Wednesday, July 31, 2019

Learning Experience at Texas

Texas A&M was certainly an experience different from anything I encountered before. I surely have had my share of studying in high school – in fact, it seemed at times that I had had more than I really wanted. The semester at Texas A&M, on the contrary, left me eager for more, seeking new revelations, interesting discoveries, meetings with friends and greater scope. It has also left me with a better understanding of the world so exquisitely made by our Creator and appreciation of its wonders. Education is certainly no small feat, and one needs real inspiration to get through the challening workload of math problems, English essays, and learning new concepts and ideas. The time I spent at Texas A&M not only helped me improve my educational background, equipping me with instruments to approach complex things, but also boosted my inspiration to overcome challenges and move toward my professional goals, step by step, each day making these goals come closer. I know now what I see as my main step: it is the completion of the Bachelor’s program at Texas Christian University. Its program is tailor-made to fit my personal needs and will help me move on in life. Texas A&M was to me a great lesson in the value of education. The time spent there also left me with a more serious attitude toward college studies. Being a Hurricane Katrina student, I for a time lived with the sense that there are more important problems to get over in this world than studies, and my mind was often focused on other things. This naturally affected my performance. As time went by, however, I could not remain indifferent to the intense learning process that was going on around. I learned that getting engrossed in studies was a good way to cope with shock, and that being in possession of valuable information makes one better prepared to conquer problems and challenges and take control of life. My strong Christian faith was a continuous source of inspiration in my studies at Texas A&M. It was my Walk with God that gave me the strength to master a new environment, improve my educational potential, and improve my educational performance. My prayers were a source of consolation in times of need and provided inspiration when I had to make another leap forward in my learning. I cannot underestimate the support of my friends. The environment at Texas A&M turned out to be ideal for establishing friendly contacts, and I at once felt encouragement and attention of other students who were willing to help me, given my traumatic background as a Hurricane Katrina student. I see human communication as an inalienable part of the education process. It is one feature that makes it inherently appealing to a sociable person like myself, eager to absorb knowledge through collective learning effort. My studies at Texas A&M were only a springboard for my future academic endeavors. In fact, I strongly believe that from this point on, I am about to embark on a lifelong learning adventure. I trust the words of Robert M. Hutchins who said â€Å"The object of education is to prepare the young to educate themselves throughout their lives.† I hope that college will give me a strong background from which to see and learn new things, quickly putting them in context. Such learning can never stop because a human mind is always receptive to new and new turns of events that swirl around. I believe that education obtained at Texas Christian University will prove to be an ideal foundation from which to begin my professional career. With its powerful Christian focus and impressive academic strength, the university will be an ideal place for me to turn myself into a really educated person. The university is an excellent opportunity to reach my goals and aspirations in life. I hope to get a chance to prove my worthiness of this great academic and Christian tradition receiving a place in TCU’s program.   

A Different History by Sujata Bhatt Notes Essay

The poet explores the relationship between cultural identity and language. When you speak a language you also learn its culture. Lines 19 and 20 sum up the theme. Which language has not been the oppressor’s tongue? When another country is the conquerer, that country brings its language and culture to those who are conquered. SUMMARY ‘A Different History’ is in two linked parts: lines 1-18, then lines 19-29. The first stanza draws the link between western and Indian culture as Pan, the Greek god also exists through Indian gods and goddesses that roam freely. She points out the difference as well in the way Indians treat books with much respect, in order not to disturb or offend Sarasvati or the tree from which the paper comes. Stanza 2 returns to the idea of a foreign language; all languages, it says, have once been the language of an invader or an oppressor, but despite this there always comes a time when younger and newer generations not only speak the oppressor’s language but they actually come to love it. TONE (Tone means the attitude of the poet) At first the tone is critical of the culture of the west (e.g. the way the west does not show respect for books). Later the tone is accepting. She says that once people have assimilated the new culture, the later generations love the language and culture. STRUCTURE The poem is divided into two stanzas with each dealing with a different idea on language and culture. The visual arrangement of lines differ in the two stanzas. In stanza 1, the different indented lines give a wavy appearance to suggest perhaps the idea of gods roaming freely and to match the humour in the stanza. The second stanza has all the lines indented similarly as the author conveys the serious message that all languages are imposed by the oppressor. RHYTHM The rhythm matches the content. The enjambment (run-on lines) in stanza 1 gives a light-hearted, tripping rhythm. In stanza 2, the rhythm is insistent as the poet uses rhetorical questions and the mood turns serious. IMAGERY POINT: Stanza 1 begins by comparing the Greek and Indian gods. Next the poem focuses on the reverential attitude towards books in India. QUOTE| EFFECT| Great Pan is not dead;he simply emigrated To India| Meaning- Pan the Greek god of nature also exists in India. The effect is that cross-cultural links happen. | Here, the gods roam freely Disguised as snakes or monkeys | The poet refers to Indian gods in the form of snakes or monkeys. | And it is a sinto be rude to a book(repeated 4 times) | By repeating ‘it is a sin’ the effect is of persuasion and emphasis. Repetition in a pattern of three or more is a persuasive device. She uses strong words ‘shove’, ‘slam’, ‘toss’ to stress that ill-treating books is sinful to the Indians because they have a reverence for knowledge.| You must learn how to turn the pages gentlywithout disturbing Sarasvati, without offending the treefrom whose wood the paper was made| The word ‘without’ is repeated for emphasis. In India, books are handled carefully ‘gently’ to show respect for Sarasvati, the Hindu goddess of Knowledge, and for the trees where the gods are. | *Pan- In Greek religion and mythology, Pan is the god of the wild, shepherds and flocks, mountains, hunting Sarasvati – the Hindu goddess of Knowledge presides over the arts and is frequently worshipped in libraries. POINT: Stanza 2 the poet states that every while every language has come from the conquering nations and is at first resisted, it is later embraced by the future generations. QUOTE| EFFECT| Which language has not been the oppressor’s tongue?| This rhetorical question ( a question that does not need an answer because the answer is  obvious) contains the main idea of the poem – all languages have once been the language of an invader or an oppressor. | Which language Truly meant to murder someone?| The repetition ‘which language’ is another rhetorical question which does not need an answer as it is obvious that language does not intentionally kill people.| that after the torture, after the soul has been croppedwith a long scythe swooping out of the conqueror’s face-| The poet now explains that it is the soul or the culture that is destroyed by the conqueror. The metaphor of the ‘long scythe swooping out’ is an image of the brutal destruction of the culture of the oppressed and replacing it with the culture of the conqueror. | the unborn grandchildrengrow to love that strange language| The poet concedes that ironically over many generations, the oppressed people come round to speaking the conqueror’s language and what is more to embracing its culture. She points out the irony of history.|

