Parvanas Journey

PARVANAS JOURNEY QUIZ CHAPTERS 6,7,8 PART 1 Complete the following multiple choice. 1. What is a Shalwar Kameez? A. Traditional dress worn by both men and women. B. Knitted Shaw C. Sandals D. Soft-soled leather shoes made from deer skin. 2. What job did Parvana do in exchange for food for Hassan, Asif and herself? A. Clean the Tea House B. Clean the chicken house C. Clean dishes D. Cleaned a pigeons cage 3. As Asif, Parvana and Hassan left the village, what did Asif return to steal? A. Eggs B. Rice C. Water D. Chicken 4. What did Asif make out of grass, down by the stream? A. Ball B. Boat C. Car D. House . What name did Parvana used when she introduced herself as a boy? A. Faraz B. Aadi C. Dakshi D. Kaseem PART 2 Fill in the blanks 1. _______________ Each letter Parvana wrote she addressed it to her best friend. What was her name? 2. _______________ What did Asif say he would buy out of his share of the treasure? 3. _______________ Parvana’s journey was to keep walking in hope s of bumping into who. 4. _______________ When Parvana, Asif and Hassan arrived in the tiny village, they spoke with some boys playing what sport? 5. _______________ Asif wanted to help Parvana out by carrying what on his back?PART 3 True or False 1. _____ The treasure chest found by Asif and Parvana was full of soap. 2. _____ When Parvana and Hassan left the cave, Asif decided to join them just to annoy Parvana. 3. _____ Out of anger Parvana returned to the chicken house to steal eggs. 4. _____ After Parvana finished cleaning the chickens house, the man returned with three bowls of white rice. 5. _____ Asif played baseball with the boys in the village for a drink of water. ANSWER KEY Multiple Choice A B D A D Fill in the blanks Shauzia Horses Mother Hassan Soccer True or False False True True False False

R.M.’s symptoms Essay

1. Compare her VS with those of a healthy person at her same age. R.M.’s temperature is low: 96.8 F and normal range is 97.8 -99 F R.M.’s blood pressure is elevated: 142/84 and normal range is 120/80 R.M.’s heart rate is low: 52 and normal range is 60-100 R.M.’s respiratory rate is on the low end of normal: 12 and normal range is 12-25. 2. List eight general questions you might ask R.M. to assist in determining what is going on with her. Does your family history of thyroid, adrenal, or pituitary disease? Have your menstrual periods been altered? What have your sleep patterns been like? Have you been exceptionally nervous? How has your appetite been over the past 6 months Have you had weight fluctuation over the past 6 months Is there a history of diabetes in your family? Have you had any radiation therapy to your head and or neck? 3. You know that potential causes for some of R.M.’s symptoms include depression, hypothyroidism, anemia, cardiac disease, fluid and electrolyte imbalance, and allergies. As part of your screening procedures, describe how you would begin to investigate which of these conditions probably do not account for R.M.’s symptoms. As part of screening procedure, e began our investigation by focusing on auscultation of the heart and lung sounds for sign and symptoms of cardiac disease or problem. However, there are no abnormalities present with R.M.’s heart. According to R.M.’s symptoms, it is clear that she does not have any signs of cardiac disease, symptoms of allergies, and fluid and electrolyte imbalance. R.M. has symptoms of hypothyroidism, anemia, and depression. 4. Unnecessary diagnostic tests are expensive. What tests do you think would  be the most appropriate for R.M., and why? We think that thyroxine, (T4), and pituitary thyroid-stimulating hormone (TSH) will be appropriate for R.M. because this test will confirm the diagnosis of thyroid failure. Cholesterol levels need to be checked and also other blood tests needs to be performed to detect levels of calcitonin, calcium, prolactin, and thyroglobulin and check for anemia and liver function. All these tests can be affected by hypothyroidism. 5. Interpret R.M.’S laboratory results. 6. The family practitioner affirms a diagnostic of hypothyroidism. With this diagnosis, what other signs and symptoms would you want to investigate? Other signs and symptoms we would want to investigate include impaired memory, depression, elevated blood cholesterol level, irregular menstrual periods, and stiffness or swelling in the joints (Mayo, 2014). http://www.mayoclinic.org/diseases-conditions/hypothyroidism/basics/symptoms/con-20021179 7. The family practitioner prescribes levothyroxine (Synthroid) 1.7 mcg/Kg body weigh/day. At this time. R.M. weighs 130 pounds. What should be her daily dose of Levothyroxine in milligrams? How would her prescription read?

House On Mango Street Book Report Essay

At the beginning of the story, readers learn about a girl named Esperanza whose life has always been unstable and has always been moving from house to house constantly. Benumbed by all the hardships she’s had to deal with Esperanza longs to live in a beautiful house of her own. Children in Esperanza’s neighborhood never play with the opposite sex, and the only friend Esperanza has is her little sister, whom she is ashamed to be seen with. Discouraged and degraded, Esperanza goes through life labeling herself as being uglier than everyone else; the only way she can make a friend is by giving two girls called Rachel and Lucy, five dollars to buy a new bike. Esperanza likes the way her name sounds in Spanish, but dislikes her name in English, she is always ashamed to tell people her name. Frozen in a life of poverty, Esperanza befriends a girl called Marin, who dances under streetlights at night and dreams of a man to marry her and take her away to live in the barrio. Gullible foreigners who get lost and travel to Esperanza’s neighborhood always fear getting assaulted because of its appearance; only the inhabitants of the neighborhood know the truth about everyone who lives there. Hopelessly meek, Esperanza always allows people to run over her mentally and emotionally, she only says yes to all the negative comments said to her by Rachel, Lucy, and the Superior Sister at her school. Inspired by her own life a girl named Alicia whose mother has died, overloads herself studying, going to school, and taking the role of a mother for her siblings and father in order to escape the life of poverty that seems to be destined for all Latino families. Jumping and playing, the neighborhood kids all look at clouds to entertain themselves with, one kid even calls a cloud he sees God, Kinky and grown, the girls receive a pair of high heeled shoes that fit them all perfectly; these shoes cause the girls to be warned about trouble, and cause them to receive sexual comments about themselves. Later on in the story, Esperanza’s mother buys her a new dress but no new shoes, this causes Esperanza to not want anyone to see her, but she dances with her uncle and catches the attention of a young boy. Moved by her family, Esperanza gets a new job while lying about her age, she befriends a coworker and ends up kissing him. Now frightened, Esperanza learns that her grandfather has died and sees her father cry for the first time. Obliged to believe she’s going to hell, Esperanza makes fun of her aunt one day, then find out that she has died the next day. Prior to going home one day, Esperanza gets her fortune read and is told that she is filled with jealousy, sorrow, and cares solely about luxury. Quarreling with the police Marin meets a man at a club who is then hit in a car accident and dies at the hospital because no one was able to treat him. Receiving her first crush, Esperanza admires a neighborhood punk called Sire. Sealed to an unwanted life, a mother who has just moved in speaks no English and is condemned to isolation because she yearns to return to her home country. Tortured by her husband, a woman named Rafaela is locked in her own home and cannot leave because her husband fears she’ll leave him. Unusually beautiful, a girl named Sally is beaten by her father because he doesn’t want her to bring shame to his family by getting pregnant and running off with a boy, just like her sisters did. Violently betrayed, Esperanza is sexually assaulted when she is left alone by Sally at a carnival. Waken up, Esperanza realizes Sally willingly seeks men to escape her father, and never really cared about Esperanza the way Esperanza was faithfully loyal to her. Xenon colored heart, Esperanza blames her trauma on women because they never told her the truth about sexual intercourse. Y oung and still traumatized, Esperanza realizes that whether she likes it or not, Mango street is always going to be her home, and she learns about the true, horrid experience that women have to go through. Zoo like experiences change the narrator forever and she promises to always return to Mango Street and save those who couldn’t save themselves.

Letter to school Essay Example | Topics and Well Written Essays - 750 words

Letter to school - Essay Example We plan to remain in London for the next decade and thought that this would be an excellent opportunity to provide high quality education for our children. Our daughter Ekaterina will turn seven on June 3, 2013 and our son Mikhail will turn four on January 5, 2013. They are now attending the IB school in Kiev, Ukraine, with English as the medium of learning. Ekaterina has been studying in the English medium for the past three and a half years. She has taken up ballet and gymnastics. She is also learning to play the piano and has enrolled for artistic gymnastics at the school of a Ukrainian Olympic and World Champion in gymnastics. She also has a good aptitude for mathematics and science and she is interested in chess. Our son, Mikhail, has just started his IB program this September. He shows a high level of independence, adaptation and learning progress. My husband and I are both well educated and we believe that a good education helps a child more than anything else does. My husband and I have graduated from leading schools and universities in Moscow, Russia. We have also both acquired MBA degrees from INSEAD, one of the world’s top business schools. We completed the MBA degree from the campus in France and Singapore followed by an internship in Switzerland. My husband has worked with international advisory firms such as Price Waterhouse Coopers and McKinsey & Company. I have worked for Fleming Family & Partners private equity fund and I have served as a Director of Investments in one of the largest real estate investment and development companies in Ukraine. My husband holds positions on the boards of many large Ukrainian firms belonging to Mr. Rinat Akhmetov, one of the biggest entrepreneurs in Eastern Europe. We are eagerly waiting to settle down in London and enrol our children in a top educational institution like Eaton House Group of Schools. We give an assurance that all

