The Origins of Sociology Free Essays

FK8R 34 Sociology An: Introduction to Sociology Alisha Walsh In the mid 1800’s, French creator Auguste Comte thought of the term â€Å"sociology†. Albeit past rationalists, students of history and political masterminds had considered and attempted to understand their social orders, this was the point at which it started to create as a particular science. Comte experienced childhood in a period of extraordinary social and political change. We will compose a custom paper test on The Origins of Sociology or on the other hand any comparative subject just for you Request Now As the world quickly transformed, he and others started to contemplate the social orders they lived in. He looked to make a study of society that could clarify the laws of the social world similarly as science clarified the working of the physical world. (Giddens 2006:11) Throughout the eighteenth and nineteenth century political unrests happening all through Europe, the Enlightenment and the Industrial Revolution all lead to already inconspicuous changes in numerous social orders. The French Revolution of 1789 implied that rulers of Europe went under serious examination. Subjects started to scrutinize their â€Å"divine right† to run the show. Thoughts of individuals’ rights and their state in how society was run developed. Ideological groups and social change immediately followed. Incredible logical disclosures framed a viewpoint of looking to science and motivation to respond to inquiries regarding the common and social world. Individuals were getting some distance from the congregation, religion and odd notion for these answers. The Industrial Revolution 1780-1800 profoundly affected Britain and horizontally Europe. Practically all parts of life were changed as individuals turned out to be a piece of the production line framework. Individuals moved from country territories and rural employments to towns where public activity was progressively generic and unknown. They started to work by a clock rather than the rhythms of the period. Customary qualities and jobs were dropped as new ones developed. To examine Sociology, one must have what C. Wright Mills called a â€Å"sociological imagination†. Sociological reasoning and creative mind expects us to expel ourselves from our regular day to day existences and experience, and take a gander at them in an unexpected way. At exactly that point would we be able to understand that individual experience can really reflect bigger issues. He stressed the contrast between â€Å"personal inconveniences of millue† and â€Å"public issues of social structure†(Mills 2000 :5) This implies the sociological creative mind permits us to see that open issues, for example, war, marriage, the economy, urbanization and so on, can influence the person just as close to home condition and encounters. â€Å"The sociological creative mind empowers us to get a handle on history and account and the relations between the two. That is its undertaking and its guarantee. †(Mills 2000:2) He expressed that sociologists must pose three vital inquiries: What is the structure of this specific culture? Where does this general public substitute mankind's history? What assortments of people win in this general public and in the coming time frame? (Factories 200:3) He accepted that as people these inquiries would assist us with comprehending our own place and involvement with the general public we live in and distinguish its structures and qualities. He likewise expressed that â€Å"they are the issues unavoidably raised by any brain having the sociological creative mind. For that creative mind is the ability to move structure one point of view to another†. The sociological creative mind permits us to be investigative and reproachful of the world and to take a gander at the master plan. There are numerous sociological speculations which endeavor to clarify how society functions. They give a structure to clarifying social conduct. They discover the connection between people, gatherings and society. These speculations can be placed into two general classes, full scale hypotheses and small scale hypotheses. Large scale speculations, for example, Functionalism and Marxism hope to clarifying conduct through the idea of social structures and take a gander at society comprehensively. Full scale speculations will in general utilize quantitive exploration when a social hypothesis or model is being investigated. Information must be quantifiable and proccessed numerically (overviews) to give fair outcomes that can be estimated, contrasted and related with enormous pieces of society (Amit B. Marvasti 2004:7). Miniaturized scale hypotheses, for example, social activity and emblematic cooperation take a gander at singular conduct and how little scope collaborations shape society. Miniaturized scale speculations utilize qualitive examination strategies, focusing on littler gatherings however giving increasingly point by point investigation and depictions of human experience. The analysis can be based around a hypothesis and results are recorded as definite, account portrayals rather than numerical codes found in quantitive examination (Amit B. Mavasti 2004:10) Functionalism examinations how social structures clarify conduct. Reliant pieces of society need to work together to make an entire framework. Natural or mechanical analogies are regularly utilized. Functionalism underscores combination, concordance, soundness and congruity. It is a positive point of view that perspectives even catastrophes or imbalance as serving a capacity in the public arena. McClelland2001:1) It takes a gander at society all in all and is acceptable at clarifying the diligence of social wonders (anomie). Marxism likewise centers around social structures yet is a contention hypothesis. Society is comprised of framework and superstructure. This structure depends on the imbalance of circulation of creation and causes struggle. It perceives distinctive force interests in gatherings and is acceptable at clarifying clash and change ( SparkNotes Editors 2006). Social Action hypothesis underlines the deliberate conduct of people as the reason for social structure. People shape society because of deliberate individual or gathering communication. It focuses on the importance of social conduct and its understanding by others and is acceptable at clarifying little scope cooperations. As per Anthony Giddens , great human science must look at both social structures and social connections. It is the manner by which a more full comprehension of public activity is accomplished (Giddens2005:25). Socialization, Social request and Social Stratification are three key ideas in human science that attempt to clarify the connection between the individual and society. Social request is the manner by which societies’ fundamental necessities are met to exist, how harmony and request is kept up. It is gotten officially through laws and using normal practices, jobs and qualities. It includes a lot of connected structures, organizations and practices that can keep up and authorize similarity and social request (Dr Almog 1998). Functionalist hypothesis sees people as adding to social request by cheerfully assuming out their involved jobs inside social organizations. These jobs are guided by the standards and qualities we learn through socialization and are vital for society to work (Dr Almog 1998). Marxist hypothesis guarantees that social request is constrained on the individual, standards and qualities are utilized by establishments that need to look after free enterprise. They are an approach to control the common laborers (Giddens 2006: 301-302). Social Action hypothesis considers social to be as a result of social communications, representative implications and how they are deciphered by others. The individual is a social entertainer who will decipher and process social improvements and settles on decisions as needs be. Socialization is a deep rooted learning procedure and has a critical impact in shaping our personalities. It is the procedure by which people get familiar with the way of life of their society† (Haralambos amp; Holborn 2008:3). The significant phase of socialization happens during early stages. The youngster learns numerous essential personal conduct standards of its general public by reacting to the endorsement or dissatisfaction with their folks and furthermore by replicating their model. In western social orders, the instructive framework, religion, the broad communications, the word related gathering and friend bunches are additionally significant in the socialization procedure ( Haralambos amp; Holbor2008:3). Functionalist hypothesis accepts that socialization fortifies the social structure and looks after society. That it is practical and gainful to social request. It moves culture, standards and qualities to new ages and coordinates people into society. It is the social magic that binds society and makes a feeling of agreement and collaboration (Kent McClelland 2001). Marxism considers socialization to be one of the best devices of the Bourgeoisie. It legitimizes existing social imbalances and readies the person for a class related job they will fill uncertainly (SparkNotes Editors 2006). Social Action hypothesis accepts socialization is significant corresponding to images and their translation, the advancement of social personality and the little scope communications that shape it. Socialization keeps up social request (Cardiff University 2010). Social Stratification is the positioning and requesting of people inside a general public. It is an organized progressive system which prompts divisions and higher status, riches and benefit for certain gatherings. Social class is the definition framework found in current modern social orders like the UK, however it can likewise happen because of different traits, for example, sex, age, strict instruction or military position (Giddens 2006:295) Members of a specific layers will share a comparative way of life and regular character which will somewhat recognize them from individuals from other social layers (H amp; H 2008:19) A functionalist point of view of social separation is that it depends on meritocracy and is hence an inescapable piece all things considered. Talcott Parsons accepted that social delineations are a fundamental articulation of shared qualities which are a basic piece of a working society. Social separation is practical on the grounds that it incorporates different gatherings in the public eye (Hamp; H2008:21) Marxism views delineation as a troublesome structure as opposed to a coordinated one. It is viewed as a component for the decision class to

Define Working Capital Research Paper Example | Topics and Well Written Essays - 250 words

Characterize Working Capital - Research Paper Example Leasers that gracefully crude materials and ask installments following a couple of days or weeks give influence to the association and diminish its working capital prerequisite. Then again, when the organization purchases crude materials on money installments, it needs all the more working funding to maintain its business. So also, when the organization sells its completed merchandise on money against conveyance, the working capital necessity gets diminished; interestingly, when the organization sells its products using a loan and gets installments following a couple of days or weeks, the organizations working capital prerequisite gets upgraded. In this way, to get the crude material flexibly using a credit card with deferred installments and to sell the products on money is the most hopeful methodology to have the insignificant necessity of working capital especially, when the firm is shy of working capital assets. The administration of working capital is the most essential viewpoint for the accomplishment of any business and to spare the organization from liquidity

Essay on The Civil Rights MovementEssay Writing Service

Article on The Civil Rights MovementEssay Writing Service Article on The Civil Rights Movement Exposition on The Civil Rights MovementThe Civil Rights Movement was one of the significant occasions in the twentieth century history of the US (McAdam 175). Simultaneously, the Civil Rights Movement was not simply the negligible common dissent of African Americans against unfairness and separation brought about by their disparity contrasted with the white dominant part. Rather, the Civil Rights Movement was the sorted out battle of an enormous social gathering dependent on the racial foundation of its members, which fundamental objective was the end of prejudice and racial imbalance, which was lawfully bolstered in the US until the Civil Rights Movement and usage of the Civil Rights Act of 1964 (Hine 202). Truth be told, the Civil Rights Movement was the consequence of the rise of social cognizance of African Americans as a particular yet segregated gathering inside the US country, the gathering that ought to have had equivalent rights and openings, which African Americans had stri ved for during the Civil Rights Movement.The Civil Rights Movement is still in the memory of numerous individuals just as the country since this was the defining moment throughout the entire existence of the US. Prior to the Civil Rights development, the US was the country of incredible open doors for the whites, while after the Civil Rights Movement the US has become the country of extraordinary open doors for all individuals, paying little mind to the shade of their skin (Blauner 184). Despite the fact that the situation of African American is still amazingly troublesome, changes, once began during the Civil Rights Movement, will never stop and the appointment of the primary African American President is the proof the memory of the Civil Rights Movement is as yet alive and the fantasy of one of its pioneers has just worked out, at any rate somewhat.