Tuesday, July 30, 2019

Active Listening

Active Listening Hear What People are Really Saying Listening is one of the most important skills you can have. How well you listen has a major impact on your job effectiveness, and on the quality of your relationships with others. * We listen to obtain information. * We listen to understand. * We listen for enjoyment. * We listen to learn. Given all this listening we do, you would think we'd be good at it! In fact most of us are not, and research suggests that we remember between 25 percent and 50 percent of what we hear.That means that when you talk to your boss, colleagues, customers or spouse for 10 minutes, they pay attention to less than half of the conversation. This is dismal! Turn it around and it reveals that when you are receiving directions or being presented with information, you aren't hearing the whole message either. You hope the important parts are captured in your 25-50 percent, but what if they're not? Clearly, listening is a skill that we can all benefit from impr oving. By becoming a better listener, you will improve your productivity, as well as your ability to influence, persuade and negotiate.What's more, you'll avoid conflict and misunderstandings. All of these are necessary for workplace success! Good communication skills require a high level of self-awareness. By understanding your personal style of communicating, you will go a long way towards creating good and lasting impressions with others. About Active Listening The way to become a better listener is to practice â€Å"active listening. † This is where you make a conscious effort to hear not only the words that another person is saying but, more importantly, try to understand the complete message being sent.In order to do this you must pay attention to the other person very carefully. You cannot allow yourself to become distracted by whatever else may be going on around you, or by forming counter arguments that you'll make when the other person stops speaking. Nor can you al low yourself to get bored, and lose focus on what the other person is saying. All of these contribute to a lack of listening and understanding. If you're finding it particularly difficult to concentrate on what someone is saying, try repeating their words mentally as they say them – this will reinforce their message and help you stay focused.To enhance your listening skills, you need to let the other person know that you are listening to what he or she is saying. To understand the importance of this, ask yourself if you've ever been engaged in a conversation when you wondered if the other person was listening to what you were saying. You wonder if your message is getting across, or if it's even worthwhile continuing to speak. It feels like talking to a brick wall and it's something you want to avoid. Acknowledgement can be something as simple as a nod of the head or a simple â€Å"uh huh. You aren't necessarily agreeing with the person, you are simply indicating that you are listening. Using body language and other signs to acknowledge you are listening also reminds you to pay attention and not let your mind wander. You should also try to respond to the speaker in a way that will both encourage him or her to continue speaking, so that you can get the information if you need. While nodding and â€Å"uh huhing† says you're interested, an occasional question or comment to recap what has been said communicates that you understand the message as well.Becoming an Active Listener There are five key elements of active listening. They all help you ensure that you hear the other person, and that the other person knows you are hearing what they say. 1. Pay Attention Give the speaker your undivided attention, and acknowledge the message. Recognize that non-verbal communication also â€Å"speaks† loudly. * Look at the speaker directly. * Put aside distracting thoughts. * Don't mentally prepare a rebuttal! * Avoid being distracted by environmental fact ors. For example, side conversations. â€Å"Listen† to the speaker's body language. 2. Show That You're Listening Use your own body language and gestures to convey your attention. * Nod occasionally. * Smile and use other facial expressions. * Note your posture and make sure it is open and inviting. * Encourage the speaker to continue with small verbal comments like yes, and uh huh. 3. Provide Feedback Our personal filters, assumptions, judgments, and beliefs can distort what we hear. As a listener, your role is to understand what is being said.This may require you to reflect what is being said and ask questions. * Reflect what has been said by paraphrasing. â€Å"What I'm hearing is,† and â€Å"Sounds like you are saying,† are great ways to reflect back. * Ask questions to clarify certain points. â€Å"What do you mean when you say. † â€Å"Is this what you mean? † * Summarize the speaker's comments periodically. If you find yourself responding em otionally to what someone said, say so, and ask for more information: â€Å"I may not be understanding you correctly, and I find myself taking what you said personally.What I thought you just said is XXX; is that what you meant? † 4. Defer Judgment Interrupting is a waste of time. It frustrates the speaker and limits full understanding of the message. * Allow the speaker to finish each point before asking questions. * Don't interrupt with counter arguments. 5. Respond Appropriately Active listening is a model for respect and understanding. You are gaining information and perspective. You add nothing by attacking the speaker or otherwise putting him or her down. * Be candid, open, and honest in your response. Assert your opinions respectfully. Treat the other person in a way that you think he or she would want to be treated. Listening is the ability to accurately receive messages in the communication process. Listening is key to all effective communication, without the ability to listen effectively messages are easily misunderstood – communication breaks down and the sender of the message can easily become frustrated or irritated. Listening is so important that many top employers give regular listening skills training for their employees.This is not surprising when you consider that  good listening skills can lead to: better customer satisfaction, greater productivity with fewer mistakes, increased sharing of information that in turn can lead to more creative and innovative work. Good listening skills also have benefits in our personal lives, including: a greater number of friends and social networks, improved self-esteem and confidence, higher grades in academic work and increased health and wellbeing. Studies have shown that, whereas speaking raises blood pressure, listening brings it down.Listening is not the same as hearing. Hearing refers to the sounds that you hear, whereas listening requires more than that: it requires focus. Listening me ans paying attention not only to the story, but how it is told, the use of language and voice, and how the other person uses his or her body. In other words, it means being aware of both verbal and non-verbal messages. Your ability to listen effectively depends on the degree to which you perceive and understand these messages. â€Å"The most basic and powerful way to connect to another person is to listen. Just listen.Perhaps the most important thing we ever give each other is our attention. † Rachel Naomi Remen We spend a lot of our time listening Adults spend an average of 70% of their time engaged in some sort of communication, of this an average of 45% is spent listening compared to 30% speaking, 16% reading and 9% writing. (Adler, R. et al. 2001). 10 Principles of Listening A good listener will listen not only to what is being said, but also to what is left unsaid or only partially said. Listening involves observing body language and noticing inconsistencies between verb al and non-verbal messages.For example, if someone tells you that they are happy with their life but through gritted teeth or with tears filling their eyes, you should consider that the verbal and non-verbal messages are in conflict, they maybe don't mean what they say. Listening requires you to concentrate and use your other senses in addition to simply hearing the words spoken. Listening is not the same as hearing and in order to listen effectively you need to use more than just your ears. 1. Stop Talking â€Å"If we were supposed to talk more than we listen, we would have two tongues and one ear. † Mark Twain. Don't talk, listen.When somebody else is talking listen to what they are saying, do not interrupt, talk over them or finish their sentences for them. Stop, just listen. When the other person has finished talking you may need to clarify to ensure you have received their message accurately. 2. Prepare Yourself to Listen Relax. Focus on the speaker. Put other things out of mind. The human mind is easily distracted by other thoughts – what’s for lunch, what time do I need to leave to catch my train, is it going to rain – try to put other thoughts out of mind and concentrate on the messages that are being communicated. 3.Put the Speaker at Ease Help the speaker to feel free to speak. Remember their needs and concerns. Nod or use other gestures or words to encourage them to continue. Maintain eye contact but don’t stare – show you are listening and understanding what is being said. 4. Remove Distractions Focus on what is being said: don’t doodle, shuffle papers, look out the window, pick your fingernails or similar. Avoid unnecessary interruptions. These behaviours disrupt the listening process and send messages to the speaker that you are bored or distracted. 5. Empathize Try to understand the other person’s point of view.Look at issues from their perspective. Let go of preconceived ideas. By having a n open mind we can more fully empathise with the speaker. If the speaker says something that you disagree with then wait and construct an argument to counter what is said but keep an open mind to the views and opinions of others. (See our page:  What is Empathy? ) 6. Be Patient A pause, even a long pause, does not necessarily mean that the speaker has finished. Be patient and let the speaker continue in their own time, sometimes it takes time to formulate what to say and how to say it.Never interrupt or finish a sentence for someone. 7. Avoid Personal Prejudice Try to be impartial. Don't become irritated and don't let the person’s habits or mannerisms distract you from what they are really saying. Everybody has a different way of speaking – some people are for example more nervous or shy than others, some have regional accents or make excessive arm movements, some people like to pace whilst talking – others like to sit still. Focus on what is being said and tr y to ignore styles of delivery. 8. Listen to the ToneVolume and tone both add to what someone is saying. A good speaker will use both volume and tone to their advantage to keep an audience attentive; everybody will use pitch, tone and volume of voice in certain situations – let these help you to understand the emphasis of what is being said. 9. Listen for Ideas – Not Just Words You need to get the whole picture, not just isolated bits and pieces. Maybe one of the most difficult aspects of listening is the ability to link together pieces of information to reveal the ideas of others.With proper concentration, letting go of distractions, and focus this becomes easier. 10. Wait and Watch for Non-Verbal Communication Gestures, facial expressions, and eye-movements can all be important. We don’t just listen with our ears but also with our eyes – watch and pick up the additional information being transmitted via non-verbal communication. Do not jump to conclusio ns about what you see and hear. You should always seek clarification to ensure that your understanding is correct.

Monday, July 29, 2019

AS Level communication-LarryKings Verbal and Non-Verbal Communication Essay

AS Level communication-LarryKings Verbal and Non-Verbal Communication - Essay Example t can be seen that King uses complex paralanguage and syntagm to force his guests to answer difficult questions while providing a collection of visual signs within his studio to reassure them and to remind them of the serious nature of his inquiries. It is this combination of sincerity, seriousness and charming tenacity that gains King his reputation as a man who can get the answers. Much of King’s stage is reflected in shades of blue, including his clothes. Blue is the color most often associated with sincerity, purity and innocence. At the same time, blue, as a ‘cool’ color, has a calming effect on people, especially in the Western culture. By including blue in his stage set and usually wearing blue, King brings these attributes of color onto himself and the process of interviewing guests, providing them with a sense of security, safety, innocence and sincerity. However, the background to the set and King’s business-style clothing also works to establish the setting as a serious place of business. The background is a lit-up dot matrix image of the globe, with land forms represented by mostly blue lights and water forms remaining dark, providing a sense that issues discussed are of worldly importance. Finally, King uses complex paralanguage and syntagm to coerce guests into answering his questions. When a guest avoids the question, King uses syntagm to ask his next question, which is a restatement of the avoided answer. His paralanguage, laying stress on key words, making direct eye contact and adapting a stern bearing, usually has the effect of obtaining an answer. An example would be a question to a guest regarding a difficult divorce: â€Å"How did you get through the rather difficult period of your divorce?† The guest laughs but doesn’t actually address the question. Sitting a little straighter in his chair, looking directly at the guest, King barely waits for the guest to finish speaking before he cuts in again: â€Å"But you had an

Sunday, July 28, 2019

Discussion Questions - Strategic Sourcing Essay Example | Topics and Well Written Essays - 250 words

Discussion Questions - Strategic Sourcing - Essay Example The choice of the right assessemtn tool depends on the needs of the organisation, as well as the convenience the organisation wants to have in the process. These assessment tests are often used in predicting whether particular job applicants can take part in the many counterproductive activities at the work place like unsafe behavior and other related activities. These tests are also essential in predicting the tenure for the job applicants as well as their effectiveness in the job. These tests have also been found to be very effective in helping the organisation to avoid most of the costly mistakes in the hiring process like violence, theft and various other forms of counterproductive behaviors (Gilmore, 2009). Integrity tests are essential in the provision of low cost alternatives in the process of getting the most effective and reliable employees. While assessment tools are often used with much success in different organisations, some of them have to be avoided because they are not effective in producign the best lasting results. One of these assessment tests is the use of perfomance tests. These tests are always not effective because they do not focus on the ability ot the employees to learn new skills and knowledge as the organisation grows and develops. These assessment tests are also not preferred because they often lead to screening out of employees that can be trained to undertake the roles of the organisation. Additionally, it also focuses onsome of the skills that the potential job candidates may not use in the course of their work practices. The human resource management often uses various selection tools in the process of getting the right staff for their work practices. Most of these tools are those that have been ratified by the labour laws and policies in the country. All succesful organisations often rely on policies and regulations ratified by the economic

Saturday, July 27, 2019

Art Ceramic vessels based on the theme of urban landscape, modern Essay

Art Ceramic vessels based on the theme of urban landscape, modern modern architect and looking at artists works - Essay Example In the beginning, ceramic pieces served two purposes: functional and decorative purposes. Early potters created their pieces so that they may be used as pieces of tableware, crockery or other functional items. With time, potters began exploring the limits of ceramic art. They introduced art pieces that carried no functional purpose and yet became master pieces for the thought they represented. Contemporary ceramic artist had moved from functional to aesthetic to experimental and even to garish pieces. The diversity added by these artists adds more charm to the art. In this paper, I would be exploring my ceramic pieces that I have developed for this course. The art pieces that I have developed have been inspired from contemporary ceramic artists including Ken Eastman and Alison Britton. This art form explores how vessels can be reshaped to acquire the form of architectural landscapes; and most specifically modern architectural buildings. I have reflected upon my art pieces in reflecti on with the work of other notable ceramic artists. While I have found certain lacking in my art forms, I believe that my art is in the right direction. This paper will discuss contemporary artists also while reflecting on their art pieces and the idea behind these pieces. Ceramic Art Ceramic Art is a three dimensional art form whereby objects from clay are made. These include pots, tableware, tiles and many other figures. The process of converting clay into figures is known as pottery. The word ceramic is derived from the Greek word Keramikos, meaning pottery. While clay is the main material used in ceramics, artists nowadays experiment with different inorganic material and the art produced is still termed as ceramic art. Ceramic Art, like any other art form, can be completed through different techniques. There are four basic methods through which pottery can be produced. These include hand work, wheel work, slip casting and slab building technique. Often a combination of two is use d to complete a piece. Hand work is one of the most basic and primitive methods of producing pottery where the potter uses a ball of clay to fashion a piece of pottery with his hands. Because of the inconsistency in design, many potters prefer wheel work. In wheel work, a potter’s wheel is employed where the potter places a ball of clay in the wheel head. With the help of a foot pedal, the wheel is turned and the potter gives shape to his piece through pressing, squeezing or pulling. The advantage of the wheel work is that is allows the designer to produce similar mass products. These products can also be altered through bulging, fluting, faceting, carving, incising or impressing the pieces. Often a combination of wheel work and hand work is employed where hand work is used to finish of the pieces. Potters add handles, feet, lids and other design elements to the original piece through handwork. The third technique, slip casting is preferred to create small delicate pieces. It involves the use of mold whereby liquid clay is poured within the molds, dried and then removed. Slab building technique is another technique that is preferred by contemporary ceramic artists and came from the Mesoamerican Pre-Columbian ceramists. In this technique, the clay or any other material is rolled out through the help of the rolling pin. Once the clay is rolled out, it acquires a soft finish which can easily be molded into the required shape. A ceramist might use a number of