Court Reporting. Write up two court reports, from the given material Essay

Court Reporting. Write up two court reports, from the given material each with a commentary - Essay Example While presenting the case, the prosecution reiterated that the girl had been found murdered in a field near Seaburn Metro Station over the weekend. She had five stubs in the stomach and medical reports presented in the court showed that she died from shock and internal bleeding. Before the body was discovered, the 14 year old girl had gone missing since Friday when she failed to return from school. A dog walker discovered the body of the girl lifeless in the field the following morning as police was already conducting a search. According to witnesses, the accused boy had squabbles with the dead girlfriend days before the incident. Detectives are still awaiting the test results of DNA samples collected from a knife used in the murder. The defendant’s lawyer, Doug Richardson asked the court to bail him out, citing the defendant had no previous criminal records. The court denied request for the bail given the weight of a murder charge. The defendant remains in police custody awai ting the next court hearing as the victim awaits burial next month. Commentary Whereas journalists have the responsibility to provide the community with accurate information of the happenings going on around them, there are legal responsibilities they have to consider when reporting events (Banks 2012, 02). Court proceedings are sensitive. While reporting the murder case involving the teenager, Paul Ross, the law requires that the name of the defendant be withheld. Whereas there is never any problem mentioning the name of the victim unless in a sexual assault or rape case, I chose to withhold the name of Monica Smith to protect identity of the accused. Additionally, the report does not detail the names of the parents of the accused and the victim for the same reason of protection of identity. This is particularly imperative given the fact that a defendant remains innocent until proved guilty in a legal procedure. In addition, the report fails to mention remarks reported in the court as having transpired before and after the incident. Before the murder, the defendant is reported to have states, â€Å"If I can’t have her, no one can.† Additionally, Ross is recorded to have broken down and confessed killing his girlfriend during police interrogation. He said, â€Å"I didn’t mean to kill her, just frighten her with the knife.† This report dodges these comments primarily to prevent a scenario that may show prejudice and bias. The journalist report fails to mention these statements as that would seem as though the journalist already has a formed opinion that Ross is guilty. It leaves the legal responsibility of determining innocence or guilt to the judiciary. Second Court Case The Newcastle Magistrates Court on Monday bailed out a revered Newcastle barrister after an awry â€Å"blind date† led to a lawsuit. The 33-year-old resident was charged with attempted rape of 19 year old Sunderland University Law student. The two were strang ers to each other until Friday night when they met at a popular nightclub in town. The young woman claimed that they did not know each other until that evening when the defendant bought her drinks and asked her out to smoke cigarette. She says it was at that moment that the defendant tries raping her, raised an alarm and escaped before calling the police. In his defense, the 33-year old Newcastle resident reiterated that they had mutual consent to spend the night in a hotel room next to the

Importance of Recruitment and Selection in the Public Sector Essay

Importance of Recruitment and Selection in the Public Sector - Essay Example Alternatively, the organization may outsource the recruiting services from a recruitment centre, which specializes in ensuring that the right workforce with the right skills receives employment at the right time from the organization. However, other HR practitioners has less involvement with recruitment and selection because these activities are delegated to line managers or outsourced, leaving the in-house practitioners limited to a few activities or overseeing the process (Tinzer, 2002:154). Recruitment and selection are the core roles of HR practitioners, although there are other activities that affect the policy of an organization and the external environment. These include business contraction or expansion, employment legislations, skills shortage and the general economic climate. Regardless of the economic climate, the process of workforce planning is not necessarily simple. Organizations must predict workforce requirements in line with future corporate objectives. Over the yea rs, the employment situation has shifted from a seller’s market to a buyer’s market and back again, especially in the public sector, thus the approach and time spent by HR practitioners need to anticipate and reflect this (Adams, 2007:97). This paper seeks to evaluate and analyze the context within which public sector recruitment occurs, as well as the factors affecting recruitment, the impact, and place of employment legislation. Additionally, the paper seeks to provide an overview on the recruitment and selection process in the public sector, considering both skills and activities (Saunders, and Thornhill, 2009:65). Demographics The impact of two factors is evident on the nature of the UK workforce, both with relation to recruitment and selection processes: demographic changes, and the adoption of traditional working patterns, which include significant growth in outsourcing. The workforce is set to diversify in terms of ethnic balance, age, and gender, drawing upon c hanges already occurred (Hyde et al., 2001:137). Concerning gender, there is a continuous trend of more women entering the labour market, raising important issue such as provision of childcare and equal pay. Concerning age, the greater longevity and falling birth rates mean that the about 46% of the UK population will be past 50, compared with only 33% in 2002. The changes in pension will also have significant impacts in this area, forcing many people to work longer. Concerning ethnicity, the government estimates that the net migration will by 2020 account for over 40% of the growth in the labour market (Caplin, and Dwyer, 2000:94). All the above issues are complex and important, thus public sector organizations need to take serious considerations during recruitment and other employment activities. Employers need to attract and retain a diverse workforce (Walliman, 2009:81). The complexity of these issues is evident from analyzing and evaluating one of the elements above: age. To ma ximize the participation of employees from different age groups as well as encourage generational diversity, the needs and expectations of each group will need consideration in designing the jobs, in induction and in recruitment activities into the organization. Although their expectations are not homogeneous, there are

Medical Error Research Paper Example | Topics and Well Written Essays - 750 words

Medical Error - Research Paper Example However, hospitals and medical practitioners have consistently showed unwillingness to perform their side of the bargain by making medical error disclosures and apology promptly and in a proper way. The hospital and the individual physicians who operated on Ms. W violated disclosure laws, requiring proper and constant revealing of information concerning treatments and their impacts on the patients to the principal (Gallagher, 2009). Apology laws were also broken. In addition, the organization failed to implement an internal reporting system for critical incidents as required by health regulations; this would have resolved the error before the patient could make contact with her attorney (Pozgar, 2013). In light of these breaches to the law, the hospital is vicariously liable for the medical error committed by its staff. The medical doctors are also liable in their personal capacities for their failure to observe patient safety. As Pozgar (2013) said, the provider failed to adhere to the ethical rules of informed consent, non-maleficence, justice, truthfulness and honesty. The hospital failed to provide the patient with a prompt, detailed confession of the medical error and a genuine apology followed by compensation. Such response could have improved her trust in the hospital and the medical staffs (Gallagher, 2009). This is especially true considering that in most cases, patients and their families regard disclosures as a bold step towards providing sufficient care and that cases of medical error are human. If the provider had observed the ethical rule, the patient would have been more relieved emotionally and. In addition a more effective follow-up treatment plan would have been achieved in a better way. As Gallagher (2009) noted, the ethical failure defined the provider’s hesitant release of information about the error to the family, possibly out of fear that they could initiate legal proceedings against the hospital and the staff for

Business Proposal Essay Example | Topics and Well Written Essays - 1000 words - 2

Business Proposal - Essay Example The aim is to provide coffee services. Coffitoff will start its online business from England mainly London and then at later stage expand its market to other parts of the UK. London is the business hub of the UK and it is there where the product will be tested. The business will be started as a sole proprietor and if need arises it will go public to attain funds. The coffee beans are exported from other countries. This increases the cost of the coffee in the UK as compared to the American or Asian countries (Casenotes, 2004). Coffee is not easily affordable in the UK. The global recession that took place in 2008 has made consumers very careful of how they spend their money. Coffee is regarded by many as a product of surplus need rather than an immediate one. People in the UK can go without drinking it (Ireland, 2009). Consumers look to save every penny in these harsh economic times. As newer coffee machines are coming into the market it is becoming easier for people to purchase and keep these machines in their home. It is cheaper to make coffee at home rather than ordering online (Hashemi, 2002). The target market for Coffitoff comprises of business professionals who find it hard to stop by a coffee shop for a cup of coffee. Recent research shows that 60% of all business executives would like to have a cup of coffee at least once a day in London (Richardson, 2014). Out of the 60% only about 18% of the professionals make it to the coffee shops. This means that 42% of the people are deprived of this need as they do not have time for coffee. Coffitoff will look to cater this segment of people (Richardson, 2014). 1. Rivalry: Online business is still very new and is growing. At the moment, there are over a dozen online coffee shops in the UK. Brand identification is very important to maintain the rivalry and market position between coffee shops (Pride, 2008). 2. Threat of substitutes: The threat of

Computer input and output devices Essay Example | Topics and Well Written Essays - 500 words

Computer input and output devices - Essay Example Every computer requires a keyboard for data entry both in numeric, alphabetic and symbol form. Text or numbers being typed on the keyboard are directly displayed on the monitor of the computer. There are many designs of the keyboard depending on the manufacturer, but they all have letters, numbers and function keys for data entry. The data is converted into codes that are understandable by the computer and displayed in a format understandable to the user.Every computer has a monitor that is the primary output device, and it communicates with the user by displaying data in a user understandable format. Another commonly used output device is the inkjet printer that produces papers printed in different colors by means of a spray ink jet inside the printer. An advanced form of a printer is a laser printer that prints different colors by fusing electrostatically charged toner. The laser printer has very high initial cost but has a lesser running cost as compared to the inkjet printer. The drum plotter is also an output device that plots large scale drawings. Recent technologies have led to the introduction of laser plotters that are an advancement of the laser printers and are capable of printing into rolls of papers. Data projectors are a modern form of output devices and can be described as big monitors that are used for audience presentation. Speakers are classified as output devices since they communicate information from the computer to the user either in the form of warnings or music.