Short Essay Writing Topics - How To Use Them

Short Essay Writing Topics - How To Use ThemIn order to maximize your writing time and minimize any risk of plagiarism, you have to make use of short essay writing topics. Writing on a topic is good if you are up to the challenge. You will be able to explain your ideas in such a way that the reader will be able to understand them easily. However, there are several things that you should keep in mind when doing so.You should include the background of your subject. What are the reasons for such an interest? If you are talking about the benefits of investing money in property and equity in stocks, it is important that you include the potential risks associated with it.Make use of short essay writing topics in order to make sure that you are putting your idea in the right perspective. If you are talking about investing in property and equity, make sure that you include the opportunities of depreciation.Also, make sure that you have included all the needed details. Make sure that you can explain the reasons in detail. Since you are writing a short essay, it is important that you can make the reader understand the topic in the best possible way.There are several short essay writing topics that you can look for to help you write well. In order to find the right ones, you should make use of search engines and get many ideas from them.You should also include related essays in your essay. These could be articles or essays, they could be research papers or reports and any other form of writing, they could be anything that will help you connect with the topic of your essay to the present time.This is not the end, it is just the beginning of making use of short essay writing topics. You can improve your writing skills by using it as a tool.

Gulf War Syndrome Essay - 3736 Words

Gulf War Syndrome The Gulf War Syndrome was identified after the Gulf War in 1991. Thousands of troops from the US, British, and Canadian developed symptoms after the war. This Syndrome has been researched since the end of the Gulf War and still not all the answers have been found. Not only have thousands of troops suffered from this syndrome, but also their families have developed some symptoms related to this syndrome. It is important to inform our nation of this new disease because there is still no cure, and GWS can be our next conflict relating to AIDS and Cancer. This research is dedicated to people who are uneducated about Gulf War Syndrome. After reading many articles about Gulf War Syndrome there is still no†¦show more content†¦Syndrome-2 or Confusion-ataxia; Syndrome - characterized by problems with thinking and reasoning processes such as reading, writing, and spelling: getting confused; getting disoriented when trying to locate a car in a parking lot; having problems with ba lance; having a physicians diagnosis of post-traumatic stress disorder, depression, or liver disease; and sexual impotence ( Gulf War Illnesses Broken Down Into Three Primary Syndromes; 2). Syndrome-3 or Artho-myo-neuropathy; Syndrome - characterized by generalized joint and muscle pains, increased difficulty lifting heavy objects, fatigue, and tingling or numbness of the hands, arms, feet, and legs ( Gulf War Illnesses Broken Down Into Three Primary Syndromes; 1-2). The Gulf War Syndrome has over 20 symptoms that have been reported by the veterans of the Gulf War. According to Stephen Straus in the journal The Lancet, over 50,000 troops returned as changed men. Reports showed of vascular instability, hyperventilation, bacilliuria, and other physiological and laboratory anomalies in the Gulf War veterans. When the problem began to exist, the US alone funded $ 115,000,000 for targeted research on the unknown syndrome. Four thousand gulf war veterans and men who also served in Bosnia were mailed questionnaires about deployment, exposures, symptoms, and illnesses. The main finding was that the Gulf WarShow MoreRelatedGulf War Syndrome Essay652 Words   |  3 PagesGulf Wa r Syndrome One part of being an American, is giving yourself to your country when deemed necessary. In 1991, the United States took action in the Gulf War, where many US solders were sent. In fact, a total of 697,000 solders took part in the Gulf War. And of that amount, 6% (about 45,000) veterans have reported an ailment related to this war. Much chaos arose from these sicknesses, and from this a syndrome was born. The syndrome is called the Gulf War Syndrome. Wether this is mythRead MoreMemories Of The Gulf War Syndrome1619 Words   |  7 Pages9 MEMORY LOSS IN GULF WAR SYNDROME Katherine Krishun What Causes Memory Loss in Gulf War Syndrome? Chemical Exposure or Stress? PSY 101/112 10/24/2016 ​Gulf War Syndrome is a chronic multi symptom illness affecting 250,000 of the 697,000 1991 Desert Storm Gulf War veterans. Iraq and Afghanistan war veterans may also suffer from this syndrome. The Veterans Administration â€Å"refers to these illnesses as â€Å"chronic multi symptom illness† and â€Å"undiagnosed illnesses†Read More War CANNOT Be Justified by any Party or any Reason Essay1884 Words   |  8 PagesKorean War, which occurred in June, 25, 1950? The conflict between ideologies caused this war with tens of millions killed, millions of families separated, the country reduced to rubble, and a huge permanent scar on Korea’s culture. Then, Vietnam War, Gulf War, or Iraq war can sound familiar to you. Let’s change point to the number of dead bodies from wars themselves. Can you guess how many people got killed during all of those war periods? Only for Vietnam War, the true civilians of Vietnam War wereRead MoreThe Battle Of The Gulf War116 5 Words   |  5 Pagesresearch conducted on online (internet) and offline (non-internet) in reference to the Gulf War also known under other names such as The Persian Gulf War, First Gulf War, Gulf War I, Kuwait War, First Iraq War, or Iraq War. The Articles though similar vary in the information. Finlan (2003) gives a breakdown the coalition forces, Sadam Husain invading Kuwait, Global impact and casualties. CNN.com and Gulf War link offer very similar time while but some facts are not identical, both articles examineRead More Causes and Effects of the Persian Gulf War Essay717 Words   |  3 PagesCauses and Effects of the Persian Gulf War The Persian Gulf War, often referred to as Operation Desert Storm, was perhaps one of the most successful war campaigns in the history of warfare. Saddam Hussein, leader of Iraq, invaded Kuwait in 1990. In 1991, after weeks of air strikes, US ground forces entered Iraq and Kuwait and eliminated Iraqi presence in 60 hours. Why Would Iraq invade Kuwait? Kuwait supplies much of the world’s oil supplies, and when Hussein invaded Kuwait, he controlledRead MoreThe Persian Gulf War : Operation Desert Storm1009 Words   |  5 PagesThe Persian Gulf War: Operation Desert Storm In August 1990 the leader of Iraq, Saddam Hussein commanded his military to invade Kuwait. Refugees fled Kuwait, as many citizens were robbed, assaulted, and looted. Kuwait is a small country located at the North-Western end of the Persian Gulf, this gulf separates South Western Asia and the Arabian Peninsula. Saddam Hussein was well known to be a ruthless dictator. Leaving this to be the first time a UN member nation had invaded one of its fellow UNRead MoreThe Persian Gulf War : Operation Desert Storm1013 Words   |  5 PagesKeerthana Senthil St. Clair Afri-Asian 9 19 February 2015 The Persian Gulf War: Operation Desert Storm In August 1990 the leader of Iraq, Saddam Hussein commanded his military to invade Kuwait. Leaving this to be the first time a United Member Nation had attacked just one of its fellow United Member Nation. Kuwait is a small country located at the North-Western end of the Persian Gulf, this gulf separates South Western Asia and the Arabian Peninsula. Saddam Hussein was known to be a ruthlessRead MoreAmerica s Recent Diplomatic Initiatives870 Words   |  4 Pageswas in office during the Persian Gulf war, which took place in 1990-1991. The war was started by Iraq which was led by Saddam Hussein at the time. Iraq invaded Kuwait, which is Iraq s smaller neighbor to the south (Gulf War. 2016, May 31). Iraq claimed the country as an Iraqi territory. The U.S. intervened by invading and pushing back the Iraqis. Later politicians would say that President Bush failed to stop Saddam Hussein, instead leaving him in power (Gulf War. 2016, May 31). After the U.S. endedRead More Gulf War Essay221 5 Words   |  9 PagesGulf War I. Introduction - Why did a coalition of over 30 nations find it was necessary to go to war to help Kuwait after it was invaded by Iraq? How did the coalition defeat the Iraqis? And although the coalition won there were many consequences to face when the war ended. II. Reasons for war a. Saddam Hussein b. Iraq’s’ Economic Crisis c. Oil d. Disputes over Boundary III. Forming of the Coalition a. Nations joining the Coalition b. Coalition Strategy c. Iraqi StrategyRead More War Creates Social Division, Not Cohesion Essay5403 Words   |  22 PagesWar Creates Social Division, Not Cohesion In attempts to truthfully learn from our past and make progress towards a peaceful world with equality for all, the topic of war, and the effects of war, is an importance issue. Many people believe that war, although obviously destructive, does lead to social cohesion within the particular nation-state at war. The Senate of Canada defines social cohesion as the capacity of citizens living under different social or economic circumstances to live together