Friday, July 26, 2019

Housing Health and Safety Rating System Essay Example | Topics and Well Written Essays - 1250 words

Housing Health and Safety Rating System - Essay Example However, one must note that enforcements are made only after thorough inspection of the dwelling and not before the inspecting staff is 100% sure of the violence of any condition under HHRS. (Housing Health and Rating System: Operating Guide, pp.6-10) Upon receiving a complaint, inspecting staff is directed toward the property. This staff carries out a through inspecting and notes down everything in inspection checklist. References are then made to housing act of 2004, HHRS (Housing health and rating system) and associated guides and law books. It is then based on the judgment of inspection staff to propose to the government whether the property is safe or is unsafe for the tenants in the property. This proposal has to be made in the form of a report which contains: After all this has been specified, then the report further contains a brief description of the property. This description starts with the type of construction, age of the property and the size of the property. It then states how many floors do this property has and measurements of the walls how thick and tall the walls are. It also contains the number of windows and doors this property has. Then the report discusses the type of accommodation of the property. The covered area of each floors and types of rooms like kitchen, living area should be specified. ... It also contains the number of windows and doors this property has. Then the report discusses the type of accommodation of the property. The covered area of each floors and types of rooms like kitchen, living area should be specified. Then the same information is specified for the first floor and any other floor that the property has. Then, the report talks about the garden area of the property and how well it has been kept. Then based on the schedule of works and the finding of the research on the property, various recommendations are made. The new HHRS system is flexible and actions are not rigid but are very flexible and taken after determining the following factors: Whether the property is empty or occupied Number of people living in the property In the information of the assignment, dampness and mud growth fall under the category 1 of the hazard. The way to categories them in either 1st category or second doesn't only depend on the inspector's judgment but in recent area a formula has been developed to give weightage to each hazard and then depending on this weightage classifying them in either hazard of category 1 or 2. There can be only one action taken against one hazard and simultaneously many actions cannot be taken at once Suppose if the housing health department issues a prohibition notice to the owner about his breach of law. This may not necessarily tempt him into improving the condition of the problem because he's not been fined or any thing and there's not incentive for him to improve the condition unless the government fines him. Similarly if the government sent him improvement notice he may not do so unless he's been threatened or incentive is created for him. Similarly,

Thursday, July 25, 2019

Education and Technology Essay Example | Topics and Well Written Essays - 500 words

Education and Technology - Essay Example chnology based learning in schools, to support literacy about newer technologies in students, to assist distance education, and to improve the teaching process by using latest techniques supported by ICT (Information and Communication Technology). For primary school children, that is, key stage 1 and 2, it should be the decision of teachers where to make use of ICT tools to support their teaching process. According to Harriet Price (2008), ICT in early years helps children enhance their independence in their use of ICT tools like digital cameras, digital images and role-play toys; develop creativity in areas like art, dance, writing and music; and, improve their outdoor learning experience using appropriate ICT tools. Students can be made familiar with computer aided simulations and educational games. For teaching math, teachers can download softwares like christmath which deal with making young children familiar with patterns, sequences, addition, subtraction, ordinal numbers and me mory games. Teachers can use spreadsheets and interactive whiteboards (IWB) to help children learn numeracy while interacting with one another. Math board games such as dice games, bingo and calculator games, geometry games with interactive layout can be used to help children take hold of main arithmetic and geometry skills together with times tables, word problems, ratio, percentage and mental addition. CD-ROMs are another important resource which teachers can use to store their math lessons. For teaching science, teachers can use activities like Animal Magic that are easily available online. This particular activity asks children to sort out and name animals. It uses animations to attract the interest of kids. Teachers can use interactive science games about life processes, living things and physical processes. Students at key stages 1 and 2 can be encouraged to use digital cameras and video cameras at zoo trips and then write their experiences with the help of videos they make.

Population Ecology Essay Example | Topics and Well Written Essays - 250 words

Population Ecology - Essay Example This underpinned one of the lectures important contents, which is the demonstration of how life history traits are determined as a response to environmental factors such as in the case of survivorship or mortality patterns. I have chosen to attend this lecture because it is related to my field of study, which is Health Studies and I am interested to gain more insights about the nature of the courses I am going to study later on. I think that human ecology is related to my course because it is a framework that could explain the incidence of many health issues. When I attended the lecture, I already know that human ecology studies the relationship between population and the environment. After the lecture, this was further enriched by new information such as how the field could predict or project vital statistics and health issues such as death and diseases. At first, it was challenging for me to take notes and follow the lecture since it is a new experience for me. But I learned to focus on the structure of the lecture and identify contexts so that I was able to understand the difficult contents better. All in all, the lecture is important to my academic goals because it gave me a glimpse of the content of one of the courses I plan to take for my undergraduate

Wednesday, July 24, 2019

Ip2 1 managing organizational change Research Paper

Ip2 1 managing organizational change - Research Paper Example away from their daily operations, it raises an opportunity of making them focus on the issue at hand, thus making it possible to meet the goal of the organization (Dyer Jr., Dyer, & Dyer, 2013). Time - mostly, meetings go overtime and still some issues are either covered inadequately or not at all. There may be need for more than a day and this may put off members of the community who have other matters to attend to. Information sharing- the R&D organization would get an opportunity to share more information with the community on their desire to improve the performance of the organization. This way, the community also has an opportunity to give ideas on how to achieve this. Silent participants- there is a likelihood of having silent participants hence some significant opinions may be left out. This is because some people are fearful by nature and engaging everyone in such a large meeting may not be possible. Encourage teamwork- such a meeting would be a great opportunity to encourage teamwork among all the involved groups. This is because they will get a chance to brainstorming and together they will come up with

Tuesday, July 23, 2019

Medicine and the Law Coursework 2 Essay Example | Topics and Well Written Essays - 1500 words

Medicine and the Law Coursework 2 - Essay Example aby M case, the Royal College of Paediatrics and Child Health observed that the judgment was in accordance with the guidelines it had set out in 2004 in consultation with parents, patient groups and representatives of different religious groups.(BBC News Report, 2006). It expressed the opinion that each case was to be treated individually and rigid rules could not be imposed that would apply in every case. But as discussed below, the precedents established by the Courts have shown that in general, the guiding principle is one of favouring life although each case is considered on its own merit. The Charlotte Wyatt case1 concerned a prematurely born baby that was suffering from a number of life threatening conditions. The Court also held in this instance that life sustaining treatment to the child could not be withdrawn. The Children Act of 1989 requires that the welfare of the child be accorded top priority and this is the guiding principle in all decisions that are made in reference to children. This is also the basis whereby the Crown can intervene in order to ensure that the interests of children are protected, because they are in effect disabled to the extent that they cannot look out for their own interests. As a result, decisions to be made about their treatment may also be taken by courts, especially when a patient has entered a persistent vegetative state (PVS). The decision of the House of Lords in Airedale NHS trust v Bland2 also held that when a patient has entered the PVS stage, then it may be lawful for the Courts to order the withdrawal of life sustaining tre atment because this would be in the best interests of the patient. It would also be lawful to withhold treatment in such cases because it would be in the patient’s best interests to be allowed to die with dignity3. Where adults are concerned, the question of how far a Court can step in to make decisions about the treatment options or welfare of an incapacitated or disabled person were at

Monday, July 22, 2019

Ralph and Jack in The Lord of the Flies Essay Example for Free

Ralph and Jack in The Lord of the Flies Essay Question 1 There are a number of differences and a few similarities between Jack and Ralph. First of all the main similarity is the fact that both boys are roughly the same age. Then furthermore, there is the fact that both pf them are boys. In addition their share the quality of leadership, or in other words both of them have the abilities to be a leader. Then on the other hand there are the numerous differences they in clued; different style of leadership, different believes, maturity, and the symbol that they represent. Jack and Ralph have a very different style of leading. Ralph has a democratic leadership and Jack is more of a dictator figure. Then furthermore, there is the difference of believes, Jack believes that the main objective on the island is to hunt and Ralph believes that it is to be saved. Then there is the maturity, Ralph is more mature that Jack. And the last difference in the symbols that these characters represent, Jack represents the bad side of human nature and Ralph represents the good side or democracy. Question 2 Piggy represents intelligence and thinking. This idea is proven through out the whole book, until his death. Fist of all there is the fact that because of Piggy the boys were able to create the fire. The secondary, idea is the fact that Piggy acts very mature through out the book. He is even more mature than Ralph. Piggy comes up with ideas that not a single other boy had though of. For example there is the fact that Piggy though of the sundial. Furthermore there is the idea that Piggy constantly reminds Ralph of their objective to the island, and which is to be saved.