Vicos Project (Case Analysis) Term Paper Example | Topics and Well Written Essays - 750 words

Vicos Project (Case Analysis) - Term Paper Example Gildner (2009) reveals that for the Peruvian elites had for many decades attempted to bring an indigenous population largely viewed as backwards and pre-modern into the world of modernity without success. Therefore, it was thought that Cornell Peru Project (CPP) could bring to an end this kind of development dilemma. Cornell, working in partnership with the Instituto Indigenista Peruano (Peruvian Indigenous Institute, IIP), researched both provoked and studied social change among this indigenous population at Vicos using participant intervention method (Cornell University, n.d). By improving conditions in vital areas of education, health care, and agriculture, local anthropologists sought to insulate discrete agents of change and to monitor how effective they were. The main aim of doing this was to help improve the living standards of living of Vicos inhabitants. The most practical impact of U.S modernization efforts at Vicos came about because of pushing the Peruvian indigesimo towards an integrationalist position while marginalizing more radical advocacy for agrarian reforms. Gildner (2009) notes that the researchers of CPP found themselves between indigenous communities demanding land redistribution and land owners in the rural areas seeking the maintenance of property rights. Acting as an alternative to agrarian reform, the CPP promoted a more traditional answer to the â€Å"Indian problem† aimed at cultural assimilation as well as incorporation of politics through Spanish literacy training, increased political participation and compulsory military service. Gildner (2009) argues that this â€Å"conservative wait-and-see approach† came about from the isolated and objective science intrinsic to the modernization efforts of Cornell’s team. The success of the project was also based on power. It is the power that helped th e Vicosinos achieve a wider sharing of positive values than they had under manorial regime. Wood (1975) notes that power was recognized as a key element in change and the distribution of power in the form of participation and responsibility in decision-making to people in the community. This happened to be one of the major goals of CPP according to Wood (1975). To ensure that this became successful, CPP created a decision-making power base for the entire community through the mayorales, which is a political group within the hacienda system. Wood notes that, despite the mayorales being older men and less susceptible to innovation compared to other members of the society, the project coordinators felt that it was viable to work through traditional authority group to help drive the agenda. Research conducted by Cornell University was also aimed at stimulating and promoting technological change in underdeveloped areas. Wood reveals

CRITICAL CONTEXTS of LAW- STORY( answer the questions) Essay

CRITICAL CONTEXTS of LAW- STORY( answer the questions) - Essay Example In turn, this conflict is further mirrored by the confusion regarding the difference between a civil liberty and a human right. It is submitted that the criticism of the philosophical concept of human rights as a reality centres on the dichotomy between the deontological â€Å"shared ethics† paradigm and the utilitarian approach (Donnelly, 2003, p.7). On the other hand, a â€Å"civil right† whilst related to human rights is completely distinct and specifically relates to a legal right which can be protected and exercised under civil law (Foster, 2008, p.10). As such, a civil right may include a human right but is completely distinct from a human right (Foster, 2008). For example, under the civil law common law jurisdiction in the UK, individuals have rights not to be injured or the victims of negligence or nuisance as part of a civil right (Foster, 2008). Whilst civil rights are exercisable and protected by the state, human rights on the other hand are not automatically exercisable, which in turn has perpetuated a debate as to whether the concept of human rights are in fact a â€Å"fiction† of modern, western liberal democracies (Reed, 2007, p.11). ... Indeed, this very point is the fundamental distinction between a civil right, which is enforceable and exercisable on the one hand in contrast to the individualistic concept of a human right on the other. Furthermore, Donnelly highlights the point that the â€Å"the ability to claim rights, if necessary distinguishes between having a right from simply being the (rights-less) beneficiary of someone else’s obligations. Paradoxically, then â€Å"having† a right is of most value precisely when one does not have the right† (Donnelly, 2003, p.8). It is submitted that this observation is arguably crucial to the practical success of the shared ethics paradigm in terms of the innate morality informing human adherence to basic fundamental rights. Moreover, Donnelly questions the notion of â€Å"shared† rights as in a â€Å"Hobbesian state of nature, rights would never be respected; at best disinterest or self interest would lead duty-bearers not to deny the right h older the object of her right (Donnelly, 2003, p.8). Accordingly, Donnelly’s points highlight the point that whereas ethics refer to the morality of human rights, this can contrast with the actual enforcement of morality as defined by ethical theory, which again highlights the fundamental distinction between an enforceable civil rights on the one hand and human rights on the other. Indeed, Donnelly highlights the point that â€Å"â€Å"Human rights traditionally have been thought of as moral rights of the highest order. They have also become, as we will see in more detail later, international legal rights† (Donnelly, 2003, p.11). As such, this has led to commentators questioning the concept of human rights in international

