of the lack of materials and English Teachers; for that reason, the programs were given by people who spoke that language and they had materials brought from other countries (p.3). That is to say, the Department of Education did not have as a priority the learning of foreign languages for the students. Despite the effort made by the Department, the quality of teaching was worse. English teaching continued being developed without qualified professionals, methodology, and material. English teaching and learning changed significantly in 1991, when the National Advisor decided to give a new course to the programs. It was in that year when a specific curriculum for English learning was created in High Schools and it covered Tercer Ciclo and Educacià ³n Diversificada (Senior High). Those programs were based on students needs. As a result advisors established in 1994 a program called Children of Costa Rica, in a modern and integrated world and decided English should be a subject inside the curriculum of schools. (Cabrera, 2005 p.3) Despite all the efforts, English had be taken as common subject inside the national test and covered only the written skill and it did not take into account the oral skills. Cabrera (2005) said that English had become a written test that included only reading comprehension, and the professors were limited only to teach how to read, but they excluded the other linguistic abilities. (p.1) After almost 70 years of English teaching in Costa Rica and multiple attempts to improve the English programs, it was only during the Government of Josà © Maria Figueres Olsen in 1996, when they really began to evaluate the quality of the programs, and it was determined that students from public schools needed to be orally proficient in English. Some years later, the Department of Public Education presented the first program of Conversational English for public schools which is part of the technological Education. The program of Conversational English covered listening and conversational skills to give students the capacity to use any given situation. Since the year 2001, the Conversational English Program has been implemented in the Public High Schools of Costa Rica that want to enter Conversational English as an optional subject in Technical Education. The Advisors of Technical Education are conscious of the responsibility that the High Schools represent in terms of English learning and the quality of the graduated students for they will face the dynamics of the business sector. Thus our current students should respond to the demands of the world in a near future. Yet, and during the last six years, the Department of Education has tried to change English Curriculum to give more emphasis on the oral and listening skills in the quality of English teaching and learning. Despite all the efforts, it is pitiful to know that after five or six years of English lessons, with three weekly lessons in the Tercer Ciclo (seventh, eighth and ninth grades), five weekly lessons in the Ciclo Diversificado (10th and 11th grades) and the development of a Conversational English Program with six weekly lessons, our graduates are still incapable of speaking English fluently. (Al Dà ­a, 2005). Badilla (2003), in his study A proposal of improvement of the applicability of the conversational English program of Public Education expresses that: The Costa Rican curriculum has suffered changes to be adapted to globalization and the programs should be analyzed to guarantee their quality(p.lO). Today, there are few existent studies related to the Conversational English Program and its applicability in different contexts. In the same way, it is important to mention that human beings suffer changes through life, and these changes possess some specific characteristics in the social and cultural aspects. In addition, all societies or communities present different characteristics from others. Those differences produce on any program the necessity of a contextualization because it is impossible to develop a program in the same way. All those aspects are very important to take into account in a program evaluation or study. Due to the little existence of research about the social factors and a good teacher as a facilitator and the way the curriculum of the MEP is applied, the research is considered of importance to contribute with the needs of the students learning. The main focus in this investigation is placed in determination of the topic in theoretical and social frames, according to the Costa Rican context. The investigation is build, as a main source, which analyzes the main factors that have their influence on the learning process of English for oral communication, with a hypothetical supposing that there are many factors which are motivators and barriers for the process of learning English for oral communication. The research considers the individual social characteristics as factors for participation in the process as well. A special emphasis in the investigation is directed about the students achievements toward the skills and capabilities which are required for successfully coping with the everyday job tasks and rapid changes in the students environment and society. Research is also giving the answers about the Teachers role and investment in the process of learning of the students. All of the factors if treating in positive manner will give an impetus to the learning process of individuals while have a negative impact on learning process if acting in a negative manner. But for this investigation we are taking into account three specific elements only, social factors, role of the teacher and curriculum designed by the MEP. The preceding situation justifies the importance of the present study. Justification Todays society demands more active and dynamic communication by the used of efficient ways focused on the learning of foreign languages in order to improved the universal the development not only in terms of economics but also culture and society. Therefore, in the last decade many countries have