This Assignment Was Difficult For Me Since I Just Moved

This assignment was difficult for me since I just moved to a town and I know no one. In fact, I was starting to wonder if I’d be able to hit the requirements since up until yesterday I’d only had 1 interaction with someone for 15 minutes. But between a rock hounding lecture meet up yesterday and the sun today, I was able to have a few face to face conversations with people. The first observation was with the co-owner of the RV park I’m staying at. My neighbor informed me the park may hire a couple people in June in exchange for their space rent. This lead me to Brian, where we engaged in a 30-minute conversation about all the things I need to know living here, such as where the best agates were, what spring break and summer activities they†¦show more content†¦The change in her facial expression from relaxed to uh-oh back to relaxed was only a couple seconds, but it conveyed that Brian’s phone call wasn’t going to be pleasurable. My next observation was Laura, a local geologist, business owner, and rock guru! Laura is offering rock collecting lessons on the beach to educate people on the different rocks of the Oregon Coast as well as beach and rock collecting safety and laws. Due to the downpour of rain at the time, Laura canceled the beach rock collecting but invited me and the other guy that showed to her store so she could tell us about a new geological find. At her store, Laura started explaining that scientists have discovered granite on the Oregon Coast that dates back to an eruption from Yellowstone, I think she said around 15 million years ago. As the lava flowed towards the ocean it picked up and deposited rocks along the way which explained a long puzzle they had of how Idaho Idaho geodes and crystals were in the Pacific Ocean. This new find is huge in the geological field which was evident by Laura’s facial expression. She didn’t even have to mention how important this finding is as h er face conveyed it all. She was very animated as she spoke, her arms moving in unison to her verbal communication (for example she’d make wavy signals with her hands almost every time she talked about the lava flows). While Laura talked, she alternated between showing excitement in her facial features (eyesShow MoreRelatedPersonal Essay : Moving Into A New House1022 Words   |  5 Pagesyesterday that there was only a Playstation 2 in my room; the only console I had up until recently. I have my room to sleep in, as well as my older brother having his own room to sleep in. But before, this wasnt the case. Before moving into a new house, my family had always lived in a house that was no bigger than an apartment room. Of course, it technically wasnt an apartment since there were only two living rooms in that house. During our time living in that house, my brother and I would have fun likeRead MoreLife Of A Child Of An Immigrant968 Words   |  4 Pagescame to this country at a very young age. My father was 16 when he first moved to the U.S. and my mother years later moved when she was 19. I am a child of immigrants and it was hard growing up. I consider myself a Mexican American or Chicana. I grew up in the suburbs of Los Angeles and later moved to Las Vegas. As I asked my father what he had to deal when he first moved he said â€Å"people would discriminate me just because I couldn’t speak well English and because of my brown skin†. â€Å"I was only 16Read MoreHow Do We Shape Our Literacy?1051 Words   |  5 Pagesliteracy background, it would be an interesting one. I grew up in the Philippines and continuously lived there for fifteen years. I attended a private school that utilizes a dual-language curriculum and mode of instruction, both â€Å"tagalog†Ã¢â‚¬â€our native language and English. Thus, I became familiarized with the English language. However, a few years ago, my family decided to migrate to the United States for be tter opportunities. We moved in California and I had to make a lot of adjustments, both culturallyRead MoreReflection Paper On Group Work1286 Words   |  6 Pages I really enjoyed working with my PSP group this semester. Seeing them outside of class helped me get to know them more and see how they show their strengths in group work. As we got more comfortable with each other, staying focused also became more difficult but overall we were successful in getting our work done. Defaults My default behavior showed up right away in my group experience when we were stating ideas for the project. Everyone was stating what they wanted to work on and I went rightRead MoreGender Reflection Paper974 Words   |  4 Pages Identity is the most significant dimension of my gender because it is essentially the way we identify ourselves as. 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A huge part of tal king to others about Christ is to just start up a simple conversation to work offRead MoreMy Favorite Day Of My Life1080 Words   |  5 PagesAugust 21, 2017 was the best Monday of my entire life. This Monday was the beginning of my college life at UNCC. Interestingly enough, on that day, a solar eclipse was also occurring. So, not only was my Convocation day nerve wracking, it was also exciting, and overall an extremely eventful day. Had my college classes also begun on that day it would have been a bit too much. Thankfully, my classes began the very next day after that†¦ yay!? August 22nd was a day that I expected the worst out of andRead MoreKeeping an Optimistic Attitude in Life Essay538 Words   |  3 PagesIn my life, I try to keep an optimistic attitude about the things I do because I know it will help lead me to more desirable ends. There have been many situations in which optimism has helped me through difficult times. Two areas in particular have provided me optimistic experiences: athletics and academics. First, optimism was very apparent while I was the co-captain of my high school soccer team. I was captain during my senior year, perhaps the year we had the best team since I had begun playingRead MoreThe Story Of My Search1366 Words   |  6 PagesSearch When I first got this assignment, I was not sure about what my topic was going to be. I had never done this type of assignment before, and I went back and forth on good topic ideas. I changed the topic of my paper a couple of times before I finally decided on what I wanted this paper to be about. I decided to do my I-search paper on Elizabeth Blackwell. When I was younger, I was assigned a book report that had to be done on a biography. I did my report on Elizabeth Blackwell. 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Failures Lead to Success free essay sample

Lead to Success Failure is what often happens in our lives. Students may fail in exams, athletes may fail in competitions, and even scientists may fail in their research work. Everyone has failing experiences in his own life. People feel upset when they fail. While these people may yield to failure and flinch from it, successful people rather learn from their failures and cope with mistakes in order to reach the successful final. For some people, failure represents opportunity and growth rather than deficit and loss. Even though failures accompany hardship, bitterness and disappointment, it leads us toward the path of success. Failure is not always a bad thing as it creates great learning experiences in reality. No one expects to fail, but no one can avoid failing, too. Famous inventor Thomas Edison once said, â€Å"I have not failed. I’ve just found 10,000 ways that won’t work. † (Edison) Edison never gave up when he failed. Instead, he drew useful experience from his failures, and he finally succeeded. Also, we don’t get scared by failing early in the process. According to article â€Å"Failures and Success†, Chris Brogan says â€Å"The more failures you can get out of the way early in the process, the easier it will be to work past them, and then get onto a successful course. Failing very late in the process is a lot harder to fix† (Brogan 1). This means that the more difficulties we overcome on the road, the closer we get to success. It is also even a lot better to fail early than late because every time we fail, we can learn important lessons from failure that we will never forget. We have improvements from conquering failure as each failure points out mistakes we have made and what we should avoid in the next attempt. In addition, Paul Logan narrates his story in the article â€Å"Zero†. He fails in high school with a â€Å"0† GPA, but he eventually graduates from community college with a perfect GPA. His story is a positive example which encourages us although failure is very painful, we can learn life lessons. Failure is not a terrible thing. Logan also says: â€Å"Failure doesn’t have to be an ending. It can be a learning experience – one that builds strength and gives direction† (Logon 4). Even though it is so upsetting to fail, on the other side failure provides great experience leading us to a different approach. Failure is a function of trying. If we really want to get outstanding achievements, we are likely to fail at least a few times. Brogan says in his article, â€Å"many innovations have come through failure†(Brogon 1). He states many remarkable inventions or discoveries were achieved after hundreds of failures. Also, many successful people of the world failed many times before they succeeded. In fact, the real successful people don’t just fall upon success. They worked hard, tried hard, and failed hard to achieve success. According to a Youtube video, Michael Jordan was cut from the high school basketball team, locked himself in his room and cried. He is the greatest basketball player in the world; Thomas Edison, who was the greatest inventor ever, was considered too stupid to learn anything at school; Walt Disney was fired from a newspaper because he lacked imagination and ideas. We can notice that these great men had one main thing in common. They failed, not once but often. If someone is asking a reason why all the great men and women throughout history could succeed, then my answer is that they failed over and over before they could get to success. Success tends to arrive after a serial of trials and failures. When I first came to San Francisco, I was placed in the ESL program in City College of San Francisco. At that time, everything was new and learning English was difficult for me, too. English skill is needed everywhere in class, in the restaurants, even at the supermarkets. Writing essays was the biggest challenge for me, even right now. I remember when I was in ESL class, once I did not pass in-class writing. I was so upset. Even though I tried my best, I could not make any progress in writing. I really got stressed out over my college education. I could not figure out what was the effective way to write. I made an appointment with my English teacher. In his office, I told him what I was concerned about. I asked him how I could make progress in writing in order to pass the class. He comforted me and encouraged me not to give up easily. Then he told me reading can help English learners study effectively. He showed me some â€Å"A† papers from the past classes he taught. He said I would be welcomed to read this paper if I want to. I went to his office two times a week to review all the â€Å"A† papers. Those papers I have read greatly helped me on writing introduction, conclusion, thesis statement, and topic sentence of paragraphs. My efforts were effectual so I passed the course with a â€Å"B†. I then realized nobody was born as genius for success. Failures can lead us toward success when we encounter hardship. We should always remember failure isn’t an ending, it is a new start which we can learn from. Failure doesn’t really mean we fail, it just means we haven’t succeeded at that time. When we encounter failure, we don’t view it as bad luck; instead, we should view it as valuable learning experience and good attempts as It delivers postive messages leading us toward success.