Planning and implementing classroom meetings Essay Example for Free

Planning and implementing classroom meetings Essay Class room meetings do provide a perfect forum for the establishment of a conducive learning environment in the school scenario. It does give the learners a perfect environment for them to practice their communication and socialization skills which are in cooperated in the teaching curriculum. The class meetings are meant to serve some purposes which are listed below. Purpose of the class meetings: The main purpose or major aim for class meetings is to try and resolve some key discipline problems that are encountered in the learning environment. The class meetings do therefore create the required environment for the teacher and learners to work together in trying to resolve some problems that are always encountered in the school scenario for example discipline problems whereby learners harass other learners in class or during play time, making noise that disturbs the learning environment negatively and other incidents. Through the class meetings, an approach is created whereby the teacher and the learners try to resolve the first few incidents of misbehavior before they do get out of hand. An example of a minor conflict that can get out of hand and become a major full scale discipline problem is the case whereby a given learner is constantly being bullied by other learners who happen to have bigger and stronger bodies as compared to him/her. If this kind of vice continues for some time then it is likely to lead that particular learner to a state of being depressed and feeling unwanted in that environment. Once the learner enters the state of being depressed then he/she is likely to start using drugs to escape the state of depression and sometimes it can lead the learner to dropping out of school. Therefore, when a meeting is held in the class, it serves a purpose of trying to guide and counsel the learners to avoid such vices and treat each other fairly with some equity in order to create a more conducive environment for learning. The class meetings do also serve a purpose of facilitating and creating a positive relationship in the learning environment. The meetings provide an opportunity for the learners and the teachers to be able to build some form of trust, respect and confidence in each other which leads to the creation of a warm and caring environment. The confidence created by the class meetings leads to the creation of an environment that is full of mutual understanding thereby enabling all the class members to make statements or state opinions freely without feeling unsecure. Classroom meetings do develop closer relationships between the learners and even between the learners and their teachers. This closer relationships come when the learners are discussing issues or are having conversations in a relaxed manner whereby they do talk of where they come from, about their families and there general background. This relationships end up creating a class that is manageable since the involved parties do get to know and understand each other accordingly. A good example is when a teacher holds a meeting with her kindergarten learners; at first the children are not so free with the teacher. They tend to create and keep a certain distance between them and the teacher. A teacher may ask them to respond to some question but they choose to be quiet and not that they do not know the response, but they could not be free with the teacher. But if she holds some meetings with them whereby she addresses them warmly then she is bound to break the communication barrier between her and the young learners. This ends up creating a relationship of mutual benefit between the learners and the teacher. (Marshal 2001). Through class meetings, learners do acquire important development skills. The skills include the ability to listen attentively and to have an understanding of each other. As the class meetings go on, learners discover that if they do not pay attention or listen carefully and attentively to what the others are saying, then they are meant to lose some key interesting points and some humorous contributions. ( Marshall 2001). Class meetings also have a purpose in enabling the learners to develop other skill for example reflecting listening whereby a learner is supposed to paraphrase what he/she had heard earlier on from a classmate. This skill enables the learner to listen with some form of understanding. A reflective dialogue also enables the learner to develop a clear and concise speech which is an important element in the art of communication. It enables the learner to know that if there speech is not clear then there point may not be understood properly or clearly and therefore they won’t be able to make their point or view known (Marshall 2001). Learners gain skills that enable them to be team players. When they are holding discussions in the class meetings, the various opinions that they give from their point of view and contributions that they make helps them in cultivating the team spirits. Objectives of class meetings. Classroom meetings do have some objectives that serve to improve the life of the learners and teachers in the learning environment. The objectives are meant to: Improve the general communication skills of the learners. The communication skills include the listening and speaking skills. When the learners are participating in the discussion of issues that affect them in school they not only nurture their speaking skills but also their listening skills which are an integral component in the learning environment. The listening skills enable the learners to pay close attention to what the others in class are trying to communicate. Provide opportunities for the learners to develop skills for insightful, creative and critical speaking (Marshall 2001). Classroom meetings provide a platform that enables learners to practice their speaking skills. When the learners are engaged in debates during the class meetings or when they are asked by the teacher to give their own views on some given issues, it does give them that opportunity that enables them to improve and even cultivate better speaking skills. Their creativity is improved when they are asked to give solutions and provide a way forward for some critical issues that affect their well-being in school. Create an opportunity for the learners to interact respectfully and promote their team work spirit. The interaction with each other in class meetings enables the learners to understand each other from all perspectives. Team work spirit enables them to be team players and to work together in resolving any problems and miss-understandings that they face not only in school but also in the outside world also where they meet bigger and tougher challenges. Foster social skills for example reducing shyness (Marshall 2001). Classroom meetings enable learners to interact positively through participating in conversations and debates in class which enable them to overcome their shyness as they become more confident in holding discussions. The more the learners participate in class meetings, the more they overcome their shyness. Classroom meetings build a trusting and caring relationship between the learner and the teacher. When the teacher holds a meeting to discuss with the learner issues that do affect them in a friendly way them the relationship between the teacher and the learner is bound to improve. The learners will free being with that teacher which is a necessary requirement for the learning process to be more effective. The learners will be free to ask the teacher any question which they do not understand and in turn the teacher will do what is required of him/her professionally. Agenda of classroom meetings. Agenda, from the view of class meetings is a term meant to refer to the different matters that affect the learners and are meant to be solved during meetings through giving suggestions, discussing them or using any other appropriate way to solve them. Class meetings are designed in such a way that they try to improve the learning environment and change it positively beginning with the students themselves. Teachers have their own agendas for classroom, for example the teachers use the meetings to gain some instructional objectives from the learners (Marshall 2001). Instructional objectives are obtained when the teacher asks the learners questions that pertain the class meeting or the lessons held in class. For example the teacher can ask the learners to give suggestions on how they could make the next lesson better than the present one. It gives the learners the opportunity to reflect in their minds and try to give suggestions that will help improve the next lesson. This kind of reflection also helps those kids who easily switch of from the current events to other ones that are not part of the class meetings. When they are asked to give suggestion concerning the betterment of the meeting then they are likely to linger on when that lesson or meeting is held since they gave a suggestion concerning it. Teachers can also have other agendas like setting up the tone of a class for learning. This is particularly an important agenda especially when a given class is a very difficult class to manage for example a class that is full of mischief from the learners. If a class meeting is held at the beginning of the learning process, then the teacher might be successful in implementing some rules that will be used through the learning exercise and set the right tone for the learning process from the beginning of that session to the very end (Marshall 2001). Having Class meetings can also have agendas that involve learners discussing on the right approach for them to use in doing their assignments and in reviewing them. For example they can discuss whether it is appropriate for them to hold discussions as a whole class in order to do review an assignment that they had done earlier on or it will be appropriate for them to do the assignments in smaller groups or it will be more appropriate for them to do them individually through research. Such an agenda enables the learners to find a better way of handling their class work, a way that will benefit them more. They also get to give reasons why they think a given approach will benefit them more than the other approaches. Also in the class meeting agenda, the way of dealing with minor problems should be spoken about or discussed. Dealing with class room misbehaviors should be an agenda. In some cases, especially when dealing with young learners of lower classes, a teacher gets complaints like â€Å"teacher this one is squeezing my hand†. Both the learners and the teacher should agree on what to do during such incidents. When the learners decide for themselves, it becomes a sure way of controlling some vices in the class room as they will be conscious of what they will be doing in class and will obviously try as much as possible to avoid getting into trouble. Formulating questions. The purpose, objectives and goals of the meeting should be clear to the teacher in order to enable him/her to formulate the right kind of questions that will enable him/her to achieve all the goals of the meetings. The teacher must formulate open ended questions. Open ended questions invite a discussion and are the best when holding a class meeting as they require more than just an answer. They let the learners to give explanations as to why they feel as they feel. (Marshall 2001). Closed ended questions are those that require simple answers only. They do not elicit any explanations from the learners. They require a yes or no answer. Such questions should be avoided at all times. They do not even play a simple role of nurturing the creativity of the learners. The open ended questions help a lot in improving the creativity of the learners as they give room for the learners to think widely and try to come up with the right solutions or answer to a given problem. The teacher should therefore formulate open-ended questions. An example of open ended questions is a question that begins with â€Å"Why? † or â€Å"How? †. This way, a justification is given by the student and at the end does show that the student did do some thinking or reasoning. The teacher should also formulate questions that seek for clarification. A learner should try to explain the reasons why they chose on a given answer. In other words, the learner should not only give a flat answer but also explain that answer and try to clarify it more. Some learners have a tendency of letting their minds wonder far off from the events that are currently taking place in class and once they are asked to answer a given question they ask their neighbors in class and give an answer that serves the purpose of redeeming them from some shame. If a teacher formulates questions that seek clarification then the learner’s attention will most likely be captured to end of the meeting. Length, time and frequency Length, time and frequency of a class meeting depends on the class and age of the learners, the nature of that group, the kind of interests that they have during the meetings and the type or nature of topic that is being discussed. Meetings for young children, for example those in kindergarten should be planned and held for around ten minutes while the one for older learners i. e. those in higher classes can be held for a longer time, about twenty minutes. (Marshall 2001). The meetings should always be held at the same time as planned or as in schedule. For example, some teachers do hold meetings before the class breaks for lunch, at the end of the period or when the day ends. Teachers, who handle middle and high school classes, hold meetings at the beginning of every class in order to discuss how the learners are faring on and to check on the progress of the class projects. These meetings that are held at the beginning of the class in co-operate the learners into the planning process which leads to increase in the learning processes even though only a few minutes are spared for a discussion. According to Marshall, the elementary classes should hold meetings on a daily basis as a way of keeping them in track. It checks on their behavior and if they are doing what they are supposed to do in school. Marshall also argues that if the middle and high school classes do not hold meetings on a regular basis then they will be depriving themselves of the so many advantages that do come with the meetings when they are held regularly. Physical environment. The physical environment should be created in a satisfactory manner. The kind of physical environment created should guarantee the meeting some quality. For example if a teacher decides to create a circle or to adopt a circle format for the meeting, then it is obvious that the meeting will have a high quality attached to it since the learners see each other face to face and are therefore able to read each other’s expressions as well as hear the words that are being spoken in a better way as compared to them being seated in rows and facing the teacher whereby the learners won’t be able to see the ones who are contributing from the back of the class (Marshall 2001) When the learners are seated in rows, they will squirm around to see the person contributing from the back. This leads to lack of concentration that is a necessity in the discussion. Therefore, teachers should adopt an environment that is more effective for the discussion to be of a greater success. A circle format for the sitting arrangement is the best for holding class meetings. Furniture. Desks are a barrier to open discussions in class. They should be moved in order to pave way for a circle. The learners should only use their chairs if the meeting is to be more effective. For the younger learners, those in lower grades, sitting on the floor will be more effective in that movement will be minimal from them. It will also save time for moving desks and chairs since they are young and do not know the value of time. (Marshall 2001). Role of the teacher. The major role of the teacher is to facilitate the meeting. For example, the teacher has to monitor the learners, pose the right questions and give the right answers to the learners. The teacher has to ensure that the right comments are made to every student who attempts to bring something into the discussion. If a teacher comments on only one learner’s contribution and ignores the other, then that student is bound to believe that his contribution was not worthwhile. The teacher has to conclude the meeting. He/she has to summarize all the points that have been discussed and to make sure that all the learners understand all that has been discussed. Role of the student. The student plays a role in implementing what has been discussed and agreed upon. If the meeting set an agenda on keeping silence in class, then the learner has to try and be silent. If they agreed on how cleaning of classrooms should be done then the learner has a role to play to make sure that all is a success. Closing the meeting. The teacher should give a summary of the whole meeting on what has been agreed upon. The teacher could also draw a consensus or just state the agreed solution in a problem solving meeting. It serves to reinforce the discussions of the meeting. Evaluation. At the end of the meeting, the teacher should ask himself or herself some questions that reflect on the meeting and are meant to improve skills. For example: are the learners expressing their own opinions? Are the students displaying any evidence of insightful thinking? (Marshall 2001). The teacher can also asses the level of participation of the learners i. e. if they all took part in the discussion. In conclusion, class meetings are an important part in the creation of a conducive learning environment. When meetings are held with the learners, they not only check on the behavior of the learners but also improve the relationship of the learners and the teacher which is an important aspect in the teacher student relationship. References. Marshall, M. (2001). Classroom meetings. .New York: Piper Press.

