Sol Definition in Chemistry

Cosmetic and Weight Loss Surgery - 2384 Words

In society today, people look at beauty as a tall, skinny model or a tan, muscular man. It has brain washed the world to believe that in order to look beautiful, they must look like the images that are seen in the media. Today’s celebrities who are famous for their appearance also encourage the belief that thin is beautiful. These images are all over the media right now and have been for many years. With all of these images that are seen everywhere, a person feels obligated to look just like the people of Hollywood so they turn to cosmetic and/or weight loss surgery. Although cosmetic surgery can improve one’s self-image, it can also have a lot of disadvantages which can lead to many risks, even death. Most people believe that having†¦show more content†¦If someone was to rate themselves on a scale based on their looks from a 1 all the way to a 10, very few people would say they were a perfect 10. Most people are willing to pay thousands of dollars just to move from a rate of 5 to maybe a 7, at the most. Is it really worth it? A study found that the average growth in a person’s looks after having cosmetic surgery was 0.08 on a 1 to 10 scale, which is basically nothing. The cost of a face-lift in 2012 was $6,630, which is a very big investment for most individuals. Fifty people who did not have any knowledge in plastic surgery rated a group of 49 patients who had received some sort of cosmetic surgery on a scale of 1 to 10. Each person saw either a before or after picture of each patient. The individuals also guessed each person’s age. The difference between patients’ age before surgery and after was about 3 years, but there was not a significant change in overall ratings. Which means that people were not any more attractive after having cosmetic surgery. These results could be very discouraging, especially since many people make a huge investment in these surgeries. It seems that the only reason most people undergo these surgeries is because of other individual’s hurtful comments. If that is the case, then there is no need in even getting the surgery. The opinion thatShow MoreRelatedWeight Loss Essay1206 Words   |  5 PagesWe live in a consumer culture where products and services such as diet pills, slimming creams, weight loss products that tone fat without exercise, liposuction and cosmetic surgery, are just a few of the popular methods that are promoted by advertisers to help people in achieving their ideal body image. Advertisements draw attention to a host of ideologies, by offering products and services that attract consumers who oblige their bodies, minds and souls to achieving the ideal appearance of beautyRead MoreCause And Effects Of Cosmetic Surgery1570 Words   |  7 Pagesthe correlation between self-esteem and the elements that lead to cosmetic surgery. The subject has been chosen to assist medical doctors in gathering more knowledge on the matter and to help bring awareness to whether or not patients need additional psychological care prior to body enhancements. The data throughout this paper was gathered by way of surveying and interviewing patients both before and after having cosmetic surgery. Through these studies, it was found that for many people the desireRead MoreMerriam Webster Defines Obesity Is A Condition Characterized1490 Words   |  6 Pagesbody fat. Carey Rossi points out â€Å"In one day the AMA classified 78 million adults, and 12 million children deemed to have a medical condition that needs treatment.† In the United States obesity, has become a major health epidemic. People are gaining weight in mass, and are also being diagnosed with diabetes, heart disease and, cancer, every day. Changing the problem has become an issue, and what can be incorporated to help slow down, or fix the issue has become the problem. Defining Obesity as a diseaseRead MoreCosmetic Surgery for Teens857 Words   |  4 PagesReview of the Literature Of the 223,000 cosmetic surgeries in 2003 on patients who were 18 years old or younger, 39,000 of them were breast augmentation, nose reshaping, and liposuction. Many parents are giving their teenage daughters breast implants for gifts. However, parents and teens do not take into consideration that teens bodies are still developing (Zuckerman, 2005). As the adolescents body grows, body parts that seem to large or too small can become proportionate (Izenberg, 2004).Read MoreThe Perfect Body Image. The Horrific Things That Females1277 Words   |  6 Pagesthe perfect body image. The horrific things that females put themselves through to lose weight is heartbreaking. Not only are bulimia sufferers suffering from vomiting but they suffer from stomach cramps, bags under their eyes, and hair loss. It has also been confirmed that celebrities have also experienced bulimia. Females look up to these females just like they look up to females in the spotlight for beauty standards, however th ese celebrities brush off the disease. Sacker mentioned â€Å"that celebritiesRead MoreEssay Cosmetic Surgery - No Longer Only For the Rich and Famous1393 Words   |  6 PagesCosmetic surgery companies offer many options in which to finance cosmetic procedures for individual of all income levels. There were over 10 million surgical and nonsurgical cosmetic procedures performed in the United States in 2008, as reported by the American Society for Aesthetic Plastic Surgery (ASAPS). (Surgery, 2009) The statistic mentioned, clearly shows how many of us now would be willing to undergo cosmetic surgery. But, have you asked why? In today’s society, plastic surgery is theRead MoreCosmetic Surgery : Too Far, Caused Her Death1408 Words   |  6 Pagesis too far when it comes to cosmetic surgery? In Joan Rivers case her â€Å"too far† caused her death. Joan Rivers was known in the fashion world for her blunt looks, but to America, Rivers was easily identified because of h er cosmetic surgeries. Rivers died on September 4, 2014. She was eighty one years old. She had cardiac and respiratory arrest on the operating table while undergoing a neck lift cosmetic surgery (Nathan). Rivers once said â€Å"I’ve had so much plastic surgery, when I die they will donateRead MoreBiology And Depression Essay1461 Words   |  6 PagesRelationship between cosmetic surgery vs self-esteem 2 According to Image vision, there are many reasons why a person may want plastic surgery. This may be due to social acceptability, change of facial muscles, aging, removal of scars and moles, skin diseases, change gender, and facial trauma (Michele Nappia Stefano Ricciardia MassimoT istarell, 2016). Over time, the surgery may change the facial features enough that the persons face is unrecognizable. is up to the patient to have surgery. Plastic surgeryRead MorePlastic Surgery And Cosmetic Surgery1496 Words   |  6 PagesPlastic surgery has become an extremely popular trend throughout the past years of the American culture. There are many reasons why people get plastic surgery, however, our society is the first to judge an individual for getting a procedure done. The controversy regarding plastic surgery is extremely relevant and has received major attention through celebrities, television, and social media. However, many individuals are unaware that there is a difference betwe en both plastic surgery and cosmetic surgeryRead MoreCosmetic Surgery : Too Far, Caused Her Death1408 Words   |  6 Pagesis too far when it comes to cosmetic surgery? In Joan Rivers case her â€Å"too far† caused her death. Joan Rivers was known in the fashion world for her blunt looks, but to America, Rivers was easily identified because of her cosmetic surgeries. Rivers died on September 4, 2014. She was eighty one years old. She had cardiac and respiratory arrest on the operating table while undergoing a neck lift cosmetic surgery (Nathan). Rivers once said â€Å"I’ve had so much plastic surgery, when I die they will donate