A Nation of Wimps free essay sample

A Nation Of Wimps Parents are going to extreme lengths to take the bumps out of life for their children. However, that has the net effect of making kids more fragile, and that may be why they’re braking down so easily. People learn through experience, and through failure they learn how to cope with things later on in life, themselves. And whether we realize that or not, this nation is turning out to be producing more and more wimps. The Fragility Factor College is one of the biggest fragility factors. It leads to psychological distress, binge drinking, substance abuse, self-mutilation, etc. Relationship problems don’t go away, anorexia and bulimia keep on coming. Welcome to the Hothouse Parents are overprotecting their children, they are intruding too much into their lives. They started to call colleges and asking about their grades. American parents today expect their children to be perfect, and that puts to much pressure on them. We will write a custom essay sample on A Nation of Wimps or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Arrivederci, Playtime Children don’t play enough these days. Over 40, 000 schools in the U. S. don’t have recess anymore. Commercialization of children’s play leads to more stressed out children. Plays develops cognitive thinking, and is important for normal development of children. The Eternal Umbilicus Cellphones today make children addictive to their parents. Students are typically in contact with their parents several times a day, which makes them constantly homesick, and keeps them away from learning how to manage for themselves. All that is the pathway to depression, it weakens self-regulation, it influences relationships and friendships, and make children become more frustrated and impatient which then leads to the fail of relationships and even greater depression. From Scrutiny to Anxiety and Beyond What creates anxious children is parents hovering and protecting them from stressful experiences. This group of children experiences stress in situations most kids find unthreatening. They grow up shrinking from social contact, and lack confidence. They are later on easily influenced by others. Overparenting creates lifelong vulnerability to anxiety and depression. Endless Adolescence Adulthood no longer begins after adolescence ends. Kids are starting to extend childhood, because they are making up for the things they weren’t supposed to do as children, and are creating a whole new stage called the â€Å"early adulthood. † Boom Boom Boomerang Play is connected to the making of healthy relationships later on in life. The less time children spend in play, the less socially competent they become. Through play we learn how to read feelings and negotiate conflicts. Taking the play out of childhood is bound to create development lags. Just Whose Shark Tank Is It Anyway? Competition has become a stressful and significant part of our everyday lives. Parents imagine that their children must be swimming in a big shark tank. Kids today are more ambivalent about the college race than are parents. Nowadays, parents are actually locking their kids into fragility, and by that the kids never learn how to cope with anxiety. Putting Worry in its Place Parents need to abandon the idea of perfection and give up some the invasive control. Children are far less integrated into adult society than they used to be, and by that parents have introduced a tendency to assume that children can’t manage difficult situations. Parents need to remember that one of the goals of higher educations is developing the capacity of thinking for ourselves. Conclusion Indeed parents today have became overprotective of their children, they overshelter them and overpraise them. They cheat for their children by making up fake diseases and getting them into colleges by relations. All of that is creating a whole different type of kids, that aren’t individuals anymore, we are creating the nation of kinds depending on their parents, a nation of wimps,

Americas Own Monster Professor Ramos Blog

Americas Own Monster The killer is America’s oldest and most popular monster, and he grows more powerful every day. In the last month, there have been six mass shootings in the United States, five of them in the last week alone. There is no shortage of events to study, yet, as the frequency of shootings and body count in the U.S. continue to rise, there are few studies available which analyze the uniquely American phenomenon. That is not to say that mass shootings and killings do not occur worldwide. In 2015, one hundred and thirty people were killed in France as a result of an attack perpetrated by terrorist organization ISIL. In 2011, 67 Norwegians were victim to a mass shooter, an incident which still today marks the most devastating mass shooting worldwide. Still, while many countries around the world have experienced their own unique versions of this tragic phenomenon, the United States remains the only country where this continues recur on a regular basis. But why? In the event of a mass shooting, one of the most popular courses of action to take is to begin to tie the event to one of the many radical political or religious ideologies present in our world. In the shooting which occurred only yesterday (at the time of writing this), the shooter claimed to have executed his attack as a result of the â€Å"Hispanic invasion of Texas† (Politi). In the 2016 shooting at an Orlando Nightclub, the shooter claimed to be acting in retaliation over a recent U.S. airstrike which killed ISIL leader Abu Waheeb (Doornbos). The perpetrators of the 2015 San Bernardino shooting were found to have committed themselves to jihadism (Baker). These allegedly idealogical attacks are comparable to many worldwide events in which mass violence is perpetrated in the name of political or religious extremism. But, in my opinion, this does not speak to the violence in America. Political, idealogical, and religious extremism is nothing new in the world, nor is it uniquely American, yet only in the United States does this supposedly lead to frequent acts of mass violence. This fixation on a shooter’s motive is of little importance to solving the problem of violence in America, and, in fact, is useless when analyzing many of the most violent incidences to occur in the United States. The 2017 Las Vegas, which left 58 dead and is still by and far the worst shooting to occur in the United States, left little to no information as to a motive for the shooting. There was no extreme political or religious affiliation, nor a clear motive for the violence; the shooter had seemingly done it for no other reason than he could. The personal beliefs of the shooters are only contributing factors to the violence, up until the moment that they aren’t. Instead, there is a far more important factor to the violence which occurs in the United States, and that is the media glorification of its many killers. The killers of these United States have long been glorified by our media and our people, and, according to at least one study, is the major contributor to the continuing violence. Speaking only to news coverage, a study by doctor Jennifer B. Johnston and her coauthor found that the most common thread in the mass violence is the shooters own narcissism and a desire for fame; this, along with an increase in news coverage, twenty four hour news coverage, and the rise of social media have only served to contribute to this fever. In what other situation can a person go from total social isolation to media deity in less than 24 hours? Attempted villainization in the media and in society is hardly effective either, as the perpetrators of mass violence are rarely without their supporters. In 2018, the FBI arrested a woman just before she could execute an attack of mass violence. Previous to her arrest, the young women had operated a Tumblr account devoted to posting images of various media deified American killers, and had even begun to correspond with a currently incarcerated killer, before leaving to chase stardom of her own (Wootson). In film and television, killers are something to be celebrated, with documentaries, films, and television series devoted to the crimes of various real life and fictional killers. The fictional Batman villain â€Å"Joker† has inspired far more awe than he has fear from his many fans, with his face found plastered on anything from t-shirts to coffee mugs to bumper stickers. Remove Batman from the 2008’s film â€Å"The Dark Knight† and move the action from fictional city Gotham to real life city New York, and the Joker is nothing more a highly successful American terrorist and murderer. The â€Å"Dark Knight’s† follow up film’s opening was marred by an action of violence, which occurred at one of the film’s midnight showings. The perpetrator of the violence, with his dyed hair, was given the nickname â€Å"Joker† by his fellow inmates. In response to this, the killer told his psychiatrist, â€Å"they kind of turned me into a super villain. At least I’m remembered for doing something† (Meyer). It is clear that this fetishization of killers by American media is the major contributing factor to t he proliferation of violence in America. America’s worship of its monster is hardly something new, instead it is only more present today because of the rise of the internet and twenty four hour news cycles. The death of western legend and infamous killer Jesse James led to swarms of visitors to his residence, and his dead body photographed and sold as a souvenir across the country. A 1950’s American killer had his personal automobile travel the country as a carnival exhibit, which could be viewed by anyone for the price of 25 cents. The fascination with killers has been present in America as long as there have been killers to be fascinated with. It is only since the rise of media and the internet that the fascination has truly exploded and, with it, the number of killers, as well. The killer is America’s own monster, and America loves its creation. Jeffery Jerome Cohen in his analysis of monsters in human culture, called Monster Culture (Seven Theses), explains this love in thesis six, â€Å"Fear of th e Monster Is Really a Kind of Desire.† Cohen explains that the â€Å"simultaniety of anxiety and desire, ensures that the monster will always dangerously entice.† It is such that as long as we continue to fetishize the monsters who commit heinous actions of violence that there will continue to be those inspired to commit violent actions of their own. Perhaps it is time we, as members of American society, re-examine our interests and the media we choose to consume. There have been no signs at all that the increasingly frequent mass killings in America are coming to an end, and while arguments centered around gun control, religious and political extremism, and racism (contributing factors to many of the killings) continue, a major facet of the problem goes unnoticed. Theaters continue to fill for showings of films about villainous fantasies, and we continue to give our love to the real life killers of the past. It may be that this problem cannot and will not end in a society like ours, a society where a fictional city suffers a terrorist attack and we put the terrorist on a t-shirt. Baker, Al, and Marc Santora. â€Å"San Bernardino Attackers Discussed Jihad in Private Messages, F.B.I. Says.† The New York Times, The New York Times, 16 Dec. 2015, www.nytimes.com/2015/12/17/us/san-bernardino-attackers-discussed-jihad-in-private-messages-fbi-says.html. Cohen, Jeffrey Jerome. â€Å"Monster Culture (Seven Theses).† Doornbos, Caitlin. Transcripts of 911 Calls Reveal Pulse Shooters Terrorist Motives.† Orlandosentinel.com, Orlando Sentinel, 13 June 2018, orlandosentinel.com/news/pulse-orlando-nightclub-shooting/os-911-calls-released-orlando-shooting-20170922-story.html. Gun Violence Archive.† Gun Violence Archive, www.gunviolencearchive.org/reports/mass-shooting?year=2019. Johnston, Jennifer, and Andrew Joy. â€Å"Mass Shootings and the Media Contagion Effect.† American Psychology Association, Western New Mexico University, apa.org/news/press/releases/2016/08/media-contagion-effect.pdf. Meyer, Jeremy P. â€Å"Meyer: The James Holmes ‘Joker’ Rumor.† The Denver Post, The Denver Post, 22 Apr. 2016, denverpost.com/2015/09/18/meyer-the-james-holmes-joker-rumor/. Politi, Daniel. â€Å"El Paso Suspect Reportedly a Trump Supporter Who Wrote Racist, Anti-Immigrant Manifesto.† Slate Magazine, Slate, 4 Aug. 2019, slate.com/news-and-politics/2019/08/el-paso-suspect-shooter-trump-racist-manifesto.html. Wootson, Cleve R, and Mark Berman. à ¢Ã¢â€š ¬Ã…“A Woman Wanted to Commit a Mass Murder so She Contacted Dylann Roof, Authorities Say.à ¢Ã¢â€š ¬ The Washington Post, WP Company, 11 Dec. 2018, washingtonpost.com/nation/2018/12/10/woman-wanted-commit-mass-murder-so-she-contacted-dylan-roof-authorities-say/?utm_term=.8aeb13bca056.