English language needs for tour guides

English language needs for tour guides This chapter describes the methods of research and explains the methods used in the present study. This chapter is divided into five parts: objectives of the study and the research questions; description of the research types; data sampling and collection procedures; data analysis of the data collected; reliability, validity, and generalizability of the research methods and findings. For the purposes of this study, I will classify the English language skills and functions for tour guides into four main categories. The language skills and elements are composed of listening, speaking, reading and writing. Translation, and vocabulary in tourism including grammar and some useful English expressions will be discussed and included into those four main categories. Objectives of the Study and Research Questions This study aims to investigate present English language needs and benefits of learning English for Vietnamese tour guides. This studies’ data also hopes to reveal some of the problems foreign tourists face when dealing with Vietnamese tour guides, and the language skills and functions that are useful for tour guides to help overcome them. This research tries to answer two of the four main research questions: 2.What are the English language needs required for Vietnamese tour guides? 3.What are the benefits for English speaking Vietnamese tour guides, when compared to those with only their native language? The design of research methods for the present study was based on the most effective and efficient way to answer these two research questions. Research Types Overview of Research Types and Their Characteristics There two main types of research: qualitative research and quantative research. Qualitative research is a research type that is concerned with the study of what goes on in natural settings. The process of this research deals with an inquiry and understanding based on distinct methodologies within the tradition of inquiry that explores a social or human problem. The researcher is the main instrument of data collection to build a complex and holistic picture, to collect words and to analyze this information inductively, and to report detailed views of informants. In designing a study, one works with philosophical assumptions, possible frameworks, problems, and questions; and data collection through techniques such as interviews, observation, documents, and audio-visual materials (Cresswell, 1998). Some examples of qualitative research are: biography, which is a study on a single individual when material is available and accessible; phenomenology, which examines a phenomenon and the meaning it holds for individuals; a grounded theory, which is a study to generate o r develop a theory; an ethnography, which studies the behavior of a culture-sharing group; and a case study, which examines a case bound in time and place and looks for contextual material about the setting of the case. To sum up, it can be seen that qualitative research and quantitative research differ in terms of their key concepts, goals, approaches to design, and the types of problems that researchers have. Therefore, the selection of which research approach is appropriate in a given study depends on the problem of interest, available resources, the skills and training of the researcher, and the audience for the research (ibid). Quantitative research is a type of research that is concerned with an inquiry into an identified problem, based on testing a theory composed of variables, measuring with numbers, and analyzing data using statistical techniques. Reichardt and Cook 1979 cited in Nunan, 1992 suggest that quantitative research is â€Å"obtrusive, controlled, generalizable, outcome oriented, and assumes the existence of ‘facts’ which are somehow external to and independent of the observer or researcher†. The main characteristics of quantitative research are the following beliefs: reality is something that can be studied objectively; the researcher should remain distant and independent from what is being researched; research is value-free and is based primarily on deductive forms of logic and theories; hypotheses are tested in a cause-effect order; and the research goals are to develop generalizations that contribute to theory and to enable the researcher to predict, explain, and unders tand some phenomena Bogdan and Bilken (1982 cited in Maurice et al, 1987). There are considered to be three general types of quantitative methods: 1. Experiments, which are characterized by random assignment of subjects to experimental conditions and the use of experimental controls; 2.Quasi-experiments, by which studies share almost all the features of experimental designs except that they involve non-randomized assignment of subjects to experimental conditions; and 3. Surveys, which include cross-sectional and longitudinal studies using questionnaires or interviews for data collection with the intent of estimating the characteristics of a large population based on a smaller sample from that population (Maurice et al, 1987). Research may sometimes incorporate both quantitative and qualitative methodologies as will this study in order to get the reliability and trustworthiness of the research from results obtained from the questionnaire and the interviews carried out. Type of research in this study This study employed a qualitative approach utilizing some quantitative techniques in a needs analysis for the study of tour guides in Vietnam. The main method of the study was a survey conducted to explore the use of English of tour guides in Vietnam in order to analyze the present needs of using the target language in their workplace. The participants of the study were selected on a basis of convenience and availability. A questionnaire, with of a rating scale, was used for data collection. The data was then analyzed based on simple statistics, looking for averages and simple groupings to identify the needs and problems in order to find answers to the research questions. Sampling procedures in the present study The participants in this study were tour guides who work in the areas of Central, North and South Vietnam including 50 from areas in and surrounding Hue, Da Nang and Hoi An, 25 from the HCM City and surrounding area and 25 from the Hanoi region. The details of the travel agencies were found from the internet websites and from local knowledge. The method to assess the English language needs and problems of Vietnamese tour guides was a questionnaire. Several methods were used to make the questionnaire in order to maintain its reliability and validity. The benefits for the tour guides and the tourism industry were assessed from the interviews conducted. The interviews conducted were mostly limited to the local area with 20 participants from Hue, Da Nang and Hoi An although there were 5 interviews done in HCM City. The Construction of the questionnaire To create the questionnaire used in this study, I reviewed a number of research studies relating to the needs analysis and English for Specific Purposes (ESP discussed in the literature review Chapter 2), and then I reviewed some examples of questionnaires from similar research to find their outlines. Moreover, a wide range of textbooks about English for tourism were studied to find relevant information to use as content in the questionnaire. The first draft of the questionnaire was written in English and created with the objectives of the study and the research questions. The questionnaire was used in this study to obtain information from the tour guides in Vietnam. The questionnaire, given to the tour guides, had five main parts: General information; general opinions; needs of the English language for tour guides; Problems/difficulties faced with English language; and opinions about the benefits of learning English for Vietnamese tour guides. 1.General Information The general information was made up of three sections. The first asked the participants some personal information about their age, gender, education, and the amount of time they had worked as a tour guide. The second section asked about the importance of English, the amount of English they needed to use when they guide international tourists and who they use English language with in their daily tasks. The last part was about their English proficiency. The participants were also asked to rank language skills and elements that they used regularly, and problems with English language they had most. The language skills and elements in this questionnaire were composed of listening, speaking, reading and writing. Translation, and vocabulary in tourism including grammar and some useful English expressions will be discussed and included into those four main categories. 2.General Opinions The second part consisted of two items. Item 1 asked the participants to indicate their feelings about the necessity of English language elements. They were to rank the elements on a scale of 1 to 5 in their opinions: 5=Essential 4=Very necessary 3=Necessary 2=Fairly necessary 1=Unnecessary. Item 2 was about the difficulty of English language elements. The participants were asked to rate their difficulties of English skills again using a rating of 1 to 5. 5=Very difficult 4=Difficult 3=Fairly difficult 2=Not very difficult 1=Not difficult 3.Needs of the English Language for Tour Guides The third part was about the needs of tour guides for the use of English skills or elements in the job. The questions covered information with various English language functions for tour guides. The questions were divided into four main domains of language skills: listening, speaking, reading and writing. Questions about translation, pronunciation, vocabulary in tourism, grammar and expressions were also included. Within each skill, the questions were divided into sub items asking about various roles and the functions for the tour guides. The participants had to rate those answers on a 1 to 5 scale as follows: 5 = Most 4 = A lot 3 = Moderate 2 = A little 1 = Least 4.Problems and Difficulties Faced with English Language For this part the questionnaire was again used, as it was in part three, to discover and confirm problems and difficulties encountered by the tour guides in the daily activities. These questions aimed to point out common issues resulting from miscommunication or lack of understanding when using the English language. Again the participants had to rate those answers on a 1 to 5 scale as follows: 5 = Most 4 = A lot 3 = Moderate 2 = A little 1 = Least 5. The benefits of learning English for Vietnamese tour guides The questionnaire ended with an opened item, allowing the participants to fill in either their comments or suggestions. Some expected benefits were suggested and offered as choices to agree or disagree with. The participants were also asked to rank those benefits in order of importance to them personally and professionally. This was followed up, where possible, with interviews requesting further clarification of their suggested benefits and those that were suggested to them in the questionnaire. Putting ticks in boxes and crossing numbers were ways of answering all the parts of the questionnaire. There were yes/no answers, multiple choice questions and ranked questions. The questionnaire used in the present study was written in English and then translated into Vietnamese to avoid any ambiguity, misinterpretation or problems for the participants. Pilot Study A pilot study was conducted to test the effectiveness of the questionnaire and to identify and eliminate ambiguity in the questions before it was used in the main study. Five people in different areas of the tourism and hospitality industry from the local area in Hue City were the participants in the pilot study, carried out at the beginning of March 2015. Just over one week was allocated for the collection and review of the pilot questionnaire, but due to conflicting schedules it took just over two weeks to get the results. The return rate and the completed questionnaires was 100%. In the pilot questionnaire, an item of ‘others and please specify’ was included at the end of every section, where participants could propose any additional questions or English language expressions and functions they thought should have been asked (see Appendix 2). To administer the questionnaire, the researcher firstly handed out the covering letter to the manager of the chosen people where needed to ask for their permission. The cover letter consisted of an introduction of the research study and the university, the aim of the study, the importance of the study, general instructions and words of thanks to the participants and their management. Then, the questionnaires they could complete were given to the participants. This was then followed by arranging a time and date that the questionnaires could be collected and interviews with the participants could be given. The participants in the pilot study were 4 male participants and 1 female participant. The results of the survey showed that the participants were concerned about the importance of English in their tour guide occupations. They all suggested that speaking was the most important skill they needed in their jobs, followed closely by listening. Writing, reading, vocabulary in tourism, translation, grammar and expressions were the least important. However, concerning their difficulties of using English elements in their jobs, the majority of the participants found listening caused the most issues, followed by speaking (including pronunciation errors). Translation, writing, grammar, language expressions and reading were all considered to have fewer problems for them. Vocabulary for Vietnamese tour guides was generally found to be the least problematic and the easiest to overcome. Main Study After the questionnaire was revised and created based on suggestions and improvements to the pilot study, it was given to, or sent to, the participants selected for the main study: 100 tour guides from different companies and individuals during the first week of April 2015. They were then returned over the following weeks with the last of them received in late April 2015. Similar steps to the pilot study were taken for the collection of data. Firstly a covering letter was submitted, introducing the study, with reference to the Hue University College of Foreign Languages, to the managers and/or owners of the tour companies to get permission. The return rate within this time was 60% and any that were returned later then than April 2015 were left out of the study; only 50% of these were completed correctly and used for the data analysis. Data Analysis The analysis of data in the present study The questionnaires were checked and analyzed using basic statistics. The procedures in the present study looked for specific repeated trends and used, percentages (%), averages (X), and standard deviation (S.D.). The data was analyzed using the following statistical procedures. First, the percentages were used in the analysis of answers, concerning the general background of participants (Part I). Second, a five-point scale was used to score the levels of necessity, difficulty, needs and problems of English language for tour guides in Vietnam (Part II, III, and IV). Third, the information about the central tendency of the scores and Standard Deviation (S.D.) showing a measurement of the dispersion, giving information on the extent to which a set of scores varies in relation to the average score. Averages were used to calculate the level of necessity, difficulty, needs and problems of English language skills for tour guides in Vietnam. Fourth, scores were weighted to rank the needs and problems of English language elements for tour guides in Vietnam. A specific weight, as illustrated below, was assigned for each specific rank: RankWeighted Scores 18 27 36 45 54 63 72 81 Finally, the reliability of the responses for those items, which used a five-point scale was tested. Reliability, Validity, and Generalizability. Definitions of Reliability, Validity, and Generalizability Reliability is the extent to which an independent researcher, on analyzing one’s data, would reach the same conclusions and, a replication of one’s study would yield similar results. There are two types of reliability: internal reliability, which refers to the consistency of the results obtained from a piece of research; and external reliability, which refers to the extent to which independent researchers can reproduce a study and obtain results similar to those obtained in the original study (Nunan, 1992). Validity is the ability of an instrument to measure what it is designed to measure. Researchers and experts in the field are persons who decide that an instrument is observing what it is set out to observe. Two approaches of establishing the validity of a research instrument are logic and statistical evidence. There are three types of validity: face and content validity (the judgment based upon the logical link between the questions and the objectives of the study); concurrent and predictive validity (the judgment based on the degree to which an instrument can forecast an outcome and how well an instrument compares with a second assessment done concurrently); and construct validity (the judgment based upon statistical procedures) (Kumar, 1996). Generalizability is the way of drawing logical conclusion, or making an inference from certain results which explains some important implications of the results or is related to the research questions. Reliability, Validity, and Generalizability in the Present Study Reliability To check the reliability of the questionnaire, I used an internal reliability check for consistency of the results obtained from the study. The questionnaire used in the pilot study was considered to be more than satisfactory for the purpose of this study. Validity To ensure the validity of the questionnaire, the first draft of the questionnaire was constructed and revised based on recommendations from the participants and other people in the field. In the present study, the researcher used face to face interviews about the questionnaire to determine opinions on the validity. I then constructed the questions in the questionnaire based on the objectives of the study and the research question being asked. By checking the validity, each question or item on the scales and the questionnaire content must have a logical link with the objectives. The judgment that the questionnaire and interviews was measuring what it was supposed to, was based upon the relevant inferences the findings had to the study. Moreover, the validity of the questions was also checked by the participants in the pilot study. Generalizability This study used a mostly quantitative approach with three established needs including sampling, reliability and validity checking. Therefore, the results obtained could be generalized to the target population, the tour guides in Vietnam. This chapter has dealt with the research methodology and the design of the present study. The objectives of the study and research questions; research types; data sampling and collection procedures; data analysis of the data collected; reliability, validity, and generalizability of the research methods and findings were also discussed. The results of the present study will be presented in the following chapter.