entered different programs for learning a second language. English learning as a second language requires the developing of a very complex learning process. It has become a need above all in the Costa Rican context because English becomes a language that offers opportunities to find employment. This is one of the greater demands that require the Costa Rican young population. It is important to emphasize that English is currently very important as an international language, and it is the main-reason to justify its teaching and learning to contribute to the student integral education. The students deficiencies to speak English are the result of some aspects such as teaching methodologies, teachers proficiency, short time for the development of the program, the program design, and the students social factors. There are many reasons and needs to learn a second language such as English; some of them are the bilingual personnel that the Job market, business and productive sectors demand. To cover those needs. Costa Rican government has established English teaching in private and public institutions. The authorities of the Department of Education, different businesses and the press have expressed concern because of the poor English fluency that students of secondary schools have after graduating. Umaà ±a (2005), a journalist of Al Dà ­a newspaper, States: English is increasingly necessary to opt for a position of work and it is a great worry in the country because people have very limited preparation to meet the demands of this language. (p.13) Besides the imposed needs by the companies and Jobs, other factors exist which contribute to different personal development of individuals periods; above all, in the social, intellectual, emotional, and psychological aspects. It is important to emphasize that the purpose of the different English programs is not to teach a foreign tongue, it is to teach people to be able to communicate with it. (Cabrera, 2006). In our country, Educational System has advanced by the introduction of the Conversational English Courses in High Schools, yet, there is a need for improving. Learning a second language, in our case English, requires of a process followed by steps that influence drastically the development of the students academically. In the last years, and in an overall way, it is clearly perceived the evidence that the graduating students have suffered the consequences of a poor efficiency level of oral communication in English received during their years in High School. Due to these effects, it is imperative to determine and analyze the relationship among the different factors that influence and provoke whether a positive or negative result in the students oral performance. This case of study focuses on the investigation of the relationship among the main internal elements that influence the process the learning English for Oral communication according to the current profile proposed by the M.E.P. in the 11th graders. Communication is many ways transferring information (Wikipedia.org). Our educational system places more emphasis in other areas of writing and reading. These two skills are important and part of a whole spectrum, however, there must by a greater emphasis and reinforcement on the listening as the input and oral communication as the output. The students that represent the case of study, are teenagers who have being exposed through out all the years to the Educational System. These students carry 10 years of studying English, and still unable to communicate orally in an efficient way. In addition to this, the profile proposed by the M.E.P. within the Communicative Framework attempts that all graduating students reach a certain level of oral communication which sufficient enough will give the future labour sector, the tools to find well remunerated jobs in a competitive world in which the use of a foreign language is mandatory as in the case of English. Yet, the intention of fulfilling the expectations need to be analyzed in order to find better methods and techniques in the process of learning English for oral communication. There is not doubt that the accurate development of the process of learning English through the Conversational English arises as way of given students a new opportunity to develop oral skills that will result into a successful tool for the future. It becomes of primary importance that students fulfill a series of standards imposed by a continuous changing and demanding society in which having a backup of a second language represents a key for progress in all aspects. While many discussions about learning a second language focus on teaching methodologies, little emphasis is given to the internal factors that influence the process such as the role of the teacher, students social factors, and the appropriate use of the curricula of the system. Therefore, this research considers that the study of the internal elements that affect the learning process comes to contribute with the improvement of the pedagogical practice. State the Problem Based on the premonition that the process of learning oral communication is influenced by a series of factors, it is imperative to identify and determine the main questioning as follow: Which Basic Internal Elements Influence the Process of Learning English in a Conversational Course for Oral Communication based on the Profile Proposed by the MEP in the 11th graders of the Liceo Diurno de Esparza in Puntarenas? Hypothesis The basic internal elements in the process for learning English in a conversational course for oral communication to be considered the main influence for the 11th graders are: The role of the teacher as a facilitator The students as the social center of the class The appropriate use of the communicative approach proposed by the MEP. The effect of the internal factors in the English Conversational Class at the Liceo Diurno de Esparza. General Objective Investigate how the role of the teacher as a facilitator, the students as the social center of the class and the appropriate