Article Review Example | Topics and Well Written Essays - 750 words - 12

Review - Article Example The major functions generally involve searching of the relevant literature for establishing the contact with the discipline for writing the relevant literature. At the time of searching of the literature, practitioners are faced with various challenges. In this regard, the practitioners search for the journals which are not accessible for everyone. Some journals are only accessible for key users, which are recognized as one of the big issues for the practitioners. The second problem relates to the accessing of the journals during the research. There are few prominent solutions, to this issue, such as many sites are provided for accessing the articles without any subscription charges and the research scholars are suggested to figure out a list of the relevant journals for the research purpose (Carr &Briggs, n.d.). The study is based upon the indirect behavioral observation. Thus, the study is qualitative in nature. Correspondingly, the research design has been established. The study can be referred to base on indirect observation as it involves reviewing the articles of others. The research design will be rated three as per the SMRS application (The National Autism Center, 2009). The measurement of the dependent variable is related to the availability of the subject related literature articles. The practitioners are engaged in exploring articles of others. Hence, they are dependent upon the availability of such accessible articles. The indirect observation also explains that the problems related to the unavailability of the accurate articles are the dependent variable of the research. On the basis of the given information, the writer will rate four by using the SMRS (The National Autism Center, 2009). The independent variable of the study is the subject of the research paper. On the basis of the indirect observation, it can be determined that approximately 80% of the literature review to be

Managing Human Resources-Phase 2 DB Essay Example | Topics and Well Written Essays - 500 words

Managing Human Resources-Phase 2 DB - Essay Example For the individual, we should not make the assumption that everyone’s motivation is the same. While someone just starting out in his/her career may have long-term goals, a professional with 20 years under his/her belt will bring a different set of needs and desires to the position. It is helpful to understand each team member’s background when determining what motivates them. For the team, we should consider what kind of a sales and support structure we would like to create. At NL&S, we already have an exciting message of growth. We can supplement that message with customer service and follow-through. We have had some issues at NL&S related to customer service. It may make sense to tie the customer service people to our sales team—there will be more on this in the recommendations (Levine, 2004). Finally, we need to motivate not just the top performers, but the mid-level performers as well. It’s easy to give the top sellers great bonuses, but they were motivated to sell (or talented enough) anyway. By reaching to the middle level of our organization, we can pull them up with the proper motivation to exceed our expectations (Clive, 2007). The first thing we should do is interview the salespeople one-on-one. I would suggest that I sit in on each interview, in order to provide additional input and to listen from a different perspective. The primary reasons for this interview will be To determine what motivates the individual sales reps: talk about their top three items. I would expect, from a survey of literature, that they want to belong to a winning team, look good to their friends, family and fellow workers, and be well-compensated for good performance. To determine if there are any barriers to their better performance. We will concentrate on product and sales knowledge, problems that they may be encountering with our organization, our products, or our customer service. Since sales reps are

Cultural Manifestation Via A Game Of Street Basketball Essay Example for Free

Cultural Manifestation Via A Game Of Street Basketball Essay Two hoops, ten players, one basketball court and one leather ball to dribble, pass, shoot and score points with. The other aspects of basketball – the rules, the technicalities – are all fluid and bent by the whims and preferences of the existing culture, even the existing playing teams. Street basketball may not be the roots of the sport, but through the years, it has becoming both the foundation of professional basketball as well as the avenue for the exercise of the growing subculture in street basketball. Ballard (2004) elaborates: Within the caged confines amidst the bohemian community of Greenwich Village in Lower Manhattan can be found the essence of street basketball: all the grit, showmanship, competition, and spectacle that make the game great (pg 35). To those who are not indoctrinated in the culture of street basketball, it is easy to say that what they see being played on the street and what they see flashing on their television monitors are both the same game of basketball; that they share so many similar attributes and that the only thing different in street basketball compared to collegiate or professional basketball is the level of popularity. But that is far from the truth – because those who know and understand street basketball, those who lived and breathed street basketball, those who bled and literally died in the cement floors of the street basketball courts know that what they do where they do it is so much different from what high salaried pro basketball players do in the NBA. They have different stages where they play; they have different rules as well as different ways of enforcing it; they have different cultures and different reasons why they play basketball. The only thing they have in common is that they all want that leather and rubber spheroid up in the air and then inside the rim, swooshing the net that makes a catcall for such a sexy swing. Professional basketball is all about winning the coveted ‘ring’, about being able to parade around town like rockstars and hoist that championship trophy alongside guys who you might be elbowing the following season. In professional basketball, there is a certain convenience for players and team owners to just move from one team to another because it is just a job for them, but on the street, one’s alliance to a basketball team is a binding oath; jumping to another team is never about the job of getting the Ws and finishing the season with the ‘ring’, and most players who see a former teammate desert them always take it personal, because street basketball is never a job. It is a brotherhood where loyalty is the most expensive and most important aspect of a player, and those who sell it cheap will always have a ‘low market value’. Street basketball and professional basketball have different set of ethos – in street basketball, they play for their team’s pride and for the wager while in professional basketball, they play for their own personal pride and for their own personal salary, especially in today’s era when even the best of players are traded to other teams in exchange for the chance of the team’s long term vision to take shape. In street basketball, it is always here and now, every game feels like the last game, and it is hard to go home with a monkey on your back because when you lost, you did not just part with some of your money, you also parted with some ounces of self respect and the respect of the people in the neighborhood about you, your team and your game. Observing and analyzing human behavior – Like every cultural vestige and like every subculture type, included in the consideration for the analysis of certain cultural practices is the assessment of human behavior. In street basketball, there are also a set of prevailing human behavior and the dictating factors on why such patterns exist, appear and persist. The manifestation of these sets and patterns of human behavior inside street basketball is two-pronged; those which the average eyes can see and those which only the trained eyes can detect happen simultaneously. It is both reflected and hidden in the way they dress, in the way they talk and in the way they play the game. The human behavior patterns in street basketball depict that of the prehistoric tribes – it requires that only the fittest with the toughest set of behaviors survive. And what are these behaviors? The behavior in fighting, in negotiating, in people management and control of power all of these behaviors are essential for a person to survive the culture of street basketball. Without some of these behaviors, the individual is forced outside the circle of street basketball. Players fight for their place to be among those who are considered as respected basketball players in the street. Outside the five-on-five, there are those who wield similar power, clout and influence – those who fix wagers, those who tap, harness and control budding talents and those who are present in the circuit for their own socio-political reasons. One needs only to sit down by the bleachers and take a good look around to see the abundance of a diverse set of human behavior present inside one confined yet open spaced rectangular domain of street basketball. African American guys play with white guys and vice versa, and so does the relationship of those who have different ethnic descent, and this reflects the behavior of the individuals inside street basketball when it comes to ethnic sensitivity. Other easily discernable behaviors found in street basketball include the penchant of most basketball players for gambling, their obvious disregard for socially accepted behavior while in public like going topless for most of the time, spitting, cursing and the prevalence of foul and derogatory terms hurled at each other, the integration of gang related separatist attitude and the resorting to physical assault as a way to settle differences of avenge any feeling of indignation. Looking at street basketball players, the universal behavior noticeable is their take on street basketball as the end all and be all of their lives – they gamble every paper bill they have on the pockets of their pants, sometimes, even money that they don’t have, on a round of street basketball without serious regard for what will happen in the future in the event that they lose their bet; most of them would rather spend their days playing ball and cementing their hold among their peers and their social cliques, which sometimes result in the creation of strong bonds of brotherhood between two persons or among members of a group or the creation of intensive animosity as well; school is never an equally important priority, and the preference for the type of work they would engage on is similar on how they battle, win and lost in street basketball – exciting, thrilling and promises the yield of a quick buck.. Street basketball is a religion, while professional basketball is a mere day job for night shift dribblers, and the rituals that are involved in the daily exercise of their faith exists in different aspects – there are rituals of battle, rituals of praise, rituals done to ask for intercession and divine intercession as well as the rituals for both the victorious and the defeated. At some point, the ‘real’ and the ‘sports-based’ religion meets in the middle, when religion is infused in the practice of a competitive sport, because there is one ultimate human behavior that is manifested greatly in street basketball – and that is the desire to win, because winning is always more than the scorebook statistics; it is about winning wagers and bets, winning the respect of the crowd as well as the opponents and winning your own sense of self respect towards yourself. A sports activity is a particular cultural event, and like any other cultural event, st reet basketball is unique in different places. But despite these differences, this cultural event shares the same characteristic – and that is this: that it is the showcasing of the most primitive instinct that is present among humans inside the society; it is a display of skill, grace, strength and the set of values to which a person will be remembered for; it is a reminder of how fiercely competitive the world is, how one should earn everything with his bare hands standing on his own two feet alone. Street basketball speaks a lot about a place’s culture; pro basketball is plain entertainment. Works Cited: Ballard, Chris. â€Å"Hoops Nation: A Guide to Americas Best Pickup Basketball. † University of Nebraska Press, October 2004.