Analysis of Coursework Feedback

Analysis of Coursework Feedback In this feedback, Ill be analysing and examining ways I could improve my first assignment. I also didnt go into much detail about government bail-outs and how regulatory initiatives may help evade the risk of a moral hazard, involving around tax-payer bailouts. I should have talked about the liquidity provisions and BASEL III capital. Then go on to examine the BRRD and concept of bail-ins, along with more academic articles to help support and develop my arguments. Firstly, looking at me overall mark for my first assignment, I have mixed feelings as I am neither sad nor exceptionally thrilled with my grade, as I know that I could have improved my grade, if I applied my information and went into depth, along with my statements and given supporting evidence to back up my statements. In my feedback, numerous key words such as analysis and ..examining.. stood out to me the most, which further supports my statement that if I applied more knowledge to my understanding by demonstrating how my analyses of the TBTF and Moral Hazard, relates to that of the assignment question, and how it is relevant to Deutsche Bank. I could have also talked about the arguments for and against governments bail-outs by talking about how the bailout will help the global financial stability, by avoiding any financial disasters but instead bring enormously calm atmosphere in a rather hectic economic situation. This will help in protecting the veracity of the financial economy/system. If governments help bailout banks, it will help improve the investments opportunities, within the financial economy and as Warren Buffet perfectly expressed [1]Yeah, well, its everybodys problem. Unfortunately, the economy is a little like a bathtub. You cant have cold water in the front and hot water in the back. [2]We must do this if we all want to avoid an economic collapse, along with the effect it will have on the countries that depend upon their trade. It very important that money must be kept liquidated through the markets to ensure my trade and investments into the financial system. I must also analyse the against factors which i nclude how costly it will be and, credited properties cannot be recovered. It can cause a budget shortage and we can calculate the exact amount that will be helpful for the bailout, or when there will be even be enough money for this action plan to take place. In my first assignment, I didnt include the regulatory initiatives and how this will help with the bailouts and that of moral hazard. As Government bailouts increment moral peril by inducing a business atmosphere in which organisations feel they will be shielded from the outcomes of poor choices and unsafe conduct. Since they no longer dread these outcomes, at any rate not to the level they ought to, they regularly neglect to avoid potential risk to prepare for pointless hazards. This absence of judiciousness as often as possible has extensive repercussions, including shareholder misfortune, indebtedness and disintegration. If they are right and the administration ventures into safeguarding the organization out, the outcomes of this will help benefit the public. Unfortunately, as citizens bear the cost of bailouts, which is likewise to wreak destruction on government spending plans. This is demonstrated in the Great Recession as due to the government bailout during this time, resulte d to terrible conduct from the administrators who didnt treat the citizens well. This is moral risk. After this examining on Moral Hard and government bailouts, I should have gone on to talk about and examine the arguments of Moosas on the needs for why banks should be allowed to fail. [3]Such as finding it ironic that regulators are the ones in sole charge of implementing Basel II and argues that considering the subprime, Basel II may be suggesting inappropriate or inadequate financial supervision.[4] While capital adequacy requirements are designed to protect banks from insolvency. As the problem that the banks faced during the crisis illiquidity. [5]Basel III is a piece of the persistent impulsion to improve how Banks are managed. It expands on the Basel I and Basel II archives, and tries to enhance the saving money segments capacity to manage monetary anxiety, enhance chance administration, and fortify the banks straightforwardness. Basel III is to cultivate more noteworthy versatility at the individual bank level with a specific end goal to decrease the danger of framework wide shock factors. Basel III presented more tightly capital necessities in contrast with Basel I and Basel II. Banks administrative capital is partitioned into Tier 1 and Tier 2, while Tier 1 is subdivided into Common Equity Tier 1 and extra Tier 1 capital. Deutsche Bank offers have been pounded, while its adaptable ties have been in freefall. As Nobel Economist Professor Stiglitz said, [6]The UK has been hit hard because the banks took on enormously large liabilities in foreign currencies. Should the British taxpayers have to lower their standard of living for 20 years to pay off mistakes that benefited a small elite? There is an argument for letting the banks go bust. It may cause turmoil but it will be a cheaper way to deal with this in the end. The British Parliament never offered a blanket guarantee for all liabilities and derivative positions of these banks. The new banks will be more credible once they no longer have these liabilities on their back. I would have to agree with Professor Stiglitz statement, as it is fair to say that its about time that we set aside, and allow at least one bank become bankrupt. Especially Big Banks, as another round of safeguard outs is unsatisfactory. The general population accounts wont be able to stand the strain, the effect on the financial economy will be unfair, and the ethical risk would be excessively enormous. If we do see a few banks fall, we ought to be prepared and willing to watch them go down. In my next assignment, Ill be making sure to go into more depth in examining and analysing the question, as well as backing by my statements with supporting arguments and articles. Bibliography Evans-Pritchard A, Let banks fail, says Nobel economist Joseph Stiglitz The Telegraph (2 February 2009) accessed 20 December 2016 Moffatt M, Should banks be allowed to fail? When does a private institution become too big to fail? (Education, 25 September 2015) accessed 20 December 2016 Investopedia.com, Basel III (2010) accessed 21 December 2016 Clark A, Banking crisis: Warren Buffett sees US bailout as a golden opportunity The Guardian (24 September 2008) accessed 21 December 2016 DePersio G, How do government bailouts increase moral hazard? (2015) accessed 26 December 2016 accessed 26 December 2016 BBC, Bail-out debate: For and against BBC Business (25 September 2008) accessed 21 December 2016 Moosa IA, Quantification of operational risk under Basel II: The good, bad and ugly: 2008 (Palgrave Macmillan 2008) [1] Andrew Clark, Banking crisis: Warren Buffett sees US bailout as a golden opportunity The Guardian (24 September 2008) accessed 21 December 2016 [2] BBC, Bail-out debate: For and against BBC Business (25 September 2008) accessed 21 December 2016 [3] Imad A. Moosa, Quantification of operational risk under Basel II: The good, bad and ugly: 2008 (Palgrave Macmillan 2008) [4] Imad A. Moosa, Quantification of operational risk under Basel II: The good, bad and ugly: 2008 (Palgrave Macmillan 2008) [5] Investopedia.com, Basel III (2010) accessed 21 December 2016 [6] Ambrose Evans-Pritchard, Let banks fail, says Nobel economist Joseph Stiglitz The Telegraph (2 February 2009) accessed 20 December 2016

Acupuncture As An Alternative Medicine In The Western Culture :: essays research papers