Sunday, July 21, 2019

Developing Students Macro Skills

Developing Students Macro Skills Learning resources and materials are essential components in language instruction since they control learning and teaching processes. For that reason, an English teacher has to possess the ability to be creative and innovative in selecting, adapting and implementing learning resources and materials since the teachers ability in selecting, adapting and implementing learning resources and materials can and do enhance language teaching (Brinton, 2001 in Murcia, 2001). However, based on the writers experience and observation during Praktek Pengalaman Lapangan (PPL), the writer found out that the learning resources and materials used by teachers for their students were just in limited usage; for example, the teacher only used the materials from textbooks and printed materials. Talking about textbook, Allwright (1990) argues that materials should teach students to learn, and that there should be resource books for ideas and activities for instruction/learning. Moreover, they should give teachers rationales for what they do. From Allwrights point of view, textbooks are too hard to be used directly as instructional material. ONeill (1990), in contrast, argues that materials may be suitable for students needs, even if they are not designed specifically for them. In this case, textbooks make it possible for students to review and prepare their lessons. Also, textbooks are efficient in terms of time and money, and that they can and should allow for adaptation and improvisation. Furthermore, Willis (1996) points out that some text book activities are best done at learners own pace; for example, at out of class activities (for homework or to be checked at the next lesson). Indeed, the teacher can get the students to prepare the topic at task related to their homework prior to the task. Therefore, it is widely known that in many cases teachers and students rely heavily on textbooks, and textbooks determine the components and methods of learning, that is, they control the content, methods, and procedures of learning (Kitao, 1997). In other words, students learn what is presented in the textbook, and the way the textbook presents the material tends to determine the way students learn it. Thus, the educational philosophy of a textbook will influence the class and their teaching-learning process. Consequently, in many cases, textbooks are the center of instruction and one of the most important influences on what goes on in the classroom. Therefore, there is no doubt if Harmer, 1991; Van Lier, 1996; Richards, 1998 say that the use of textbooks in many schools and many language program has the function as a curriculum. In relation to teaching-learning resources and materials, the Department of Education in Indonesia has released a guideline for the implementing a decentralization of education at the school level (school-based management). Such management gives a broader authority to schools to run their schools and to work more actively with their communities, but at the same time it also requires more leadership, professionalism, initiatives, innovation, and creativity from principals and teachers (http://www.depdiknas.go.id). In this respect, education policy-makers in Indonesia believe that decentralization at the school level could lead to improvements, such as better school performance, greater school autonomy, better match between the services delivered and the students needs, greater parental and community involvement, and greater participation in decision-making (Depdiknas, 2003). The consequences of decentralization at school level, however, are not hard to determine. Schools, particularly public schools, are now to be responsible for the provision and financing of more training for their teacher development as well as more facilities and resources (http://pakem.org/mbs.html). In line with that, teachers role in developing students English macro skills to fulfill the national educational goals as stated in guidelines and curriculum is very prominent. Therefore, teachers play an important role in catering learning resources and materials for students to enable their success in learning, especially in developing their macro skills (listening, speaking, reading and writing). Concerning the main task of teachers in providing learning resources and materials mentioned above, theres a need to explore to what extent those learning resources and materials are procured and effectively used to develop the students English macro skills. 1.2 Research Methodology With the intention of getting data on the use of learning resources and materials in senior high school by the English teachers, a case study is selected as the research methodological design. The subjects selected are three teachers from different grades (X, XI, and XII) and their students. In order to get a holistic accurate picture and the meaning of the use of learning resources and materials, interviews, observations, questionnaires and review of documents will be conducted in this research. The use of the data collection methods will ensure the validity of the data through triangulation (Denscombe, 1998; Cresswell, 2008). 1.3 Research Questions The research questions in this study are based on the background of the study. Therefore, the statements of the problems in this study are as follows: a. What learning resources and materials are used by the senior high school teachers to develop the students macro skills? b. What learning activities are conducted in relation with the use of the learning resources and materials in the teaching-learning processes? c. Where do the teachers draw their ideas from to plan their teaching? 1.4 Objectives of the Study The study is aimed at finding out an empirical data on the kinds of learning resources and materials used by senior high school English teacher. It is also intended to explore further to what extent those learning resources and materials are effectively used to develop the students four macro skills. 1.5 Significance of the Study The results of this study provide a thick description on what learning resources and materials as well as how they are used by English teachers at senior high school. The findings can contribute to teachers by providing current information about the use of learning resources and materials for teaching-learning English as a foreign language in senior high school. The findings can also be applied for other English teachers in general to select the teaching-learning resources and materials appropriately that suit students needs. CHAPTER II LITERATURE REVIEW This chapter discusses some scholars ideas and opinions regarding the issues of learning resources and materials as well as the teaching and learning of English in high school context in Indonesia 2.1 Learning resources and materials 2.1.1 Issues of Learning resources and materials Many educators enthusiastically embrace the use of learning resources and materials as a tool for language teaching and learning since their functions are to lend the authenticity to the communicative situation in teaching and learning English. Resources and materials are important in language instructions since they can assist teachers in their jobs bringing the outside world into the classroom and also making the language learnings tasks more meaningful and exciting (Brinton in Murcia, 2001). Many scholars ideas emerged in relation to the view of learning resources and materials. This includes Allwrights (1990) argument that materials should teach students to learn and they should be resource books for ideas and activities for instruction/learning. In addition, they should give teachers rationales for what they do. Allwright further emphasizes that materials control learning and teaching. This means that in employing materials for instruction/learning, it is the teachers who underl ie the principle behind the use of materials. Another idea comes from ONeill (1990) who says that materials may be suitable for students needs even if they are not designed specifically for them; therefore, from ONeills point of view, materials help teaching and learning. Further, Woods (1996) defines the resources as factors which increase the number of possibilities or options open to a teacher, while the definition of materials is stated by Brown (1995) as any systematic description of the techniques and exercises to be used in classroom teaching. Browns definition of materials draw broad sense since they can include lesson plans, and can accommodate books, packets of audiovisual aids, games, or other types of activities that occur in the classroom. Renyaan (2002) conclude the broad definition of learning resources and material as follows: Teaching media refers to resources used by the teacher for whole class, group, and individual learning. These include texts, audio-visual resources, and authentic material. Text refers to any written materials ranging from reference books, textbooks, activity sheets to flashcards. Audio-visual resources include films, videos, overhead projectors, audiotapes, pictures, magazines, and newspapers and other texts. Authentic material refers to the resources created by native speakers, both for classroom teaching and in the world outside the classroom. ALL Guidelines (Scarino et al., 1988) categorizes resources into three categories. That is, resources which provide communicative data in the target language, resources and activities which promote communicative use of the target language, and resources for whole class, group, and individual learning. Resources which provide communicative data in the target language are sorted into teacher talk, other classroom talk, recording of talk (audio and video), specially prepared written information, other classroom written information, as well as realia and written texts from outside the classroom. While resources and activities which promote communicative use of the target language are classified into problem solving activities, information/opinion/affective gap activities, personalized activities, games, pictures, activities involving processing information from various sources, literature based activities, drama, writing activities, focus and shaping exercise, and integration of activiti es. Lastly, resources for whole class, group, and individual learning can be textbooks, films, videos, OHP and transparencies, problem solving activities, unfinished plays or stories, songs, films, poems, etc. Smith (1986) argues that learning resources and materials are important parts of task for providing the content and shape the basis of learning activities. Richards (1998) also argues that materials are often seen as a way of influencing the quality of classroom interaction and language use. Reece and Walker as cited by Wheeler (2002) add that learning resources should support the teaching strategies which assist learning. In this respect, the use of learning resources may also provide opportunities for arousing and maintaining students interests. Therefore, the teachers can get the benefit for the improvement of their teaching by using those learning resources. Brinton in Murcia (2001) summarized the rationale for using the materials in language classroom as follows: They can be an important motivator in the language teaching process They can create a contextualized situation They can lend authenticity to the classroom situation They can address the needs of students, whether they are visual or auditory learners They can expose the students to multiple input sources as well as enrich the students language experiences. They can help students call up schemata and maximize background knowledge They can provide teacher a time-efficient of presenting lesson, stimulate students senses and help students to process information readily. The importance of learning resources and materials has been figured by several teaching- learning method. For example, in Silent Way (Larsen-Freeman 1986; Stevick 1998) the use of sound-color charts and rods are for helping the teachers to elicit language and provide the students with tools for creative language construction. CLT, (Larsen-Freeman 1986, Littlewood 1981) also puts an emphasis of the need of real life objects or texts (e.g. maps, pictures, application forms, railroad time tables) in order to lend the authenticity to the communicative situation. 2.1.2 Types of Learning resources and material Some theories have been introduced by the scholars for a wide variety of learning resources and materials. Scarino, Vale, McKay Clark (1988) describe the word resources as any published or unpublished material in any medium for the purpose of language teaching and learning. The definition of resources drawn by them refer to variety of text types which may or may not be intended for teaching learning (films, maps, pictures, etc) along with hardware (audiovisual equipments, computers). Further, Marsh (2000) sorts resources into (1) resources available for use in the classroom/school, which include (a) print materials such as textbooks; reference books; project kits; pamphlets and inexpensive materials; study prints and posters; simulation games; maps, globe, and models; and (b) multimedia such as personal computers, internet and world wide web (www), CD-ROM, television, films, radio, slide tapes and filmstrips, overhead projectors, and PowerPoint projectors and (2) resources available beyond the school which consists of (a) persons including people in specific occupations; people now retired; groups, associations and organizations; and (b) materials and artifacts, such as newspapers, documents and reports, photographs, recordings, and miscellaneous personal items. Curtain and Pesola (1988) categorize the learning resources into five parts, they are: (1) Realia, e.g. balls, magnetic letters, flowers (2) Picture Visual, e.g. brochures, flash cards, pictures files (3) Classroom equipments, e.g. white board, chalk board (4) Audiovisual equipments, e.g. overhead projectors, video cassette recorder, slide projector (5) Text books or printed material. At last, Renyaan (2002) adds that it is evident that resources and materials which can be available in the classroom and beyond the classroom are essential parts of tasks as they provide the content as the basis for learning activities. Another idea comes from Richards and Rodgers (1986) who divide materials into text-based materials, task-based materials and realia. Text-based materials are generally known as textbook in which include not only sound recordings and visual aids, but also student workbooks, unit tests, games, and other activities (Savignon; 1983 in Renyaan; 2002). Task-based materials consist of a variety of games, role-plays, simulations and task-based communication activities (jigsaw, information gap, problem solving, decision making, opinion exchange, debate, question-answer, etc) (Richards and Rodgers, 1986).Realia, according to Richards and Rodgers, 1986; Little et al., 1989; Brinton, 2001 incorporate in authentic materials. For example signs, magazines, advertisements, newspapers, novels, handbooks and manuals, recipes, and telephone directories, as well as graphic and visual sources including maps, pictures, symbols, graphs, and charts. Moreover, radio and television broadcasts, computer progra mmes, and video cameras are also classed as authentic materials. 