use the communicative approach proposed by the MEP, influence the performance of the students during the process of learning English for oral communication. Specific Objectives Analyze the students as the social center of the class through the process of learning English for oral communication. Demonstrate the role of the teacher as facilitator in the process of teaching specifically listening and speaking. Relate the appropriate use of the communicate approach as part of students ´ achievement of the profile proposed by the MEP. Determine the internal factors effect on the 11th graders oral performance in the English Conversational Class at the Liceo Diurno de Esparza. Scope and Limitations As the major scope of this study, there is the attempt of making a relationship between the internal elements that affect the process for oral communication in the 11th graders. The achievements of this research are: This is centered on the Liceo Diurno de Esparza; therefore, its results to other high schools or institutions of the country cannot be generalized. The expectation for this case of study is to find and prove the effect whether negatively or positively that the role of the teacher as facilitator, the student as a center of the class and the communicative approach working together will launch. The main objective is to compile data that launches important facts about the main elements influencing the process of learning oral communication in the last year of Public High School. The study may be of interest for all English teachers around the country as a diagnose about the importance of teaching a second language using the Curricula (CLT) imposed by the MEP and under the stipulations of the Public Ministry of Education as well as any individual interested in having a view on the basic elements that influence the process of leaning oral communication. In the same way, the study may be a starting point for investigation that in the attempt to look for further information may use this case as the based for their investigation. Finally, in regards of the limitations that may be presented in the investigation are: It is imperative to mention that the Communicative Language Teaching used by Public Education in Costa Rica involves all four skills (listening, speaking, reading, and writing) as a whole spectrum in an integrated way; however, this study focuses only in Oral communication, in other words, in the speaking including the listening skill as the input. The little existence of investigations and studies that can serve of guide for the present investigation. The little existence of theoretical sources about the social factors and its influence on learning English for oral communication. The lack of confidence that the teacher and students can offer about the development of the program in its institutions. The validity or truth of the answers that the students offer in the different instruments. CHAPTER II Literature Review Role of the Teacher as a Facilitator within a humanist and constructivist point of view Today, teachers have to face the incorporation of new principles taken from educational psychology, such as humanism and constructivism. New beliefs, values and assumptions of the teacher about teaching encouraged the emergence of the view of the teacher as a facilitator rather than a transmitter of knowledge (Brown, 2001, 1991; Cook, 2003, 1991; Grasha 1996; Richards Lockhart 1994). According to Grasha (1996), a facilitator is a supporter, a guide, and feedback provider; a facilitator is a monitor and observer of students progress and an aide while learners are building and appropriating their knowledge.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Grashas (1996) description of a facilitator certainly reflects the influence of the humanistic view of education in which the learner is seen as a whole person, not just as a cognitive being whose thoughts, feelings and emotions should be considered by the teacher who makes learning meaningful and engaging (William Burden, 1997). In fact, according to these authors, making learning meaningful and engaging requires a facilitator who can:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ..create a sense of belonging, make the subject relevant to the learner, involve the whole person, encourage knowledge of self, minimize criticism, encourage creativity, develop knowledge of the process of learning, encourage self-initiation, allow for choice , and encourage self-evaluation. (p.38) Furthermore, the description of Grasha (1996) of the facilitator also reflects the principles of constructivism which integrates two branches, the cognitive and social (Brown, 2007, p.12) on learners. Several authors (Mitchell Myles, 1998; Williams Burden, 1997) describe a constructivist teacher as a mediator who encourages students to discover principles by themselves, engages in collaborative dialog with their students to help them connect their prior knowledge with the new knowledge being acquired and presents information in a format appropriate to the learners level of understanding. The humanistic and constructivist influence on the teaching-learning process of second languages is clear. In fact, in order for Communicative Language Teaching to reach its objectives, it requires of a teacher who perform a wide range of roles. According to Gebhard (1996, p.55), teaching is multifaceted, and much of the complexity involves how to assume roles that capitalize on our abilities in English while we at the same time take on roles that contribute to creating interaction in the classroom that is meaningful for both teachers and students, as promoted by constructivism. This explains why several authors agree that teachers perform different roles in the teaching-learning process according to the lesson stage (Harmer, 1991; Nunan Lamb, 1996, Richards Rodgers, 2001). Consequently, the teacher will be a controller when the group must be attentive to the topic being discussed at the moment; an adviser (when the teacher corrects or gives feedback to the