Sarah Moore and Angelina Emily Grimke :: essays research papers

Sarah (Moore) and Angelina (Emily) Grimke   Ã‚  Ã‚  Ã‚  Ã‚  Sarah is the eldest of the Grimke sisters, born in Charleston South Carolina in November of 1792. Angelina, the youngest, was born in Massachusetts in February of 1805. The Grimke family consisted of the sisters, an aristocratic, slave owning father, Judge John Faucherand and Mother, Mary Smith Grimke. Sarah had the overwhelming desire to practice law, though due to her status as a women, she was not admitted, or allowed to attend any Universities that were available at the time. This was only the beginning to the discrimination and humiliation she was to experience in her fight against sexism.   Ã‚  Ã‚  Ã‚  Ã‚  Both Sarah and Angelina joined the Society of Friends (a.k.a. Quakers) in Philadelphia in their early twenties. Their time there strengthened their independent thinking skills. The sisters were unhappy with the Society of Friends, due to the strict regulations they lived under. Soon afterward both sisters moved to North Carolina to join the Anti-Slavery movement.   Ã‚  Ã‚  Ã‚  Ã‚  In 1835 Angelina wrote a letter of support to Abolitionist leader William Lloyd Garrison who published it in his newspaper The Liberator. The following year, 1836, she composed a thirty page pamphlet entitled An Appeal to the Christian Women of the South. This pamphlet urged southern women to persuade their influential husbands to re-examine the morality of the slavery institution. A similar plea was made towards the Southern Church institutions months later in An Epistle to the Clergy of the Southern States. Though praised by other abolitionists in the free states, officials in South Carolina burned copies and threatened imprisonment to the authors should they return to that state. During this time the sisters released their own family slaves after they were apportioned to them as part of the family estate.   Ã‚  Ã‚  Ã‚  Ã‚  Angelina also began the sister's speaking career in the private homes of Philadelphia women. The sisters moved to New York in 1836 where they addressed the larger audiences of Churches and public halls. With all their good efforts the sisters were brought under fire from the General Association of