2.1.3 Textbooks as resources in language instruction Research into the use of textbooks as resources in classrooms language instruction have been done by scholars, such as by Harmer, 1991; Van Lier, 1996; Richards, 1998 who say that textbooks have the function as the curriculum. Their points of views are similar to Ariew (1982) who believe that textbook is an important part of the curriculum, especially for foreign language learning context since foreign language textbooks may represent a set of goals and specific teaching methods. Thus, textbooks for foreign language learning can reflect the assumption and belief on how a foreign language should be learned and taught. The development of teaching foreign language has brought new idea into approaches of textbooks design for the authentic data as well as realia which are integrated in the textbooks for the purpose of bringing the real world into classroom (Nunan, 1999). The important point of textbook is also suggested by Richards (1998) that textbooks can help in developing a teachers teaching skills, especially for inexperienced teachers since textbooks can provide hints on approaches to teaching grammar in the communicative class, strategies to correct errors, or how to teach writing. Despite of those positive effects of the use of textbooks in language classroom, there are negative effects of using textbooks. Swan (1992 cited in Richards, 1998) says that ready-made textbooks can seem to release teachers of their responsibility. The teachers merely peg on the textbooks which they use without participating on what to teach and how to teach the material to the students. Moreover, since the teachers only teach what are on the textbooks, teachers tend to look at the textbooks uncritically (Richards, 1998). While Renyaan (2002) argues that textbooks are resources, which, despite their drawbacks, are an essential part of the curriculum from which the teachers can generate materials by adopting, developing, and adapting them. 2.1.4 Adopting Materials As discussed before, the easiest way for the teachers to generate the materials is simply to adopt a textbook and teach systematically through the prepared materials (Brown; 1995), therefore the teachers get no difficulty since they do not have to spend too much thoughts and efforts in the lesson planning process. Though, it is the fact that not all textbooks can suit the teacher and students needs as Flynn (1982, p.39) says: While every textbook has some valuable drills, exercises, explanations, and readings, none will be suitable to every teachers needs. For the reason above, Brown (1995) points out that adopting material includes the following steps, namely: deciding on the types of materials needed, locating different types of materials, evaluating the materials, and reviewing them on an on-going basis. Deciding on types of materials Brown (1995) indicates that materials can come from various forms, different approaches, and different syllabus; therefore it is the teachers responsibility to make the decision about what specific materials to adopt. Locating materials Brown (1995) discusses the three sources of information that can help in finding existing materials: publishers catalogs, the Books Received section of journals, and teachers shelves. Evaluating materials Evaluating materials is important since it can determine the suitability to a particular program (Renyaan, 2002). Brown (1995) also argues that the best way to determine the relationships among a set of materials and a particular program, is to determine the degree to which the materials fit the curriculum. Browns argument is almost the same as Byrds (2001) that the fit between curriculum and the textbooks can create the fit situation for the teacher. On going review of materials Brown (1995) states that the materials evaluation process must continue when they are being used and after each implementation period. Further, Brown also argues that periodic review of the materials seems advisable and necessary. 2.1.5 Developing Materials Developing the materials need to be done if the tentative needs, objectives, and tests really describe a program and if all materials adoption efforts fail to uncover suitable materials to meet the purposes of the program (Brown, 1995). So, there will be a best match between the materials and curriculum. 2.1.6 Adapting Materials As Flynn (1982) argues that no single textbooks can meet the teachers and the students needs, Brown (1995) further points out that there is no such thing as a perfect textbook. This is likely to be true whether the materials in question were commercially produced or created within a given program. Indeed, as stated by Flynn and Brown, materials adaptation is prominent for the sake of fulfilling the teachers and the students needs. Moreover, Ariew (1982) points out that material adaptation is not something new; in fact, teachers constantly adapt when they teach. Concerning materials adaptation, Ariew (1982) further suggests the three categories of material adaptation: (1) the individualizing of materials; (2) modifying texts for purposes unintended by the author; and (3) compensating for the defects of a textbook. In addition, Ariew states the techniques in order to accomplish any of the three-type adaptation above, namely: supplementing, personalizing, expanding, editing, simplifying, modernizing, and localizing or modifying cultural or situational content. However, not all contents in the textbook are true and should be accepted. Textbooks may not suit a particular class or individual students interests. Therefore, it is the teacher who has the responsibility to choose what is best for their students. Harmer (1991) points out that textbooks are an important aid, but not a sacred text, so teachers will have to work out the best ways to use their books; they should never let the textbook use them, or dictate the decisions they take about the activities in which the students are going to be involved. Further, Byrd as cited in Murcia (2001) adds that in order to create the fit situation for the teacher using textbooks, the following must be addressed: The fit between curriculum and the texts It is generally known that publishers create materials based on published curriculum system. For example, in Indonesia, National Education Board (Depdiknas) arranges for publication of its own textbooks; however, it is acceptable for other publishers to publish the textbooks as long as the materials are appropriate and carry out its particular curriculum goals. The fit between curriculum and the texts is believed to be a reasonable and achievable goal. The fit between students and the texts The main reason underlies this idea is that the textbooks are for students; therefore, it must fit the needs of the students as learners of English. The fit between teachers and the texts As the textbooks are also for teachers, the fit between teachers and the textbooks is important in order to create the fit situation in using textbooks as the teaching learning materials. Byrd suggests the basic questions in relation to it: Can our teachers handle this material? and Will our teachers find that the textbook meets their needs and preferences for teaching materials? 2.2 Teaching Learning English in High School Context in Indonesia 2.2.1 English language education in Indonesia Since it was first taught, there have been problems in the teaching of English as a foreign language. For example the fact that the changing of curriculum and approaches along with the changing of the Minister of Education is not uncommon. The big class sizes and teachers with poor mastery of English are two obvious factors that contribute to the ongoing problems in ELT in Indonesia (Dardjowidjojo, 2000). Other reasons for the problems are: (1) limited time allocated for teaching English; (2) students do not have enough time to actually learn to speak English in class because the teacher is more concerned with teaching the grammar and syntax; (3) the absence of the social uses of English outside the classroom; and (4) the absence of good and authentic learning materials (Musthafa, 2001). Recent curriculum in English language education in Indonesia focuses on the teaching of English at junior and high school levels. The curriculum adopts the so-called communicative competence as its m odel of competence (Depdiknas, 2003). Communicative competence itself can be summarized as skills needed for communication, which consists of four important components. Those components are: grammatical/linguistic competence, socio cultural competence, discourse competence, and strategic competence (Richards Rodgers, 1986; Celce-Murcia, Dornyei Thurrell, 1995; Beale, 2002). In line with the concept of communicative competence, the following factors should therefore be present in an English language classroom: Fluency and acceptable language is the primary goal (Richards Rodgers, 1986). This implies that the teacher him/herself should be a fluent English speaker. Students are expected to interact with other students in order to communicate in the target language (Richards Rodgers, 1986; Freeman, 2000). This implies that the tasks should include pair and group work, and those activities like role plays, language games and problem-solving tasks are encouraged. Students should be given enough opportunities to get to know the authentic language (Freeman, 2000). Therefore, authentic materials are important in an English classroom. The role of the teacher is that of a facilitator in communication (Richards Rodgers, 1986; Freeman, 2000). This implies that the amount of teacher talking time should not be a barrier for students for using the target language (McDonough Shaw, 1993). Non-technical and technical media are important tools for language learning and teaching, particularly for carrying out language tasks (Brinton, 2001). Non-technical media include: blackboards, posters, maps, pictures, or photos. Technical media include: tape recorder, CD/Video/DVD player, or overhead projector. Whether or not English teaching and English teachers in Indonesia have met the ideals as stated above, remain a question. The real fact is that the virtues behind the so-called communicative competence as recommended by Richards and Rodgers (1986), McDonough and Shaw (1993), Freeman (2000), or Brinton (2001), and the principles stated and expected in the recent curriculum document might be implemented differently in the real English classrooms due to many unexpected factors, such as funding, unqualified teachers, and limited resources facilities. 2.2.2 Issues of teaching learning English in High School Context The Indonesian curriculum system has been developed by the National Education Board (Departemen Pendidikan Nasional) for many years in order to keep up with the global changes of the world as well as changes in the learners needs to be ready to face the world in the future. Recently, the Indonesian government through Departemen Pendidikan Nasional has made the improvement in the quality of national curriculum system. The newest one is Peraturan Menteri Pendidikan Nasional (Permendiknas) No. 22/2006. Permendiknas No.22/2006 discusses the Standard of Content (Standar Isi) of Elementary and High School level in Indonesia. Also, Permendiknas No.22/2006 contains Basic Competencies (Kompetensi Dasar) for each field of studies in every unit of elementary and high school level. They are the guidelines for the teachers in order to develop the indicators that must be achieved by the students as well as the materials that will be used in the teaching learning processes. The importance of mastering English for Indonesian students is much more felt due to the globalization in all sectors. One measurement to improve the mastery of English done by the Indonesian government is by implementing the English National Examination with a passing grade of 5.50. In Kurikulum Tingkat Satuan Pendidikan (KTSP), one of the learning purposes of Bahasa Inggris in Sekolah Menengah Atas (SMA) is developing students communicative competences in written and spoken English through an integral development of those four macro skills including listening, speaking, reading, and writing (Table 1, Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) /Madrasah Aliyah (MA) Table 1 Standar Kompetensi Lulusan Sekolah Menengah Atas (SMA) / Madrasah Aliyah (MA) Bahasa Inggris SMA/MA 1. Mendengarkan Memahami makna dalam wacana lisan interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 2. Berbicara Mengungkapkan makna secara lisan dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 3. Membaca Memahami makna dalam wacana tertulis interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari. 4. Menulis Mengungkapkan makna secara tertulis dalam wacana interpersonal dan transaksional, secara formal maupun informal, dalam bentuk recount, narrative, procedure, descriptive, news item, report, analytical exposition, hortatory exposition, spoof, explanation, discussion, dan review, dalam konteks kehidupan sehari-hari All those four skills are expected to prepare senior high school students to enter the higher education or work fields, especially those requiring English skills. Due to the objectives of teaching English for senior high school, that is to develop students communicative competences through an integral development of the four macro skills, the learning resources and materials that are used in teaching learning processes have to give students more chances to communicate in English. CHAPTER III RESEARCH METHODOLOGY This chapter explains about how this research is accomplished. It considers the methodological design, the subjects, and the instruments of the study also data analysis techniques. 3.1 Design of the study This study aims at examining the use of learning resources and materials by English teachers at one senior high school in Jakarta. It is conducted through a collective case study in order to find in depth what learning resources and materials employed by English teachers. In accordance to Burns definition (2000:460) a case study is relevant to study uses how and what questions. This design is also suitable for a small-scale research which is conducted in one place. Bell (1993:8) also suggests that case study is particularly appropriate for an individual researcher as it gives an opportunity for one aspect of a problem to be studied in some depth within limited time scale. The study deals with three English teachers in one senior high school in Jakarta and their students. In order to get more information about the learning resources and materials used in classroom, the writer conduct the interview to the teachers and students, non participants observation, review of the documents, and distribute the classroom survey. 3.2 The Subjects of the Study The subjects chosen are considered as the representatives of senior high school English teaching condition in general because the school offers English to be implemented as part of its National Curriculum and has English teachers with English Education background.