students); organizer (when the teacher gives instructions or keeps the students working so the lesson goes on smoothly); encourager (when the teacher needs to encourage students to participate); participant (when the teacher participates in the class activities and respects the ideas, thoughts, and opinions given by students); resource (when the teacher provides information and assists students); tutor (when he/she helps to clarify ideas); researcher (when he/she observes and does some research on the teaching-learning procedures in the classroom), and facilitator (when the teacher creates a pleasant atmosphere for language learning). At first, it might seem that these roles are not consistent with the description of the facilitator, it should be remembered that the facilitator would adapt its teachi ng to suit the learners needs (Gebhard, 1996; Mitcherll Myles, 1997). On the other hand, the humanistic influence on todays teachers is further noticed in what Underhill (as cited in Arnorld, 1999) calls the holistic nature of facilitation. According to this author, every personal feature feelings, attitudes, thoughts, physical, presence, movements, quality of attention, degree of openness and so on (p132) of the instructor can influence the learning environment in which the learners are involved in every lesson. This holistic nature of facilitation also enhances the sensitiveness of teachers toward students reactions to class activities. In this sense, (OHara, 2003, as cite in Brown, 2007), focuses on the process of learning- teaching as a transformative pedagogy. He states that the goal of education is the facilitation of change and learning, where the teacher lowers to the level of student. Moreover, Rodgers (as cited in Brown, 2007) supports this idea by stating that the chance is established by the interpersonal relationships among facilitator and learners. According to this author, for the teacher to be facilitators, fist they must be real and genuine, discarding masks of superiority and omniscience; second have genuine trust, acceptance, and a prizing of the other person as a worthy, valuable individual and third need to communicate openly and empathetically with their students and vice versa. Teachers are challenged in fulfilling the wide range of roles somehow to be balanced in order to create harmony, positive atmosphere and guidance for the students. Yet, in order to be facilitative teachers, Krishnamurty (2001) points out they have to be enthusiastic participants in the classroom   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  ..who facilitate personal growth in students, are unique, extraordinary, worthy of the dedicationIt [Facilitation] requires a self assurance, a willingness to share self, to care, to begin a journey, then launch the student on a personal quest when we find the teacher who is facilitator, we find a classroom where personal growth is flourishing. (p.1) Satir (2001) says that the facilitator promotes effective listening, genuine understanding, respect, and teacher-students-students effective communication in the classroom. Moreover, an effective facilitator makes as many inquiries as possible in order to detect the strengths and weaknesses of students. Grasha (1996) points out that a facilitator is an instructor who guides the students by asking questions, seeking alternatives, and pushing them to have independent criteria. For him, one of the main goals of a facilitator is to encourage the students autonomy. Authors such as (Harmer, 1991; Richards Rodgers, 2001; Underhill, 1999) discuss different traits that an effective facilitator shares. They state that the facilitator keep a low profile so that students can come up with their own ideas about the learning situation. Teachers must not intervene when the students are having communicative activity but must always be ready to help students as necessary. The facilitator does not only understand the subject matter and has the ability to use methods and techniques; the effective facilitator also studies and pays attention to the psychological environment and the learning processes in order to let students take responsibility for their own learning. Importance of Students as the Center of the Social Factor As part of a society, community, school community and consequently of a classroom, the student has an active performance. It is at the core of every day class, thus, of the teaching-learning process. For many years, traditional education has viewed teacher as authority figures Oxford (1990.p10), thus, the center of the class. In these classrooms, the students are objects rather than the subjects. In our country, it is very likely to occur that students have magisterial class even thought our educational system is based on the Communicative Language Approach since many years ago already and consequently, on student-centered classroom. The interaction and exchange of information in language learning of the students is affected by variant social factors. Indeed, students are part of this social community in which students are social beings that communicate in many different ways, are as well a social factor that influence the process of teaching-learning at the internal. The responsibility for learning and progressing is characteristic of the students: Learners must individually discover and transform complex information if they are to make their own, [suggesting] a more active role for students in their own learning than is typical in many classroom (Slavin, 2003, pp.257-258, as cited in Brow, 2007, p.12) Students must control the way they manage themselves within the teaching-learning process, the teacher is just a guide and facilitator (Brown, 2007) who gives them the tools, but it is up to them what the results would be. The whole process focuses on the communicative competence of the students who are at the center of the classroom and the real protagonists. Understanding Fundamental Principles on Learners For understanding the role of students and their development within the process of language