Second Language Aquisition

Second Language Acquisition What is Second Language Acquisition? In second language learning, language plays an institutional and social role in the community. It functions as a recognized means of communication among members who speak some other language as their native tongue. In foreign language learning, language plays no major role in the community and is primarily learned in the classroom. The distinction between second and foreign language learning is what is learned and how it is learned. Slide 2: Learning a second language requires: 1. formal language instruction in an academic setting; 2. nteractions with the second language outside of the classroom; 3. pedagogical practices, strategies and methodologies which facilitate second language learning (how); and 4. teaching the four language skills: listening, speaking, reading, writing along with comprehension and thinking (what). Slide 3: The study of second language acquisition involves: 1. how second languages are learned ( t he process); 2. how learners create a new language system with limited exposure (interactions); 3. language proficiency levels (competence and performance of the language); and 4. hy some learners achieve native-like proficiency. How Do Learners Acquire a Second Language? Learners acquire a second language by making use of existing knowledge of the native language, general learning strategies, or universal properties of language to internalize knowledge of the second language. These processes serve as a means by which the learner constructs an interlanguage (a transitional system reflecting the learner’s current L2 knowledge). Communication strategies are employed by the learner to make use of existing knowledge to cope with communication difficulties.Slide 4: Learners acquire a second language by drawing on their background experiences and prior knowledge in their first language. They experiment with the second language by using features found in their first language which a re similar to those in the second language. This dependence on the first language serves to help the learner construct an interlanguage, a transitional system consisting of the learner’s current second language knowledge. Communication strategies help the learners use what they already know to overcome breakdowns in communication. Slide 5:Individual differences affect second language acquisition. These differences may be developmental, cognitive, affective or social. There are factors that are fixed which we cannot control such as age and language learning aptitude. There are some variable factors such as motivation which are controlled by social setting and the course taken for developing the second language. Teachers need to know that variable factors are controlled through the learning environment, by knowing their students’ cognitive styles, their learning preferences, how they teach, and what they teach.Slide 6: There are many different types of learner strategies which teachers need to be aware of in order to understand the strategies children bring with them and how they learn best. Language learners may need to be taught strategies for relating new knowledge to prior knowledge, for organizing information more effectively and for seeking opportunities for communicating with target language speakers. Slide 7: Researchers identified a natural order of strategies for developing a second language.The order of development starts with the very simple imitation of a word or language structure, to self-talk, to self-correcting, and to role-playing. An awareness of this natural order can help teachers of second language learners plan lessons to facilitate language learning and increase the learners’ self-esteem and self-confidence. Slide 8: There are several theories of second language acquisition which have provided information on how second languages are learned. The Universalists studied a wide-range of languages to find out how languages vary and what makes them vary.They looked at language patterns, language universals (features of language which are common across many languages) as well as other properties of language. Slide 9: Universalists also claimed that language is acquired through innateness (nature) and that certain conditions trigger the development of language (nurture). The search for meaning is innate. Activities and instructional materials need to be presented in a meaningful, relevant and interesting manner in order to allow students to make language learning connections. Slide 10:Behaviorists claimed that learners learn by undergoing training and practice through a series of stimulus and response chains and operant conditioning. The environment provides the stimulus and the learner provides the response. According to the Behaviorist theory, reinforcement motivates the formation of a language habit. Behaviorist Theory (Continued) Theory When the learner learns a language, this learning includes a se t of stimulusresponse-reward (S-R-R) chains. Imitation provides the learner with a repertoire of appropriate, productive responses.The learner learns to imitate or approximate the productive responses provided by the environment. The characteristics of human and non-human learners include the ability to: 1. 2. 3. 4. respond to stimuli in a certain way; intuitively evaluate the reward potential of responses; extract the important parameters that made up the stimulus response (positive reward chains); and generalize these parameters to similar situations to form classes of S-R-R chains. Slide 11: Language learning requires effort and practice.Behaviorists further claimed that learners imitate or approximate productive responses. For instance, learning how to write is not universal across cultures because some cultures do not have a history of written language, therefore learning how to write involves a conscious effort and specific training, as well as a willingness to learn by trial and error. Responding to stimuli in this instance is critical in order for writing to take place. Slide 12: Nativists claimed that language learning is biologically determined.Each person is born with an innate ability to learn language. The basic innate language learning capacities are referred to as the Language Acquisition Device (LAD). This view asserts that the environment only serves to trigger the Language Acquisition Device (LAD) which determines what children acquire. Children acquire much of their language ability before coming to school, thus supporting the innate structures argument. Nativist Theory (Continued) 1. 2. 3. the ability to distinguish speech sounds from other sounds in the environment; TheoryMcNeill (1966) described the LAD as consisting of four innate linguistic properties: the ability to organize linguistic events into various classes that can be refined later; knowledge that only a certain kind of linguistic system is possible and that other kinds are not; and the ability to engage in constant evaluation of the developing linguistic system in order to construct the simplest possible system out of the linguistic data that are encountered. 4. Nativists have contributed to the discoveries of how the system of child language works.Theorists such as Chomsky, McNeill, and others helped us understand that a child’s language, at any given point, is a legitimate system in its own right. Slide 13: The Nativists also contend that learners actively construct grammar for themselves by actively listening to the language around them and trying to determine the patterns in the utterances. Learners progress through language in predictable stages. The learner will not respond to error correction if he/she is not developmentally ready. Slide 14: Cognitivists claimed that the conditions for learning language are the same conditions that are necessary for any kind of learning.They believed that human beings have the capacity for developing logical thinking. Acquiring knowledge is a cognitive process which involves automatic processing (rountinzed) and controlled (temporary) learning. Cognitivist Theory (Continued) Language Learning as a Cognitive Process 1. 2. Theory Learning a language involves internal representations that regulate and guide performance. Automatic processing activates certain nodes in memory when appropriate input is present. Activation is a learned response. Memory is a large collection of nodes. Controlled processing is not a learned response.It is a temporary activation of nodes in a sequence. Skills are learned and routinized only after the earlier use of controlled processes have been used. Learner strategies contain both declarative knowledge i. e. knowing the ‘what’ of the language-internalized rules and memorized chunks of language, and procedural knowledge i. e. know the ‘how’ of the language system to employ strategies. 3. 4. 5. 6. Slide 15: The Cognitive theory undersco res the fact that the learner brings an innate mental capacity to the learning task. He/she also brings perceptions of relationships between what he knows and what he/she needs to know.Learner strategies are used for learning the rules of a language and how to use the language for different audiences and purposes. Theories of Second Language Acquisition (Continued Social Interactionist Theory supports the view that the development of language comes from the early interactions between infants and caregivers. Social interactionists stress: Theory the importance of a child’s interactions with parents and other caregivers; the importance of â€Å"motherese†; contributions of context and world knowledge; and the importance of goalsGlew (1998) claims that learners have to be pushed in their negotiation of meaning to produce comprehensible output. The classroom context needs to provide adequate opportunities for target language use to allow learners to develop competence in t he target language. Slide 16: Social interactionists believe that human language emerged from the social role that language plays in human interactions. They further believed that the environment plays a key role and that adults in the child’s linguistic environment are instrumental in language acquisition.Language learners need many opportunities for using the target language in order to develop competence. Slide 17: Social interaction is the key to language processing. Input from the social interactions provides a model for negotiation opportunities. Vygotsky (1978) believed that learners bring two levels of development to the learning: an actual developmental level and a potential developmental level. These two levels are referred to as the Zone of Proximal Development. Learners can move from actual development to proximal development through social interactions with others. Slide 18:Krashen proposed five hypotheses for second language acquisition. He explored the notion t hat acquisition is different from learning because one takes place in a natural environment while the other takes place in an academic setting. He further claimed that we learn language in a predictable order. Some language structures are learned earlier than others. The monitor is the self-correcting mechanism that learners use to edit what they say before they speak or write. The learner can overuse the monitor and stifle communication. Slide 19: Krashen proposed that when learners are provided with comprehensible input they acquire more.When the learner’s affective filter is up, this means that information is not reaching the learner. This may be because of fear, anxiety or low selfconfidence in language learning. The ideal situation is for the filter to be down so that the language acquisition device can receive the input necessary for language acquisition. Cummin’s Second Language Framework Cummins makes a distinction between social language and academic language. 1. Social language refers to the everyday conversational language which is supported by the use of illustrations, realia, demonstrations, etc. Context Embedded). Studies show that language learners acquire social language in approximately two years. Social language deals with the here-and-now language, therefore second language learners tend to acquire it faster. 2. Academic language is the language of school tasks which is more abstract and decontextualized (Context Reduced). Some second language learners who develop fluent spoken English have difficulties in reading and writing because they may be at different levels of proficiency while they are moving from social language (BICS) to academic language (CALP).It takes between five to seven years for second language learners to acquire academic language. Slide 20: James Cummins developed a framework for second language acquisition that involves the identification of both social and academic languages. The basic interpersonal commun ication skills are acquired from everyday use of the language and are supported by cues in the environment (context-embedded). The cognitive academic language proficiency is more abstract language which is not supported by environmental cues (context-reduced).Slides 21-22: Context-embedded tasks are for the most part cognitively undemanding because learners are able to depend on cues for assistance. There are some tasks that are context-embedded, more complex and impose cognitive demands. The learners in these situations can still rely on environmental cues for help. Slides 23-24: Context-reduced tasks can be both cognitively undemanding and cognitively demanding as well. Cognitively undemanding tasks are simple to carry out but do not contain environmental cues i. e. reading for personal purposes.Cognitively demanding, context-reduced tasks are more abstract and decontextualized. Slides 25-26: The components of communicative competence include: 1) grammatical competence which is kn owing the structure of the language; 2) sociolinguistic competence which involves the use of the language for different audiences, purposes and norms of communication; 3) discourse competence which includes combing and connecting utterances both spoken and written; and 4) strategic competence which involves using language to meet communication goals. Slide 27:Competence is the underlying knowledge which is the mental representation of linguistic rules. This knowledge is nonobservable because it is internal. Performance is the overtly observable production of competence (comprehension and production of language). Slide 28: The three general principles of language learning include: 1) the law of exercise-active and repeated responses to stimuli (practice); 2) the law of effect-reinforcing learner responses (providing immediate corrective feedback); and 3) the principle of shaping-learning language through learning chunks (bit-bybit).Slide 29: These principles operate under the assumpt ion that language learning is the formation of habit. The learner’s automatic responses were prompted by stimuli. Interesting and motivating stimuli turns responses into automatic, routinized learning. The level of difficulty required to learn a second language depends on the amount of time it takes to learn a second language pattern. The time from which controlled responses (short-term) turn into automatic responses (long-term) is dependent on learner differences, learning conditions, and teaching pedagogy. Input and InteractionL2 acquisition can only take place when the learner has access to input in the second language. This input may come in written or spoken form. Spoken input occurs in face-to-face interactions. Non-reciprocal discourse includes listening to the radio or watching a film. Behaviorists claim that presenting learners with input in the right doses and then reinforcing their attempts to practice them can control the process of acquisition. Chomsky pointed ou t that in many cases there was a very poor match between the kind of language found in the input that learners received and the kind of language they themselves produced.Comprehensible input (Krashen’s, 1985 Input Hypothesis) proposed that learners acquire morphological features in a natural order as a result of comprehending input addressed to them. Long (1981a) argued that input which is made comprehensible by means of the conversational adjustments that occur when there is a comprehension problem is especially important for acquisition. Swain (1985) proposed the comprehensible output hypothesis which states that learners need opportunities for â€Å"pushed output† in speech or writing that makes demands on them for correct and appropriate use of the L2.Slide 30: Input and interaction are very important factors in second language acquisition. Second language acquisition can only take place when the learner has access to input in the target language. Teachers can prov ide comprehensible input in their instructional delivery coupled with opportunities for interactions. Adjustments are made in order to facilitate the comprehension of messages. Just as important is comprehensible output. Learners need to be given opportunities to produce spoken or written discourse which forces them to use correct and appropriate use of the second language.The Role of the Native Language in Second Language Acquisition Language Trans fer The role of native language in second language acquisition has come to be known as â€Å"language transfer. † It has been assumed that in a second language learning situation learners rely extensively on their native language. According to Lado (1957) individuals tend to transfer forms and meanings, the distribution of the forms and meanings of their native language and culture to the foreign language and culture.This transfer is productive when the learner attempts to speak the language. This transfer is receptive when the le arner attempts to grasp and understand the language and culture as practiced by native speakers. Lado’s work and much of the work of that time (1950’s) was based on the need to produce pedagogically relevant materials. A contrastive analysis of the native language and the target language was conducted in order to determine similarities and differences in the languages. Slide 31: The first language has a distinct role in second language acquisition.When language learners have a strong linguistic and communicative foundation in their native language, then the process of second language acquisition involves language transfer. Learners transfer forms and meanings as they attempt to speak or write the second language. Transfer takes on a receptive role when the learners listen to native speakers of the language and try to understand what is being said. Similarities in the two languages are transferred positively (language facilitation), while differences cause a nonproducti ve transfer (language interference). Framework for Explaining L1 Transfer Language Trans ferThe L1 system is used for both comprehension and production. The interlanguage system is also used in comprehending and receiving messages. The L1 system is used in hypothesis construction responsible for interlanguage development. Comprehensible input serves as a major source of information for hypothesis construction. L2 output may be used for hypothesis construction. Slide 32: Language learners rely on their first language to produce language and to comprehend it. Hypotheses construction of language comes when learners manipulate and test language forms to further their interlanguage, the stages of development between L1 and L2.The second language output helps the learner test hypotheses of how language works and helps them construct new ones. Teachers provide comprehensible input in order to help learners acquire information for hypotheses construction. Slide 33: Language transfer is a co gnitive process which involves the strategic use of the first language in learning the second language. The flexible thinking that occurs in the learner’s mind is representative of the interconnectedness between the two languages. Bi-cognitive thinking occurs spontaneously and with great ease.Learners think in their first language, transfer that thinking into the second language and then produce the utterances that meet the communication situation. There is a distinction between transfer experienced for communication purposes and transfer experienced for second language learning. First language transfer helps the learner receive and produce messages for communication purposes. Transfer in learning situations happens when the learner uses the first language to formulate hypotheses about second language rules. Language Language Transfer Trans ferWhere the two languages were identical, learning could take place through positive transfer to the native-language pattern. Where the two languages were different, learning difficulty arose and errors occurred resulting from negative transfer. Chomsky (1959) set in motion a re-evaluation of many of the behaviorists claims. This re-evaluation included area such as: the dangers of extrapolating from laboratory studies of animal behavior to the language behavior of humans were pointed out; 2. the terms stimulus and response were exposed as vacuous where language behavior was concerned; 3. nalogy could not account for the language user’s ability to generate totally novel utterances; and 4. studies of children acquiring their L1 showed that parents rarely corrected their children’s linguistic errors, thus casting doubt on the importance of reinforcement in language learning. All this led to the reconsideration of the role of L1 in L2 learning. 1. Slide 34: When language features in the two languages are similar, positive transfer from the first language to the second language occurs. When language feature s in the two languages are different, learning difficulties and errors happen.This transfer process made it evident to researchers that the native language definitely plays a major role in second language acquisition. The Nature of the Interlanguage Continuum Cognitive theories of interlanguage claim that with the assistance of learning strategies, learners build mental grammars of the second language. Learners draw on the rules they have constructed to interpret and produce utterances. Learner’s utterances are only erroneous with reference to the target language norms, not to the norms of their own grammars.The interlanguage continuum consists of a series of overlapping grammars. Each share some rules with the previously constructed grammar, but also contains some new or revised rules. A rule has the status of a hypothesis. Slide 35: The implication of the interlanguage continuum for teachers is that with assistance from learning strategies, learners are able to build mental grammars (rules) of the second language. The continuum represents different interlanguage stages (overlapping grammars) that the learners go through to use the rules they have learned to interpret and produce speech.Rules are classified hypotheses because the learner tests certain language rules in his/her development. Selinker’s Interlanguage Theory Selinker’s Interlanguage Theory maintains the separateness of a second language learner’s system and gives the system a structurally intermediate status between the native and target languages. According to Selinker, second language learners are producing their own self-contained linguistic system. The system is not a native language or target language system, rather it falls between the two.Stages of Interlanguage Development include: 1) random errors (presystematic); 2) experimentation and inaccurate guessing; 3) emergent-growing in consistency in linguistic production; 4) backsliding-appears to have grasped but later regressed and unable to correct errors; 5) systematic stage-ability to correct errors on their own; rules may not be well-formed but display more internal self-consistency; 6) stabilization-few errors are made, have mastered the system to the point of fluency; and 7) intralingual-inconsistencies within the target language; Global errors-affect meaning;local errors-close similarities in word form (i. . spelling). Interlanguage Continuum Interlanguage Stages L1 L2 ______/____/______/____/_______/_____/___/_____/_____/______ Basilang Mesolang Acrolang Slide 36: Each of the stages of the interlanguage continuum represents each grammar that the learner builds which represents more complexity as he/she moves on the continuum. Second language learners begin in their first language and as teachers provide the formal and informal second language instruction, learners move forward in their development.When learners encounter difficulties in any of their interlanguage stages, they can fo ssilize (learning stops at some given point) or they may experience backsliding (regression). The continuum can be related to language learner categories used for identifying bilingual/ESL students. Basilang is equivalent to the beginner; mesolang is the category of an intermediate learner; and acrolang is the category for the advanced learner. Slide 37:The identification of errors that language learners make is important in order to understand the source of errors and the corrective measures teachers can offer. Errors happen when learners lack knowledge of second language rules, while mistakes occur when learners are unable to perform their competence (underlying knowledge that is non-observable). Overt errors are deviations in form and covert errors are those that are well-formed but do not communicate what the learner intended. Learner Errors Error Analysis is used for examining errors as a way of investigating learning processes.Much of the early work on learner errors focused o n the extent to which L2 acquisition was the result of L1 transfer or creative construction (construction of unique rules similar to those which children form in the course of acquiring the native language). The presence of errors that mirrored L1 structures was taken as evidence of transfer (interlingual), while those errors similar to those observed in L1 acquisition were indicative of creative construction (intralingual). The study of learner errors showed that although many errors were caused by transferring L1 habits, many more were not.It was found that learners went through stages of acquisition and the nature of errors varied according to their level of development. Error analysis could not show when learners resorted to avoidance and it ignored what learners could do correctly. Slide 38: For teachers of English language learners, it is important to understand the role of errors in second language learning. Error analysis is important because it gives us the opportunity to e xamine learner errors and determine if errors are a consequence of first language interference or not.Implications for teachers come in planning instruction that addresses patterns in errors made by students experiencing language interference, grouping practices to target the identified errors, and instructional methodologies and strategies for helping learners overcome some of their errors. Slide 39: Errors made by a language learner can give teachers insight as to how much knowledge the learner has in the second language. They are a means of diagnosing progress or lack of progress in second language development.Errors are to be seen as part of a process of second language acquisition not just as the result of imperfect learning. Slide 40: Errors are systematic and will occur until the language learner recognizes them and corrects them. If communication is clear, even when learners produce errors such as â€Å"no want† then the error is in the language structure and not in t he learner’s system (interlanguage). Slide 41: Contrastive analysis helps teachers understand potential errors language learners make. This understanding will allow teachers to identify what needs to be learned and what is already in the learner’s system.What needs to be learned will be the focus of instruction and what is already learned will be the knowledge the learner brings to the learning situations. The pedagogical materials that resulted from contrastive analysis were based on the claim that language is a habit; language learning involves the establishment of a new set of habits; the native language interferes with the reception and production of a second language; and accounting for errors involves considering differences between the first and the second languages.The greater the differences the more errors will occur; and difficulty and ease in learning a second language are determined by differences and similarities between the two languages in contrast. Sli de 42: Thomas and Collier (1997), proposed the Prism Model of Language Acquisition for School. This model includes first and second language cognitive development, academic development, language development as well as social and cultural processes. Slide 43: The cognitive development component is a subconscious process that is developmental. Thought processes are built through interactions.It is critical that cognitive development take place in the first language so that the foundation is strong and positive transfer of skills and concepts occurs. Slide 44: Academic knowledge, concepts and skills transfer from the first to the second language. In order to make the necessary instructional adjustments, teachers need to provide instruction in the learners’ first language and a strong English as a Second Language component during the instructional day in order to make academic content meaningful. The interruption of academic development in the first language will likely promote a cademic failure.A good balance of academic instruction (Cognitive Academic Language Proficiency) in the first language and vocabulary and oral language development (Basic Interpersonal Communication Skills) through ESL will facilitate language transfer and transition when the learner is ready. According to research, it takes a language learner from 5-7 years to reach academic proficiency in the second language. It takes from 2-3 years to acquire BICS. Therefore, teaching BICS in the two languages and having a strong ESL program are essential if language learners are to be ready for transitioning from the first to the second language.Slide 45: Language development includes Basic Interpersonal Communication Skills (BICS) which are acquired subconsciously as well as the innate ability learners bring with them to the academic setting (CALP). In order to assure both cognitive and academic success in learning a second language, the learner must be taught in his/her first language to a hig h cognitive level so that the learner can develop the necessary competence and performance in the second language. Slide 46:Second language learners go through everyday experiences which impact the acquisition of the second language. The home-school connection is very important in order to help language learners respond to second language learning more effectively. The sociocultural support that language learners need must be evident at home, at school, in the community and in society at large. The instructional environment can either create social unity, linguistic and ethnic respect, and value for bilingualism or it may promote a psychological distance between two groups, cultures and languages.Slide 47: In conclusion, teachers working with second language learners must consider the learners’ linguistic, cultural, and academic needs, as well as the levels of language proficiency. Teachers should encourage their students to experiment with language and not be afraid of makin g errors. Errors are part of the learning process just as error correction is part of the teaching process. Teachers should not ignore errors, but focusing too much on them can cause anxiety, fear and hamper learning.