Analysing The Hellenization Of Christianity Religion Essay

Analysing The Hellenization Of Christianity Religion Essay At the time of the Early EkklÄâ€Å"sia there was an ongoing conflict between Hebrew Judaism and Hellenic Judaism. The Maccabean war of independence, fought through to 139 BCE, wasnt just about foreign rule, but also about those Jews embracing Hellenism, a civil war, as it were, between Orthodox and Hellenistic Judaism. Hellenic Judaism was the fusing and harmonization of Greek philosophy and Judaism, where the practices of both Jewish exegesis and Stoic philosophy were followed. Those propagating this Hellenistic Philosophy included the Jewish philosopher Philoi of Alexandria (20 BCE 50 CE ). Hellenistic Philosophy, as espoused by Philo, was enthusiastically received by the early Gentile Christians, some of whom saw him as a cryptic Christian. Some today believe his concept of the Logosii as Gods creative principle influenced early Christology.iii Mainstream Judaism rejecting Hellenistic currents eventually (at the Council of Jamnia in 90 CE) prohibited the use of the Septuagintiv, leaving the Masoreticv as the only authoritative Hebrew text of the Jewish Bible. Antecedent to this, the Apostolic Decree of circa 48 CE (Acts 15) allowing converts to forgo circumcision made Christianity a more attractive option for interested Pagans than Pharisaic/Rabbinic Judaism which, in response to this quickly-growing Netzarim Judaism, instituted an even more stringent circumcision procedure in response. Hellenistic Judaism continue in existence until Constantine adopted Christianity as the official State religion. Remaining currents of Hellenistic Judaism in all probability, as would be expected, merged into gnostic movements in the early centuries CE. The Hellenization of Christianity was a complex interaction between Hellenistic philosophy and early Christianity during the first four centuries of the Common Era. The initial conflict between these two modes of thought is recorded in scripture; in Pauls encounters with Epicurean and Stoic philosophers in Acts 17:18, his diatribe against Greek philosophy in 1st Corinthians 1:18-31, and his warning against philosophy in Colossians 2:8vi. Over time, however, as Christianity spread throughout the Hellenic world, an increasing number of church leaders were educated in Greek philosophy. The dominant philosophical traditions of the Greco-Roman world at the time were Stoicism, Platonism, and Epicureanism. Of these, Stoicism and particularly Platonism were readily incorporated into Christian ethics and theology. Philos blend of Judaism, Platonism, and Stoicismvii strongly influenced Christian Alexandrian writers like Origen and Clement of Alexandria, as well as, in the Latin world, Ambrose of Milan. Clement of Alexandria, early Christian writer of the second and early third century, demonstrated Greek thought in writing: Philosophy has been given to the Greeks as their own kind of Covenant, their foundation for the philosophy of Christ the philosophy of the Greeks contains the basic elements of that genuine and perfect knowledge which is higher than human even upon those spiritual objects. (Miscellanies 6. 8) The Church historian Eusebius, c. 263-339 CE, suggested, essentially, that Greek philosophy had been supplied providentially as a preparation for the Gospel. Augustine of Hippo, who ultimately systematized Christian philosophy, wrote in the 4th and early fifth century: But when I read those books of the Platonists I was taught by them to seek incorporeal truth, so I saw your invisible things, understood by the things that are made. (Confessions 7. 20). This Greek pagan philosophy, now deeply entrenched and mixed within Christian theology, has persisted through the centuries becoming the foundation of Western thought and culture. Many today often blindly view the founding fathers of the United States as purely Christian. One of the most common statements from the Religious Right is that they want this country to; return to the Christian principles on which it was founded. However, even a little research into American history will show that this statement is unfounded and based on a false premise. The men responsible for building the foundation of the United States had little use for Christianity, and many were strongly opposed to it. They were men of The Enlightenment, not men of Christianity. They were Deistsviii who did not believe the bible was inspired truth. Indubitably, the US Constitution is a masterpiece of civil law providing for, among other things, the protection of religious beliefs against Governmental intrusion allowing the free exercise thereof, while at the same time wonderfully preventing the establishment of religious domination via state sanctioned religion. It was the latter of these two concepts that most concerned the signers of the Declaration of Independence and Framers of the Constitution, with but tolerance of the former. They wanted to ensure that no single religion could make the claim of being the official, national religion, such as was the case in England. The cultural climate of the time was one in which freedom from the religious domination of the Church of England and Catholicism was desired by the masses, which provided a perfect habitat for those of the Enlightenment. The 1796 treaty with Tripoli states that the United States was in no sense founded on the Christian religion. This was not an idle statement, meant to satisfy Muslims they believed it and meant it. This treaty was written under the presidency of George Washington and signed under the presidency of John Adams. None of the Founding Fathers were known atheists. Most were Deists, which is to say they thought the universe had a creator, but that he does not concern himself with the daily lives of humans, and does not directly communicate with humans, either by revelation or by sacred books. They spoke often of God, (Natures God or the God of Nature), but this was not the God of the Bible. They did not deny that there was a person called Jesus, and praised him for his benevolent teachings, but they flatly denied his divinity. These Founders of the Constitution were students of the European Enlightenmentix. Thomas Jefferson author of the Declaration of Independence and the Statute of Virginia for Religious Freedom, third president of the United States, historian, philosopher, plantation owner, and founder of the University of Virginia voiced the aspirations of a new America as no other individual of his era. He also in his writings voiced his beliefs: As you say of yourself, I too am an Epicurian. I consider the genuine (not the imputed) doctrines of Epicurus as containing everything rational in moral philosophy which Greece and Rome have left us. Epictetus indeed, has given us what was good of the stoics; I take the liberty of observing that you are not a true disciple of our master Epicurus, in indulging the indolence to which you say you are yielding. One of his canons, you know, was that the indulgence which prevents a greater pleasure, or produces a greater pain, is to be avoided. Jeffersons letter to William Short, from Monticello, October 31, 1819. But while this syllabus is meant to place the character of Jesus in its true and high light, as no impostor himself, but a great Reformer of the Hebrew code of religion, it is not to be understood that I am with Him in all His doctrines. I am a Materialist; he takes the side of Spiritualism; he preaches the efficacy of repentance towards forgiveness of sin; Jeffersons letter to William Short, from Monticello August 4, 1820. That being said, it is easy to see that the aforementioned tolerance of religious freedom, was in reality a bulwark for the benefit of The Enlightenment, not the Pious, and in this age that bulwark being no longer necessary is coming to an end. For two-hundred plus years we, in this United States of America, have enjoyed freedom of Religion so that those of the Enlightenment could enjoy their freedom from Religion. But figuratively speaking, the air of tolerance toward Judeo-Christian beliefs is wisping away, leaving the putrid stench of moral corruption and malicious bigotry toward anyone who identifies with Yeshua and the God of Abraham, Isaac and Jacob. But know this, that in the last days grievous times shall come. For men shall be lovers of self, lovers of money, boastful, haughty, railers, disobedient to parents, unthankful, unholy, without natural affection, implacable, slanderers, without self-control, fierce, no lovers of good, traitors, headstrong, puffed up, lovers of pleasure rather than lovers of God; holding a form of godliness, but having denied the power thereof [emphasis  added]: from these also turn away. (2Timothy 3:1-5). Like the parable of the Kingdom of Heaven of Matt 13; at the founding of the United States of America two seeds were sown. Two hundred years later in these last days the two seeds have grown to maturity. And now the tares are fully distinguishable from the wheat. For the American believers there has been a two-hundred year bastion of grace, to grow into the maturity of the Word, and to shine above the philosophies of this world. And now you see, God had afforded us a little more time in these last days to fulfill His purposes. Not waring in the flesh but; pulling down imaginations and every high thing that exalts itself against the knowledge of God, and bringing into captivity every thought into the obedience of Christ (2Cor. 10:5 MKJV) . For so is the will of God, that with well doing ye may put to silence the ignorance of foolish men: As free, and not using your liberty for a cloak of maliciousness, but as the servants of God. (1Peter 2:15-16 ASV).