learning, Brown (2001.p.54), reflects three fundamental principles for understanding practices for the student to develop a communicative language process. Brown demonstrates by three main principles, the conceptions to be considered: Cognitive Principles Affective Principles Linguistic Principles Cognitive Principles According to Brown (2001.p.55) cognitive is related to mental and intellectual functions. In other words, it refers to what is inner the students mind that influences their development within the teaching-learning process. Automaticity This principle relates to the learning of the language subconsciously, in other words, students exposed to language input that later have the opportunity to experience output, will learn the language without thinking about it, as in an automatic way. In order for students to accomplish this principle it is important that they experience (Brown2001): Subconscious absorption of language through meaningful use Efficient and rapid movement away from a focus on the forms of language to a focus on the purposes, to which language is put, Efficient and rapid movement away from a capacity-limited control a few bits and pieces to a relatively unlimited automatic mode of processing language forms, and Resistance to the temptation to analyze language forms Yet, the principle of automaticity is stated as follow:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Efficient second language learning involves a timely movement of the control of a few language forms into the automatic processing of a relatively unlimited number of language forms. Overanalyzing language, thinking too much about its forms, and consciously lingering on rules of language all tent to impede this graduation to automaticity. (Brown, 2001 p.56) In order for students to built automaticity more efficiently, students should use language in authentic contexts for meaningful purposes. Moreover, students must be aimed at employing functional purposes (Brown, 2001) for gaining more language competence. Meaningful Learning This principle is closely related to the principle of automaticity. Brown enhances the strength of meaningful learning opposed to rote learning- taking isolated bits and pieces of information that are not connected with ones existing cognitive structures(Ausubel 1963, as cited in Brown,2001). On the other hand, meaningful learning (Brown, 2001) incorporates new information into existing structures and memory systems. The fact that students associate sounds, words, structures and discourse elements with what is relevant and important in their every day life use for knowledge or survival is more likely to (Brown, 2001) lead toward better long-term retention. Then, this principle emphasis on students to: Capitalize on the power of meaningful leaning by appealing to students interests, academic goals and career goals. When a new topic or concept is introduced, attempt to anchor it in students existing knowledge and background to associate with something already known, also referred as schemata activation On the other hand, students should avoid rote learning: Too much grammar explanation, abstract principles and theories, drilling and memorization. Activities whose purposes are not clear Activities that do not contribute to the accomplish of the goals of the lesson, unit or course Mechanical techniques, instead, the use of language and meanings. The Anticipation Reward Skinner (as cited in Brown, 2001p 58) states that:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Human beings are universally driven to act, or behave by the anticipation of some sort of reward -tangible or intangible, short term or long term-that will ensue as result of behaviour. It is understood that people are somehow inspired and moved by a goal or purpose and according to this author; the anticipation of reward is the most powerful factor in directing ones behaviour. Within the classroom application and more specifically with the students, it is important that they receive for example rewards for having a good performance that indicate their success. At the same, Brown (2001) agrees that it helps students to see that what students are doing has relevance to their long- term goals in learning English. Yet, it has to be clear stated that this practices must be regulated in order not to create (Brown,2001) dependence over the rewardsto look only over rewards and the development of own internalsystem of rewards by the students side. Instead, students have to be aimed to receive according to Browns constructive classroom implications: An optimal degree of immediate verbal praise and encouragement. Reward each other [students] with compliments and supportive action Short-tem reminders of pro

Envrionmental Anaylysis Of Nissan And Renault Marketing Essay

Envrionmental Anaylysis Of Nissan And Renault Marketing Essay INTRODUCTION: The organisations operating in 21st century are characterised by volatile, turbulent, and brisk changes. The rapid pace of changes has both positive and negative impact on the working pattern of employees in the present environment. Moreover, leadership, globalisation, diversity, flexibility and networks are the major drivers and trends of change management. These trends create opportunities and threats in the organisation which are illustrated as follows. TRENDS ISSUES Globalisation Global vs. Local Diversity Homogeneous vs. Heterogeneity Flexibility Flexibility vs. Stability Networks Interdependence vs. Independence According to Ghosn (2009), Diversity has different angles which bring things together which are inaccessible in the corporate environment and in physical world. Moreover, diversity plays an important role in implementing effective change and to stay competitive in the global environment. The world is so complex and changing at an accelerating speed therefore the agenda should be driven by diversity and globalisation. However, diversity is not something that can be imposed in organisational culture and beliefs (Anderson, 2008). Moreover, the concept Diversity is fundamentally linked dealing with the change. At present, organisations depend on cross functional teams to enhance global competitive edge. However, this type of teams cannot capitulate expected performance (Ancona Caldwell, 1992). In contrast, cross functional team need collaboration between them. Here, to enhance the performance cross functional teams, they need to understand the concept of diversity. NISSAN RENAULT AT GLANCE: Company Particulars Nissan Renault Vision Enrich peoples life Drive the change Mission To offer exclusive and innovative automotive products and services by ensuring high quality values towards stakeholders in alliance with Renault. To achieve success thorough sustainable development by safeguarding quality in which company operates with its partner Nissan. Date of Incorporation 26th, December, 1933. 