Debora Cytrynowicz Acupuncture as an Alternative Medicine ( in the Western Culture)   Ã‚  Ã‚  Ã‚  Ã‚  Alternative medicine is a very general term whose definition can be very controversial. Basically, it is many holistic techniques for preventing and treating illnesses. Acupuncture, and many other therapies, have long been a part of Asian cultures and have recently been integrated into the Western culture. Since Acupuncture is such an important tradition in China, it has gained much respect from other cultures.   Ã‚  Ã‚  Ã‚  Ã‚  Acupuncture is a strong component in China, and can be traced to their health care system for at least 2,500 years. The procedure involves inserting hair-thin steel surgical needles into specific points in the body which are supposed to make you feel better, and be healthier. This is only the technical aspect though. To understand the â€Å"art† of this procedure, you must have a background on Chinese medicine. How it works is this: health is achieved though the balance of the opposing forces between â€Å"yin† (spirit), and â€Å"yang† (blood). The attraction between them creates an energy called â€Å"Qi† ( pronounced chee). This energy flows to all parts of the body through channels which are known as â€Å"meridians† (pathways that run along the surface of the body and branch into the body’s interior). An imbalance in these forces is what is believed to cause illness and disease. When needles are placed on the acupuncture points along the meridians, balance, and hence, health is restored. There are several styles of acupuncture, the differences being h ow the acupuncture points are stimulated (be it by hand pressure, electrical impulse, ultrasound, or wavelengths of light). Acupuncture was introduced to American doctors by Sir William Osler, who is often called the father of modern medicine. In a classic medical textbook written more than a century ago, he said, â€Å"For lumbago, acupuncture is, in acute cases, the most efficient treatment.† The first time acupuncture really got notice wasn’t until 1972. James Reston, a New York Times correspondent, was assigned to cover President Nixon’s now historic trip to China. During his stay, Reston had to have an emergency appendectomy, and was treated with acupuncture for the postoperative pain he had to endure. The report of his experience with acupuncture caught the interest of many American doctors who wanted to see how the Chinese used acupuncture as an anesthetic. Many non-physicians went to train overseas or with acupuncturists who had been silently practicing in the States, in many Asian communities.

The Causes of Substance Abuse Essay -- Drug Addiction Essays

Substance abuse is an issue that has disseminated in the society and is often regarded as the relic of a thoughtless materialism. A false belief regarding addicted individuals seems to be ingrained in the minds of the majority of the population (Sadava, 1987). This belief is very often accompanied by appalling mental images of addicts and a highly judgmental attitude (Sadava, 1987). As a result, the causes of addiction are still wrapped in obscurity. This paper aims to outline the most basic reasons that lead to substance abuse and dependency, from the early developmental stage until late adolescence. First of all, when a child-bearing woman is using drugs, the substances are being transferred to the foetus through the umbilical cord (Bashmore, Ketchum, Staisch, Barrett, & Zimmermann, 1981). As a consequence, the foetus experiences the same physical symptoms as its mother, such as blood intoxication and spasms (Bashmore et al, 1981; Kreek, Nielsen, Butelmann, & LaForge, 2005). Substance abuse during pregnancy can cause spontaneous abortion, heart defects and low birth weight (Bashmore et al., 1981), as well as behavioral problems and addiction proneness for the offspring (Bashmore et al., 1981; JÃ ªdrzejczak, 2005). More specifically, substance abuse during pregnancy can elicit a series of chemical reactions in the developing brain of the foetus (Kreek et al., 2005). As a result, in the future life of the offspring, an environmental or a psychological stimulus may be enough to lead to substance abuse (Kreek et al., 2005). The experiences an individual has during his or her childhood are considered equally important prognosticators for using drugs. Witnessing a parent or a caretaker abusing substances is considered as an ... ...r and public policy. Englewood Cliffs: Prentice-Hall. Sihvola, E., Rose, R. J., Dick, D. M., Pulkkinen, L., Marttunen, M., & Kaprio, J. (2008). Early onset depressive disorders predict the use of addictive substances in adolescence: A prospective study of adolescent Finnish twins. Addiction, 103(12), 2045-2053. doi:10.1111/j.1360-0443.2008.02363.x Spooner, C. (1999). Causes and correlates of adolescent drug abuse and implications for treatment. Drug and Alcohol Review, 18(4), 453-475. doi:10.1080/09595239996329 van Dalen, A. (2001). Juvenile violence and addiction: Tangled roots in childhood trauma. Journal of Social Work Practice in The Addictions, 1(1), 25-40. doi:10.1300/J160v01n01_04 Zimić, J., & Jukić, V. (2012). Familial risk factors favoring drug addiction onset. Journal of Psychoactive Drugs, 44(2), 173-185. doi:10.1080/02791072.2012.685408

My Favourite Artist

One of the things that we enjoy doing in life is listening to music. I couldn’t imagine life without music because we listen to music almost at any moment of the day and we can find music everywhere, even now, u can find music in the beating of your heart. Music gives us pleasure and makes us forget about our daily problems and tries to relax us for a couple of minutes. i would like to introduce to u guys one of my favourite artist and he was JJ Lin. JJ was born in Singapore and he is a Singaporean Chinese pop singer based in Taiwan. He may not be good looking but he is very cute and his voice is beautiful. It would definitely melt everyone’s heart if u listens to his song. Actually, JJ is among the few artists that I adore because I heard their music first and got addicted before seeing their pictures. But seriously, JJ lin is extremely talented and brilliant, He knows just how to express his emotions in his songs, and make the listeners feel that way too. He is good in composing, singing, dancing and beat boxing too. JJ Lin first started out performing as backup vocalist and writing songs for various artistes before the entertainment spotlight shone on him. JJ came to musical prominence in Asia after he scored himself a ‘Best Newcomer’ award in the 15th Taiwan Golden Melody Awards. Since then he has also won multiple awards in the region, gaining recognition and applause for his musical works far and wide. So far, JJ has released 7 albums but I only collected 3 of his albums. I went to his autograph concert twice. Each album has won him various awards in the Asian region. As a serious musician, he composes each and every song in all of his albums and he constantly seeks to do something different with each album in order to surpass his own and others’ expectations of him.

Five Myths about Immigration Essay

Author David Cole explains in â€Å"Five Myths about Immigration† that people are misinformed about immigrants in America and blame them for all the problems in the American society. Cole comments that the â€Å"Native Americans†, which have nothing to do with what we call Native Americans today, were labeled as â€Å"Know-Nothings† because they simply did not know anything about immigrants and prejudged immigrants who came into the country. The author quotes one â€Å"Know-Nothing† for saying that â€Å"more than half the prisons and almshouses, more than half the police and the cost of administering criminal justice are for foreigners.† In the 1860s, immigrants arrived from Ireland and Germany causing â€Å"anti-alien and anti-Catholic sentiments† to appear in states such as Massachusetts and New York. Cole takes this topic to heart because his ancestors were among the â€Å"dirt-poor Irish-Catholics† who moved to America in the 1960s but were fortunate because after fifteen years the prejudice faded away. Now, 140 years later, the author points out that a similar prejudice has returned with the exception that the focus has changed from â€Å"Irish Catholics and Germans† to â€Å"Latin Americans (most recently, Cubans), Haitians, and Arab-Americans.† Cole explains how five commonly held beliefs regarding immigrants to the United States, are in reality â€Å"myths.† Cole’s first misunderstanding â€Å"myth† is that â€Å"America is being overrun with immigrants.† America is a â€Å"nation of immigrants†, which has been true since Christopher Columbus landed in this country. Although most Americans believe that foreign-born people make up a large population of the United States, Cole notes that only eight percent of immigrants fall in this category. In fact, â€Å"between seventy and eighty percent† of those who immigrate each year are â€Å"refugees and immediate relatives of U.S. citizens.† In addition, immigrants living in the United States only make up one percent of the country’s population. â€Å"Most aliens do not cross the border illegally,† emphasizes Cole, â€Å"but enter legally and remain after their student of visitor visa expires.† Cole’s second â€Å"myth† is a misjudgment that â€Å"Immigrants take jobs from U.S. citizens.† This is a common misunderstanding Americans have about immigrants. It is easier for a person to point out that jobs are being taken away from U.S. citizens, Cole argues, than to admit that immigrants have  indeed started successful business employing both citizens and immigrants alike. As documented by a 1994 A.C.L.U Immigrants’ Rights Project report, various studies prove that immigrants â€Å"create more jobs than they fill.† Cole mentions a study that found 78,000 new jobs were created in the Los Angeles County between 1970 and 1980 because of Mexican immigration. Cole comments how Governor Mario Cuomo of New York announced immigrants have provided thousands of jobs from 40,000 immigrant owned companies which provided â€Å"$3.5 billion to the state’s economy every year.† Cole’s third â€Å"myth† includes the belief that â€Å"Immigrants are a drain on society’s resources.† Cole mentions that Americans feel immigrants should not receive government benefits, but according to a 1994 Urban Institute report, â€Å"immigrants generate significantly more in taxes paid than they cost in services received.† Studies demonstrate that taxes go to the federal government, states Cole, but when the â€Å"state and federal money† is distributed, the figures show no evidence about the cost of immigrants. The United States loses money on immigrants who recently moved to the county because they have not yet â€Å"made it.† For this reason, the author affirms that immigrants are a big advantage to the economy . Social programs are unavailable to undocumented immigrants, expresses Cole, but are granted rights to benefits of medical and nutritional care and education for children. Eliminating health care would â€Å"cost u s more in the long run,† explains Cole. Cole’s fourth â€Å"myth† involves he misconception that â€Å"Aliens refuse to assimilate, and are depriving us of our cultural and political unity.† Throughout history, immigrants have developed and created the â€Å"American culture† into what it is today, comments Cole. He quotes Supreme Court Justice Stephen Field for writing in 1984 that the Chinese â€Å"have remained among us a separate people, retaining their original peculiarities of dress, manners, habits, and modes of living, which are as marked as their complexion and language.† After five years, Field supported his remarks towards Chinese immigrants. Our society pressures immigrants to adapt to American culture, exerts Cole. For this reason, Cole raises the question is it ethical to â€Å"limit immigrants in a society† that is built upon the culture  of past immigrants? Cole’s final â€Å"myth† is â€Å"Noncitizen immigrants are not entitled to constitutional rights.† The Bill of Rights protects all people, Cole contends, only reserving for citizens the right to vote and run for a federal office position. In contrast, immigrants are still treated less than a U.S. citizen because they are foreigners. Cole points out that in 1893, the executive branch required Chinese laborers to prove their residency in the United States by the testimony of â€Å"at least one credible white witness† simply because â€Å"nonwhites could not be trusted.† Cole is handling a pending case in the Court of Appeals for the Ninth Circuit that has the Clinton Administration arguing that legal immigrants living in the country should have no more First Amendment Rights than first-time immigrants coming into the United States â€Å"-that is, none.† Cole explains in an example that a non-citizen can be deported for expressing themselves th e same way as a citizen is allowed to. In conclusion, Cole acknowledges a quote that he was taught: â€Å"we will be judged by how we treat others.† By this standard, Cole goes on to explain that if we keep treating immigrants the way that we do right now, â€Å"we are not in very good shape.†