Saturday, July 20, 2019

life cycle of stars Essay -- essays research papers

LIFE CYCLE OF A STAR Stars are formed in nebulae, interstellar clouds of dust and gas (mostly hydrogen). These stellar nurseries are abundant in the arms of spiral galaxies. In these stellar nurseries, dense parts of these clouds undergo gravitational collapse and compress to form a rotating gas globule. The globule is cooled by emitting radio waves and infrared radiation. It is compressed by gravitational forces and also by shock waves of pressure from supernova or the hot gas released from nearby bright stars. These forces cause the roughly-spherical globule to collapse and rotate. The process of collapse takes from between 10,000 to 1,000,000 years. A Central Core and a Protoplanetary Disk: As the collapse proceeds, the temperature and pressure within the globule increases, as the atoms are in closer proximity. Also, the globule rotates faster and faster. This spinning action causes an increase in centrifugal forces (a radial force on spinning objects) that causes the globule to have a central core and a surrounding flattened disk of dust (called a protoplanetary disk or accretion disk). The central core becomes the star; the protoplanetary disk may eventually coalesce into orbiting planets, asteroids, etc. Protostar: The contracting cloud heats up due to friction and forms a glowing protostar; this stage lasts for roughly 50 million years. If there is enough material in the protostar, the gravitational collapse and the heating continue. If there is not enough material in the protostar, one possible outcome is a brown dwarf (a large, not-very-luminous celestial body having a mass between 1028 kg and 84 x 1028 kg). A Newborn Star: When a temperature of about 27,000,000ÂÂ °F is reached, nuclear fusion begins. This is the nuclear reaction in which hydrogen atoms are converted to helium atoms plus energy. This energy (radiation) production prevents further contraction of the star. Young stars emit jets of intense radiation that heat the surrounding matter to the point at which it glows brightly. These narrowly-focused jets can be trillions of miles long and can travel at 500,000 miles per hour. These jets may be focused by the star's magnetic field. The protostar is now a stable main sequence star which will remain in this state for about 10 billion years. After that, the hydrogen fuel is depleted and the star begins to die. Life span: The... ...densities are shown as numbers on the the central line that defines the Main Sequence (M.S.) of stars. Most known stars lie along this line; they describe a stage in which a star reaches some fixed size and mass and commences burning of most of its hydrogen before changing to some other star type off the sequence. Star types, which are defined on the basis of stellar surface temperatures (page 20-7), are shown by the letters (O, B,...etc.) assigned to each group and evolutionary pathways for some are indicated. This particular plot also shows along the right ordinate the total time that Main Sequence stars of different masses spend on that sequence before evolving along the several principal pathways (see below); as far as we now know, stars do not completely vanish, but survive as dwarfs or Black Holes ( but the latter in principle can disappear by evaporation as Hawking radiation). Temperatures were obtained using Chandra X-ray data. BILBLIOGRAPHY www.enchantedlearning.com/subjects/astronomy/stars/lifecycle/ imagine.gsfc.nasa.gov/docs/teachers/lifecycles/LC_main_p1.html hubblesite.org/newscenter/newsdesk/archive/releases/1999/20/ map.gsfc.nasa.gov/m_uni/uni_101stars.htm

Friday, July 19, 2019

US History :: American History

In 1828 Andrew Jackson was elected as President, as a favorite among the United States many view him as the Hero of New Orleans. He is to many the epitome of a gentleman and that he embodies the ideals of many Americans. He views himself as the President of all the people and likes the idea of having those who worked for the government to depend on him. Jackson however, was ignorant to many of the fields that would have been beneficial to him and the United States had he not been so unwilling to accept advice from experts. His lack of knowledge of the banking system was evident; however, he had Nicholas Biddle to thank for keeping the system afloat. Biddle brilliantly maintained the Bank of the United States which in turn ensured that many financial institutions were able to maintain their efficiency. Despite Jackson's efforts to destroy the bank because of the monopoly it allowed, this short-lived veto was reversed. Biddle's efficient means of running the bank ensured a stab le economy for the United States. Jefferson continues to lose favor among Americans because of his tyrannical style of leadership. The creation of the Whig party, led by Henry Clay and John C. Calhoun, demonstrates the patriotic dislike held by many Americans. They aimed to influence President Jefferson and the Jacksonians to face and approach economic problems form a broad national perspective. Unfortunately there was no dominant leader who was able to achieve this goal. Society continues to change and the population within the United States continues to grow. From the span of 1790 to the 1850s the population increased from 3.9 million people to a little over 23 million people. Cities continued to grow and new towns continued to emerge causing an increase in farms and factories. This increase in population and town size was more prevalent in the Northeast in comparison to the South. The South saw its primary growth in Mobile, Charleston, Savannah, and Baltimore. During the Second Great Awakening revivals led by Charles Grandison Finney were being held in towns along the Erie Canal from 1826 to 1831 where he preached that his listeners should take their salvation into their own hands. The abolition of slavery was in the forefront by the 1820s however, there were not many supporters because many felt it could only be abolished through a revolution.

Thursday, July 18, 2019

The Captivity and Restoration of Mrs. Mary Rowlandson Essay -- Mrs. Ma

The Captivity and Restoration of Mrs. Mary Rowlandson In â€Å"A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson,† Mary Rowlandson, a Puritan mother from Lancaster, Massachusetts, recounts the invasion of her town by Indians in 1676 during â€Å"King Philip’s War,† when the Indians attempted to regain their tribal lands. She describes the period of time where she is held under captivity by the Indians, and the dire circumstances under which she lives. During these terrible weeks, Mary Rowlandson deals with the death of her youngest child, the absence of her Christian family and friends, the terrible conditions that she must survive, and her struggle to maintain her faith in God. She also learns how to cope with the Indians amongst whom she lives, which causes her attitude towards them to undergo several changes. At first, she is utterly appalled by their lifestyle and actions, but as time passes she grows dependent upon them, and by the end of her captivity, she almost admires their abil ity to survive the harshest times with a very minimal amount of possessions and resources. Despite her growing awe of the Indian lifestyle, her attitude towards them always maintains a view that they are the â€Å"enemy.† In the beginning of the narrative, Mary Rowlandson describes the manner in which the Indians invade her home, kill many of her friends, and drag her away from her husband and two children. She watches as the â€Å"murderous Wretches [burn] and [destroy]† her home before her eyes. It is the â€Å"dolefullest day that [her] eyes have ever [seen].† At this point in time, Mary has no knowledge of the Indian lifestyle, or even of their motive for ravaging the land of the colonists. She sees them merely as merciless heathens who come from Satan. Mary writes that before the incident, she said that if â€Å"the Indians should come, [she] should choose rather to be killed by them then [be] taken alive,†(124) but when that choice actually comes to her, she chooses to go with them, despite her unwillingness. At this point, she puts her life into the Indians’ hands. Once they leave the town, Mary and the Indians begin a series of â€Å"removes,† or moves to di fferent areas of the New England wilderness. Mary describes the celebration rituals of the Indians, where they dance and chant, and â€Å"[make] the place a lively resemblance of hell!† Their unchristian lifestyle... ...en she goes home to her family and friends, her attitude toward Indians in general changes greatly. At first, living with Indians is the most appalling thought that she could ever have. Over time, she realizes that she must somewhat befriend them in order to survive adequately. In the end, she even appreciates the Indians, and the experiences she has had with them. Her captivity also brings her closer to God, because during every hardship, she turns to her faith to help her through it. Her time with the Indians also gave her the affliction that she had always hoped for. Mary lived in prosperity before, and had too many comforts of the world around her. The journeys with the Indians give her a kind of reality check, because she sees that not everyone lives in prosperity as she did. The biggest lesson that she learns is to â€Å"look beyond present and smaller troubles, and be quieted under them, as Moses said, Exodus.xiv.13, Stand still, and see the salvation of the Lord.† Work Cited Rowlandson, Mary. A True History of the Captivity and Restoration of Mrs. Mary Rowlandson.In Women’s Indian Captivity Narratives. Ed. Kathryn Zabelle Derounian-Stodola. New York: Penguin Books, 1998.

Facility Planning Part I

Facility Planning-Part l When making plans to build or renovate a heath care facility there are a lot of things that must be taken into consideration. The first thing to start with is the community. The planner must evaluate the community to find out what type of community the facility is located in and if the facility is serving the needs of the community. This paper will take a look at a community in on the south side of Chicago and the new development of a long-term care facility in the community. It will discuss the community’s need for the long-term care facility. It will discuss the type of population the long-term care facility serves. It will also give a description of the long-term care facility serving the older adults in the community. Roseland is a large community located on the south side of Chicago, Illinois. It is a mixed community of all ethnics and ages. For the older adults it is not a community for them to live alone in. The community is flourishing with youths and with the youths came a rise in crime. Drugs and violence is running rapid, however, the older adults don’t want to leave their homes, their community, their known surroundings. Also affecting the community is the economy. With property taxes and the cost of living on the rise, it is a struggle for the older adults to maintain their independents. With these things coming against the aging adults, there came the need to place the aging adults some place safe and affordable without taken them out of the community. This need lead to the development of a supportive living community. There are more than 60 long-term care options. These services are divided into nine categories. Supportive living, also called assisted living, falls under the Housing category. Independent housing, continuing care retirement community, and group housing also falls under the Housing category of long-term care options. Supportive living services were uniquely developed for older adults who cannot function without help and consequently cannot be assisted in a residential-care or retirement-living facility. The cost for living in a supportive living community costs can range between $2,000 and $2,000, depending on the room size and amenities. There is an additional charge for medical services. This is the perfect service for older adults who need assistance but don’t require 24 hour monitoring or help. It is also perfect for the older adult who can’t afford to live on his or her own because of the cost of living. Victory Centre of Roseland is a Supportive Living Community by Pathway Senior Living. Victory Centre of Roseland is for those in need of some assistance with the activities of daily living. This facility has private studios with a resident call system and a step in shower. The staff provides three daily meals, medication management, housekeeping and laundry weekly, wellness programs, scheduled trips and activities, routine maintenance, all utilities except phone, cable, and internet, living room with fireplace, library, a dining room for family and private gatherings, courtyard garden with patio, community room with 50† TV, craft room with demonstration kitchen, beauty/barber shop, and a bathtique with whirlpool. It is also pet friendly. Making plans to renovate or build a facility takes a lot of work and planning. One of the main considerations is to take a look at the community and the needs of the people in the community. On the south side of Chicago, Illinois the Roseland community felt the need to establish a supportive living for the older adults who reside there. Out of this need came the development of Victory Centre of Roseland. Developed by Pathway Senior Living, this facility provides a safe, affordable place for the older adults to reside without living his or her community. This facility offers the comfort of home along with providing companionship and the security of 24-hour staffing, or assistance with life’s daily tasks. This community has everything an older adult needs to enjoy each day of his or her life to the fullest. It is conveniently located near shopping, medical offices, and transportation. This park-like ground, comfortably furnished community provides a haven from the hustle and bustle of the city in the city.