25th, February, 1899. Revenues (FY 2009) 3.35 billion euro. 33.71 billion euro. CEO Carlos Ghosn. Carlos Ghosn. Headquarter Japan. France. Employees 1,75,766. 1,24,300. Product Range Automobiles, Outboard Motors, Forklift Trucks. Automobile, Industrial Vehicles and Financing. Subsidiaries Infinity, Nissan Forklift, Nissan Marine, Nismo, Autech. Automobile Dacia, Renault Samsung Motors. Operating Worldwide 118 countries around the world. Renault Nissan Alliance is an inimitable partnership of two companies combined for performance and created a national automobile group of global scale, signed on March 27, 1999. This alliance based on two main founding principles: By combining both companies strengths and developing each and every possible synergies throughout to convey a productive approach i.e. Win-Win results. Respecting and preserving each companys self-sufficiency of their brand uniqueness and own corporate. The revival plan developed by an international team of 200 Nissan managers. What this global team has done is fully understand the root causes of our current problems and develop solutions that allow Nissan to act decisively ( Ghosn). The revival plan come together project to develop Nissans business and existence of market and it also reduce net debt from 1.4 trillion Yen to less than 700 billion and also reduce the cost by 1 trillion Yen by FY 2002. The combination of growth and cost reduction will allow Nissan to achieve a consolidated operating profit of 4.5 percent of sales by FY2002, (Ghosn). The main and the first goal of revival plan are to return Nissan to profitability for FY2000. While cost cutting will be the most dramatic and visible part of the revival plan, we cannot save our way to success (Carlos Ghosn). Revival plan highlights Nissans dedication to become worldwide achieving growing market share, competitive and profit based on desirable products and brands. This revival plan not only shows Nissan make progress and develop into a strong company over again, but, make Renault as the worlds fourth largest car maker. ENVRIONMENTAL ANAYLYSIS OF NISSAN RENAULT: PEST Analysis Factors Nissan Renault Political Government policy: Impacted positive on automotive sector so as to Nissan-Renault Policy to promote local manufactures and exporters Economical Time of inflationary and deflationary: Due to rise in interest rates , there is hike in prices of oil and car, buying power of customers goes on pick which indirectly affect to the Nissan-Renault. Currency Evaluation: Volatility and unstable currency rates affects the operation and sales of Nissan Renault. Impact on countries economy: Automobile industry uses plenty of goods such as aluminum, plastic, rubber, computer chips, vinyl, textiles, rubber, coppers, iron and steel.. Social Personality status: As standard of living of rises, people opt for more luxurious car. Population: Increase in population results in more sales of car. Standards and attitudes: Different values and attitudes are affects on the customer. Technological Technological change: The changing in the technology makes huge impacts on the product life cycle. Internet: Nissan Renault has very vast opportunity to advert their product by on website and gains competitive advantage. Opportunities As Nissan Renault is way back in to the hybrid technology so company needs to adapt this technology. However, hybrid technology is not much old so Nissan Renault should initiates to produce hybrid car. Continue to expand mainly in the developing country particularly in the Eastern Europe and Latin America. Introduce new innovative ideas. Threats Instability of fuel prices holds the sales of cars. Purchasing power of the consumer is been affected by the global economy. Competitor growth is been increased in this era for the Nissan Renault. Macro factors such as interest rates, inflation, incomes, recession, and unemployment. LEADERSHIP AND DIVERSITY : There is no question about the leadership vision of Carlos Ghosn. When he evaluated the revival plan by observing the strengths and weakness. He analyzes the situation by setting some objectives that were affecting the company from performing at better level. He makes the teams to choose the better methods of achieving the targets. Carlos understand the the objective and vision of Nissan and work culture was indistinguishable. He clears the strategy and vision in its Revival Plan. The culture of Nissan was homogeneous as they were thinking in the same manner. Though the CEO of Nissan opt for the changes, but the work force did not feel the changes was necessary in the culture of organisation. In order to transform Nissan, there was need for new culture to have impact on the culture of organisation (Nakae, 2005). The cross functional teams has to achieve something in order to delivery of revival plan successfully. For this objective the cross functional teams were form with both car m anufacturing organisation and the desired outcome was to equilibrium the cultural values. Cross functional teams are managed by executives appointed by Carlos who are open minded, reliable, culturally diversified. The whole transformation of leadership was to improve the performance of the Nissan. The