Extrinsic and Intrinsic Motivation in Education

Extrinsic and Intrinsic Motivation in Education As life goes on, I am starting to learn more and more about what motivates me step forward and can be successful in education; I recognize that when I plan or want to do something, I have a motivation for that specific thing. In other words, when I do something, I have a reason why I should do that thing. According to the book â€Å"Drive† by Daniel H. Pink, it makes me thought-provoking about motivation 2. 0 and motivation 3. 0. So the question comes in my mind is what is the difference between motivation 2. 0 and motivation 3. , and which motivational system is more effective either for education. Motivation 2. 0, what we know as extrinsic motivation assumes that human beings are best motivated by rewards and punishments (carrots and sticks). On the other hand, motivation 3. 0 what we know as intrinsic motivation suggests that humans are primarily motivated to learn, create and better the world (learning and creating). In educa tion, I prefer that motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success and good behavior and motivation 2. leads to decreasing of students’ progress. The first thing, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads to success. Students are most likely to show the beneficial effects of motivation when they are intrinsically motivated to engage in classroom activities. Intrinsically motivated students tackle assigned tasks willingly and are eager to learn classroom material, more likely to process information in effective ways by engaging in meaningful learning, and more likely to achieve at high levels.In contrast, extrinsically motivated students may have to be enticed or prodded, may process information only superficially, and are often interested in performing only easy tasks and meeting minimal classroom requirements. To understand how these two motivations work, I want to give out a specific example. I have two friends, Sang and Anne. The first person, Sang he does not enjoy accounting and is taking the class just because earning an A or B in the class will help him earn a scholarship at Business Department.The second person, Anne she has always liked accounting. The class will help her earn a scholarship, but in addiction, Anne really wants to become a good accountant. She sees its usefulness for her future profession as an accountant. Through this example, we can see the first person exhibits motivation 2. 0. Students who belong to motivation 2. 0 may want the good grades, money, or recognition that particular activities and accomplishments bring. In contrast, the second person exhibits motivation 3. 0. Students who belong to motivation 3. may engage in an activity because it gives them pleasure, helps them develop a skill they think is important, or seems to be the ethically and morally right thing to do. According to the book â€Å"Drive†, in chapter 3 Pink describes â€Å"They're working hard and persisting through difficulties because of their internal desire to control their lives, learn about their world, and accomplish something that endures† (77). In some cases, motivation 2. 0 can get students on the road to successful classroom learning and productive behavior. Yet motivation 3. 0 leads students over the long run.It will encourage them to make sense of and apply what they are studying and will increase the odds that they will continue to learn. Moreover, motivation 3. 0 is more effective than motivation 2. 0 because motivation 3. 0 leads student to good behavior. When student comes to motivation 3. 0, this basically means that student is motivated to do a particular task of the pleasure or satisfaction that they get in performing the task itself. In other words, intrinsically motivated student comes from within an individual rather than from extrinsic rewards such as money, grades, or class rank.A student who tends to be intrinsically motivated could be motivated by internal factors such as recognition, responsibility, growth and advancement. If a student is to be motivated by intrinsic rewards, then this means that what the student really wants is a job that interests him, a challenging work environment, and  the responsibility to perform the task in order  to motivate him. For example, an intrinsically motivated student will perform a task given to him willingly, either because he might find the task challenging or else interesting and satisfied with completing it.This is due to the fact the external rewards hardly motivate these students. In chapter 3 of the book, Pink points out about type I behavior â€Å"Type I behavior is self-directed. It is devoted to becoming better and better at something that matters. And it connects that quest for excellence to a larger purpose† (78-79). This explains that motivation 3. 0 leads student to good behavior and tends to be very much effective in the long run as the students perform the tasks willingly because it interests them, rather than trying to escape from it once the task is done. Furthermore, motivation 3. increases effort and persistence in activities and affects cognitive processes. As we discovered in chapter 4 about autonomy, Pink explains â€Å"According to a cluster of recent behavioral science studies, autonomous motivation promotes greater conceptual understanding, better grades, enhanced persistence at school and in sporting activities, higher productivity, less burnout, and greater levels of psychological well-being† (88-89). Motivation 3. 0 increases the amount of effort and energy that students expend in activities directly related to their needs and goals.Intrinsically motivated students are more likely to continue a task until they’ve completed it, even if they are occasionally interrupted or frustrated in the process. In general, motivation 3. 0 increases students’ time on task, an important factor affecting their learning and achievement. Besides that, motivation 3. 0 affects what and how students mentally process information. For one thing, intrinsically motivated students are more likely to pay attention because they are sitting in class, doing the task for the long run purpose and larger achievement. So attention is critical for getting information into working memory.Intrinsically motivated students also try to understand and elaborate on material to learn it meaningfully rather than simply go through the motions of learning in a superficial, rote manner. One special thing is intrinsically students have higher self-esteem. Through the description type I behavior promotes greater physical and mental well-being in chapter 3, Pink states â€Å"According to a raft of studies from SDT researchers, people oriented toward autonomy and intrinsic motivation have higher self-esteem, better interpersonal relationships, and greater general well-being than those who are extrinsically motivated† (78). Thereby circumventing the intrinsic barrier.This can understand that the more students are motivated to achieve academic success, the more proud they will be of an A and the more upset they will be by an F or perhaps even a B. The more students want to be accepted and respected by their peers, the more meaningful the approval of the â€Å"in-group† will be and the more painful the ridicule of classmates will seem. As a last result, motivation 3. 0 is more effective than motivation 2. 0 because motivation 2. 0 leads to decreasing of students’ progress. Motivation 2. 0 what stands for extrinsic motivation comes when the students are thus motivated by means of external rewards.External rewards basically consist of money and grades. Motivation 2. 0 leads students are involved in performing a particular task is because of the external rewards that gives them satisfaction and pleasure, and not because they are interested in it. In ot her means, motivation 2. 0 drives students to do things especially for tangible rewards or pressure, rather than for the desire of it. Extrinsic motivators basically focus the students on rewards rather than actions. For example, students will perform tasks though they are not quite interested in it, thus because of the rewards involved with it.Some students will not want to do the work willingly, but rather they are motivated to do so by external rewards. According to Drive, in chapter 3 Pink argues â€Å"When people use rewards to motivate, that’s when they’re most demotivating† (70). When students are not interesting in doing tasks and learning and they are just focus on the rewards that they can receive, instead of trying to improve skills and get stronger performance that may affect on their long lives, this explains why motivation 2. 0 leads to decreasing of students’ progress. Therefore, if we can apply motivation 3. to students, we can reduce the emphasis on external rewards such as grades, class rank, and â€Å"pay for performance† (giving student money for good grades) and instead try to design tasks that allow students choice, challenge and purpose. Most students will be happy to work on their tasks in which they can determine things such as the product they will produce, or with whom they will work, especially if the task requires creative and critical thought, and if they see a real-life application to what they are doing. However, we need to recognize that most schools are still operating on motivation 2. . That is a problem between how we prepare students for work and how work actually operates. Moreover, the basic problem with Motivation 2. 0 is â€Å"if-then† rewards. In the summary of chapter 2, Pink explains why â€Å"if-then† reward is not good that â€Å"Traditional â€Å"if-then† rewards can give us less of what we want: They can extinguish intrinsic motivation, diminish performance , crush creativity, and crowd out good behavior† (220). Actually, â€Å"if-then† rewards often give less of what we are hoping to achieve and generally crush the stuff we want, like high performance, creativity, and good behavior.Anyway, motivation 2. 0 with external rewards is one of causes leads to decreasing of students’ progress because it motivates student only short term. This is because the extrinsically motivated students will do their task only as long as they receive their rewards and thereafter will stop performing the tasks, once the rewards are no longer there. Through the book â€Å"Drive† by Daniel H. Pink, I have a look at both motivation 2. 0 and motivation 3. 0; I could say that motivation 3. 0 is far stronger than motivation 2. 0 when it comes to motivate students in the long run.For me, I consider I need to apply the three elements of Motivation 3. 0 according to Pink to move forward in education. First, I need to gain autonomy which is my desire to be self-directed. Second, mastery in which is my desire to get better and better at something that matters. And third, purpose in which is my desire to be part of something larger than myself. Even though the system right now makes this very difficult to do, but I will not ignore standards, I believe I can and will find ways to engage myself in self-directed and meaningful work.