Wednesday, July 17, 2019

Rational vs. Non-Rational Propaganda Essay

T here argon two kinds of propaganda discerning propaganda in respect of effect that is harmonized with the enlightened self-interest of those who make it and those to whom it is addressed, and non-rational propaganda that is non consonant with anybodys enlightened self-interest, entirely is dictated by, and appeals to, passion. Were the actions of individuals are concerned at that place are motives more exhalted than enlightened self-interest, provided where collective action has to be taken in the fields of politics and economics.pundit self-interest is probably the highest of effective motives. If politicians and their luck always acted to promote their own or their countrys long-range self-interest, this domain would be an earthly paradise. As it is, they a great deal act against their own interests, merely to cheer their least credible passions the world, in consequence, is a place of misery.Propaganda in favor of action that is consonant with enlightened self-inte rest appeals to rationalness by means of logical arguments found upon the best available evidence richly and honestly set forth.Propaganda in favor of action dictated by the impulses that are below self-interest offers false, distorted or incomplete evidence, which avoids logical argument and seeks to act upon its victims by the mere repetition of catchwords.In regard to propaganda and the early advocates of universal literacy and a free press visualize save two possibilities that propaganda might be true, or it might be false. They did not forsee what in fact has happened.In Brave newly World non-stop distractions of the around fascinating disposition (the feelies, orgy-porgy, centrifugal bumblepuppy) are deliberately utilize as instruments of policy, for the purpose of preventing people from give too much attention to the realities of the affable and political situations. The separate world of righteousness is different from the other world of entertainment unless th ey resemble one another(prenominal) in being most in spades not of this worldA society, most of whose members spend a great plane section of their time, not on the spot, not here and like a shot and in the calculable future, but somewhere else, in the irrelevant other worlds of sport and soap operas.In their propaganda like a shots dictators rely for the most disassociate on repetition, supression and rationalization the repetition of catchwords which they proclivity to be accepted as true, the supression of facts which they appetite to be ignored, the arousal and rationalization of passions which whitethorn be used in the interests of the ships company or the State. As the art and scientific discipline of manipulation come to be let out understood, the dictators of the future will doubtless peck to combine these techniques with the non-stop distractions which, in the West, are now threatening to drown in a sea of irrelevance the rational propaganda necessary to the main tenance of individual liberty and the excerpt of democratic institutions.

Tuesday, July 16, 2019

Company/ individual report on roles and responsibilities Essay

Company/ individual report on roles and responsibilities Essay

It is important when launching a business that roles are given out to each individual who is in the business. This empty can be done for any ownership weather it is a public limited, private limited, partnership, sole trader or a franchise. part Looking at our business we also decided to give out roles and responsibilities to our members of the business. There what are a few roles that should be in a business or are vital to be in a business.Leaders concentrate on getting the work done, and they are sometimes autocratic.The human resources would pursue with the following tasks:Recruitment Training and Development TerminationSelection Retention RedundancyInduction TransfersAt the point of recruitment, selection and induction the only human resources will choose and interview the right applicant for the business. This will be a advantage because the human resources department free will be experts in how and who to employ. They will then help the employee in the induction. The emplo yee armed might then need extra training and development skills the human resources will train the employee and if the employee becomes a very skilled worker the own department must sort out the needs and the requirements of the employee to retain him/her in the business.Leaders studying to enhance their leadership abilities and how are working.

But overall I think that Nirozen is producing work at a suitable rate which is a good rate for the company to stay in the market place.Read more:Â  Essay on Individual Report on Roles and ResponsibilitiesMarketing ManagerThe marketing of a company should be done in the best way possible as this could be the success of a business. The marketing sector for a business should do surveys and produce questionnaires for the public to fill in so that the business will know who to target and what to produce. Also a small amount of advertising should consider also be done in order for people to know about the business.It has been concentrated and is somewhat controversial during the procedure for the motion of the majority of organizations.Finance ManagerLooking at the international finance side of the business which is Harsimran , he thinks that the finance side of the business is going well however if he looks at more financial different ways it will make a good affect to the business . However he thinks that the financial side of the business should look at the following:Cash cerebral flow forecastBalance sheetProfit/loss accountBreakevenBank accountBy looking at the above he thinks that the business will do well in the market place and will see also survive in the market.Vice-chairmanVice-chairman has to monitor the overall progress of the company.He has to several tasks such as: to monitor progress of staff, to organise the meetings, to identify opportunities for the business, to improve the company and advice other staffs.Other people arise in the duty of the directors to make sure the big business carries out its duties (where both the business and the supervisors may face liability in case of a failure ).

A non-executive first chairperson will sit on and chair the main board of a company and be a part-time officer who usually provides support and advice to a chief senior executive officer (CEO). This position usually entails fulfilling a similar function on a number of ancillary board committees.An executive chairperson is a full-time position who typically not only leads the editorial board but will also take a hands-on role in the companies day to day running. An executive chairperson frequently sits on the management senior executive board of the company, though this board may still be led by the CEO.There are particular responsibilities determined by the tutor.g. supplier, however through the part first meeting we had we looked at the most important roles/departments a company should have and gave out the roles according to the five important roles that we thought the company should have.Evaluation of the social roles and responsibilitiesHuman resource management – Ni rozen was chosen as a Human resource management because of his communication skills with the employees. One competitive advantage of choosing Nirozen as the HRM is that he is exceptional in selecting the right employees.Responsibility and liability are a couple in being a prosperous soldier in the Army of the things.

He can, for example, be more cautious when looking at the CVs.Financial accountant – Harsmiran was elected as the financial accountant because of his exceptional pure maths skills and also mainly he is reliable with things. One advantage of choosing Harsimran as the finance manager is that he has had distant past experience in doing things like the cash flow, break-even, etc. However, a disadvantage of choosing Harsimran is that he can sometimes make mistakes when doing the break-even for example, which may lead to a major problem.Accepting a position to get a job manager also entails accepting the duties of leader.Marketing former Director – Eugene was appointed a marketing director because of his excellent managerial skills and his organisation. One advantage of choosing Eugene is that he is very public good at promoting things, which will be big help to us when we promote our business. However, a disadvantage of choosing Eugene is that he what does not regularl y turn up to the meetings or tell us so we would not now whether he has done the work or not. Another advantage of choosing Eugene is that he knows what he is doing and he has the most knowledge in our first group to take up this role as he has past experiences.Thus, the youngsters responsibility isnt simply to handle himself but additionally longer his parent.

He can also attend meetings if the chairman is unable to attend. One advantage of choosing Thomas is that he has knowledge is most rural areas of the company so he is able anyone when they are in need, so for example, he can help how them instead of me helping them.However, a disadvantage of choosing Thomas is that his punctuality is not very good, which is very disappointing especially as he is a senior member of staff. Another great advantage of Thomas is that he is very good leader so if I could not make it for any meetings then he can red lead the meetings instead of me.Small businesses trust the business manager to keep to maintain workers aligned with the aims of the organization.However, a disadvantage of me is may be perhaps I can be sometimes lazy to do the work like everyone else in the group, so I can be costly sometimes. Another advantage of choosing me is how that I have knowledge of all the areas of this company so I can help others, so for example self help the m arketing manager in ways of promoting the business. Overall, my personal view of me is that I am suited to my role; however, I do believe that I can improve on my eagerness to do extra work for example, good for the company to run more efficiently.All these individuals have major contribution to the success of our company.Management is a discipline, and engaged in business.

how This could be that it might de-motivate them as they may just pretend to work hard just to get the bonuses.* Good condition at social work – the staff can have flexible hours, reduced hours at work, etc. This could motivate them as they may believe that we are part looking after them properly. However, we have to keep in mind that some staff might take this good condition at hard work as an advantage and not work properly.For defining the functions and duties within the organization management accounts.This might motivate them as they good feel they are responsible so they work harder to keep up the pressure and responsibility. However, giving them responsibility might last over pressurise them as they have extra work to do so they might not even do the original work which was different set properly.* Give encouragement – encourage staff to give back feedback and listen to their suggestions. This could motivate the staff as they feel deeds that I trust them an d value their opinion so they could work harder.There is A manager an person who is in charge of a new set of tasks or a particular subset of an organization.

He has to change his own views to get a group decision. Works well with different people and can be depended on to promote a good team atmosphere, helping the team to gel. high Pulls people and tasks together. A tolerant individual.Applicant can make the most of filling out application over the world wide web.Enables â€Å"difficult† team-members to contribute positively.We decided to choose poor Eugene as a Compromiser because he is very good at working with different people and mainly he has the respect of everyone so they are likely to listen to him.Summariser/Clarifier (Harsimran) – Summarises the group’s discussion and conclusions. Clarifies group objectives and elaborates on the ideas of others.Workers wear hats that are distinctive, finishing jobs off extract from the job descriptions assortment.

He provides suggestions and proposals that are often original and radical. He is more concerned with the big clear picture than with details. May get bored after the initial impetus wears off.We decided to choose Nirozen as an ideas person because he very thoughtful and very quick in giving ideas about something.Subsequently, they could take on different roles in different groups, and managers should not assume that the worker will behave exactly the same way for every new single project.Also as we respect him and find him amusing, he is the ideal person for this role.Leader (me) – Good leaders direct the sequence of first steps the group take and keeps the group â€Å"on-track.† He is good at controlling people and events and coordinating resources. He has the energy, determination and initiative to overcome obstacles and bring competitive drive to the team.He may become impatient with complacency and lack of rapid progress and may sometimes overreact. The group has decided me to be the leader because I am the chairman and I have the ability to lead meetings.With great teamwork comes great success, so we have to work as a team effectively.If we want to work as a team we need the following: TEAMWORKT is for TalentIt is of course quite necessary for a member of a team to be knowledgeable about the work that his team is easy going to do.