Cross Functional teams were not created to share views and ideas of each culture. However, the motto underneath was to split the hierarchical barriers in the organisational culture. However, enabling the changes in the organisation cannot give assurance of success. The protection of self-esteem of the particular culture and the identification of organisation must be assured. However, he argues that facilitating change with upholding interest of organisation can wobbly balance act (Ghosn, 2002, Harvard Business Review). The leadership of Carlos Ghosn has characteristic of cultural diversity and with the help of his diversified cultural experience, he extract the cultural differences in organisation. In addition to this, when revival plan of Nissan was implemented, this was stage of performing for the cross functional team. However, the factor which considered as critical and hurdle in the stage was eastern collectivism and homogeneity of Nissan organisational culture. On the other hand, individual sponsorship with both diverse teams can be helpful to remove certain barriers to diversity of cross functional teams. CHANGE APPROACHES: Following are the change resistors and change approaches given by Kotter to Schlesinger (1979) which can help Nissan and Renault alliance in order to successfully implement rival plan. Participation Involvement of people in Staff Groups Decision Making Increase Commitment Facilitation Support in Identifying Resistance Convincing the Commitment to change Attitude Behaviour to Change Compulsion or coercion Explicit or Implicit Warning for behaviour Written notice for termination on Failure Negotiations Agreements to Overcome Resistance Use of Effective Third-party settlement Communication Learning about the change by Informing Educating Justifying Resolving disputes Adjustments Co-operation Use of Power to fulfil need for adjustment Grouping Threats and Rewards to fulfilment While implementing this change there might be resistance to change at different level in the company as suggested by Kotter Schlesinger ( managing innovation change : A critical guide for organisations 2nd edition, Nigel King Neil Anderson 2002). Individual level Group level Organisational level REASONS FOR ALLAINCE: The main reason of the alliance was to sharing investment, technology, respective cultures and supporting each other. The alliance was particularly made on the eagerness of the Carlos Ghosn to prospective successful synergy and keep freedom of the operations and culture amongst both organizations. Renault was keen to provide a common platform for generate development cost in important economics such as design studies prototyping and validation protocols, purchasing and industrial equipment. Which strategy has also been successful and adopted by several company such as Daimler-Chrysler in the United States and Volkswagen and Skoda in the Eastern Europe. They also focused on to the improve coordination and cost reductions for Nissan and Renault to the economic point of view. The major advantage of the alliance was both companies able to steps forward in to the foreign market for the instance Renault builds their car in the Mexico plant and to the other hand Nissan able to use Renaults Brazils plant. And also able to use their distribution channels in to the different countries. Under the alliance of the Renault and Nissan had agreed to share their components and their engines, for the instance Renault is expert in making diesel engines and Nissan is expert in making petrol and manufacturing procedure. Moreover, vision of two foreign companies to achieve mutual respect and peruse a common target we ask every single team not to do anything for the other teams. Pursue your own interests, growth and profitability. Because you are doing this, you will seek synergies (Ghosn, www.extra.emeraldinsight.com). This was the most important aspect to support the alliance of Renault Nissan, not merger. NISSAN RENAULT ALLAINCE STRUCTURE: Renault Nissan Alliance Objectives To be Ranked Amongst Top Three Companys in the Eyes of Customer Quality Value Product Services Technology Leadership excellence Each Region Segment Sustainability High Profit Margin Growth RENAULT 50% NISSAN 50% RNPO: Renault Nissan Purchasing Organisation RNIS: Renault Nissan Information Services 15% 44.3% Revival Plan Major Areas of Cooperation/Change   Carlos Ghosn was able to convince both the companies to  align  and come to following areas of collaboration, PURCHASING Both the companies are agreed to tie up their purchasing activities and try to minimise the purchasing cost of raw material. In the year 2001 during the rival plan both the companies were sharing about 30% of combine buying activities where as at present in the year 2009 the cooperation has increased to 100% which indicates the success of this alliance. Research and Development Under this regards both Nissan Renault both agreed to following two points. Allocate similar stage and components which are not really visible to customers as open body of automotive products in order to achieve the economies of scale and to reduce purchasing production cost. The platform integrated their efforts by manufacturing cars like Nissan Qashqai Renault Megane and many others which resulted in combine sales of more than 50% in the year 2008.  