Spains Financial Crisis A Case Study - 893 Words

Furthermore, Spain must be safeguarded against new interest rate hikes, as high-interest rates are likely to lead the debtors to claim bankruptcy. As a result, it is more vulnerable to the uncertainty and panic in the financial market. Amidst the ongoing recession and soaring unemployment rates, the damaging austerity policies have proven to be costly to the healthy sectors, making it difficult to cope with the collapse of the economy. This has slowed down the pace of Spain’s economic recovery. Therefore, acting as a shield, GLBs could protect the economy from the risk of facing higher interest rates, at least until growth picks up. Beyond the simple exercise shown above, the main objective has been to show that GDP linked bonds provide†¦show more content†¦Considering the climate of political paralysis until some time ago and high unemployment rates, the country’s minority government unveiled more spending on social measures in a delayed draft budget for 2017, thus a great cloud of uncertainty surrounds the future of austerity policies. This means that the government can easily fall short of its budget targets. In addition, the impact of moderate debt reduction on fiscal adjustment program is discussed. If one takes the baseline scenario, a moderate reduction in debt stock does not significantly reduce the degree of austerity required. This is probably because Spain is suffering from high levels of private debt of households, companies, and Spanish financial entities, which has majorly accumulated as a result of the large real estate bubble. After the property market crash, Spanish banks and savings banks have been dependent on the Spanish authorities and European Central bank for covering most of its losses. There is uncertainty about the scale of future losses and its influence on the government’s budget. Moreover, since the domestic banking sector has a stake of in the 40% in debt, reduction in the principal value of government securities may lead to large losses on the banks balance sheet, and threaten the stability of the domestic banking sector. The single equationShow MoreRelatedSpains Financial Crisis2845 Words   |  12 PagesCASE 1 Spain’s in trouble Spain started facing economic troubles since 2008 global crisis. Financial crisis caused a huge crash in the property market and significant losses at its banks. These days Spain’s citizens take part in polls in Galicia and Basque regions. Galicia’s PM Mariano Rajoy lost part of national support due to his austerity measures. 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