Ã‚   Switch Over Technology Production The tie-up enable both companies to swap their technological expertise to create competitive advantage. The Alliance was successful in creating gearboxes together for their combine products. They expertise of Nissan in making gasoline engine and Renault in making diesel engine resulted into co production of different engines. Both companies are moving forward to align their strategies and advanced mechanism in safety, environment performance. They also aims to develop zero emission technology which enable them to focus on electric cars by the end of 2010. Cross Cultural Management/Teams The unique alliance between Renault Nissan has been working for more than eight years by setting up collaborations in managing culture at all levels as a continuous process of best practices. It is very difficult for Carlos Ghosn to handle the cross cultural tams of Japan France at the same time but with the effective leadership he was able to create more than 30 teams each year. Apart from the above the alliance has decided to set production standards in both the companies which resulted into increase in the overall sales of the company. Both firms are using each others manufacturing capacities in order to produce mass production which in turn gave core competence in production capacity to both car manufacturers. HOFSTEDE CULTURAL ANAYLSIS : Hofstede model of cultural Dimension (source: hofstede, (1991), available at: www.ifets.info/journals/5_3/frank.html) Hofstedes cultural dimension helps us to categorize the key divergence between cultures. Thus this model was used to evaluate French, Japanese, and European culture. According to Hofstedes analysis there are three cultural dimensions that varies between French and Japanese culture power distance, individualism and masculinity (Hofstede, 1983).Because of the differences in masculinity scores it would be accepted that Japanese workforce have a different outset of gender in comparison to their European and French counterparts. Possibly this could direct to tension or pressure between female European workforce and Nissan employees. Japanese gender differentiation could also create legal problems due to the anti discrimination legislation in the Europe A high Power Distance score is directly linked to an autocratic management style. The variation between Japan and France points out that French managers have a more centralised, less counselling approach than their Japanese age group it is also states that average power distance of Europe is low as compared to France and Japan signifying that autocratic style of management in these countries would be strange throughout Europe both the countries have high scores in terms of power distance the Japanese put a high emphasis on the workforce age,( Deller and Flunkert) 1996 state that even capable junior staff will not be given preference over older colleagues. So employees. The significance of superiority is connected with the Japanese principle of lifelong possession with many of the employees commit to one firm which they toil for the whole of their life. In comparison the French structure chain of command is based on the educational backdrop of the person. The education system of France is so vastly controlled with the most brilliant student being conventional to elite schools. Approval to this school is a status mark that prevails through the existence of person with the French perception of accomplishment being judged by a persons family background, educational level and financial rather than by direct accomplishment (Newson -Balle and Gottschalk, 1996). This could lead to disagreement if Japanese disrespect their French counterparts and the French shows lack of respect to their uneducated Nissan associates A countrys individual signifies the level to which culture underpin person over communal success. However it states that workers work better independently who has high level of individualism in comparison with those low scores France has the highest level of individualism score compared to Japan i.e. France with 71 whereas Japan with 46. Therefore Nissan in its European operations must give an opportunity for its employees to gain accomplishment. Moreover if it is put into practice in Nissan operation it can escort performance and motivation The long period of direction signifies a level that the long term goals greater than the short term goals becomes the centre of attraction for the members of society. However it is vital to understand that managers at Nissan should design the strategies by arriving at a logical assurance while working with the Renault ENABLERS AND BARRIERS FOR REVIVAL PLAN: The alliance leader of Nissan Renault imposed incremental change through Nissan Revival Plan 01/2. The key driver for the change was to provide Nissan with sufficient market oriented strategies to compete in the market with other larger manufacturers with heterogeneity in their Japanese organisational culture. However, high risk in the alliance was to deal with cross culture value and beliefs of organisation. Nissan was facing problem of product recalling which was damaging its brand image and the other is the lack of diesel technology in comparison with their key competitors. The focus of Nissan was on profitability, cost reduction, innovation in Europe to continue its growth and brand reputation. As the commodity prices poses a threat to Nissan they oppose this problem by making some alterations in their input materials. They have developed a twofold strategy which is to maintain the equilibrium between individual uniqueness and maintaining their globalized resources. The increasi ng demand and supply in car manufacturing industry by launching new innovative model was the critical enabler factor for Nissan to cut their manufacturing overheads, increasing purchasing power, reducing bargaining power of consumers to remain presence in the market. The main threats for Nissan is the market saturation which effects its growth as the volume of the car sales fell which has make Nissan cant able to make its presence in the European market. The hurdle in this alliance is the culture of the organization which effects the stability and strength of the organization. However, apart from the , the main objective was to create dual citizenship which balanced the equilibrium and support their cultural values and desires to success of the organization. FORCE FIELD ANALYSIS FOR DRIVERS OF GLOBAL CHANGE: DRIVING FORCE RESTRAINING FORCE Technological Change Huge Investment RD and cost of capital Economic Integration More International market Emerging Market in Developing Countries Increasing speed of international more domestic competition Cross Cultural Challenges Falling of Communist Society Fewer Barriers