Philosophy of education free essay sample

My personal philosophy of education is most closely related to constructivism, which is a theory based on the thought that learning is student led and teachers are the facilitators of children’s learning. Within this type of learning students are required to be active thinkers, explainers, interpreters and questioners (Woolfolk Margetts,2007). Constructivism is an educational philosophy that focuses on constructing knowledge through rich and authentic student centered learning experiences, rather than the reproduction of knowledge from teachers. Jean Piaget and Lev Vygotsky are accredited for developing these theories. My area of specialisation within primary education is early childhood literacy however; my passion is special needs education. I understand that classroom education is not just about teaching and learning but a range of different factors that work together in order to provide a safe, secure and stimulating environment that caters to each individual child. I believe that there are vital elements in order to create this environment and they include subject knowledge, knowledge of students’ abilities, wants and needs, differentiation of work, the ability to change and adapt to different situations, a fun learning environment which is warm, welcoming, caring, understanding and approachable. It aims at creating the necessary understanding for what is good and bad (education purpose. org 2007 ). Education is also evolved according to the needs of society. Behind every school and every teacher is a set of related beliefs,a philosophy of education influence what and how students are taught. A philosophy of education represents answers to questions about the purpose of schooling, a teacher’s role, and what should be taught and what methods (higered. mcgraw-hill. com 2003). The student’s role in the classroom is to be active, which means that the students should contribute to classroom discussions by not only answering the questions the teacher provide but also their peers as well. Students should feel free to ask questions or express their own ideas about a subject. Lev Vygostsky’s theory believed that children learn when adults (teachers) provide scaffolding. Vygostsky felt that children learn very little when they perform tasks that they can already do independently. Jean Piaget’s theory described learning as the modifications of children’s cognitive structures or schemata as they interact and adapt to their environment. The teacher’s role is to create a warm protective environment for their students. Teachers carry a big responsibility in their classroom, mainly because students depend on him/her. Everything that the teachers say has important impact on the students. The teacher should have a positive attitude at all times because it has an influence on the students and they are watching everything.

National Cultural Differences and Multinational Business Essay Sample free essay sample

The high Dutch psychologist. direction research worker. and civilization expert Geert Hofstede. early in his calling. interviewed unsuccessfully for an technology occupation with an American company. Subsequently. he wrote of typical cross-cultural misinterpretations that harvest up when American directors interview Dutch recruits and frailty versa: â€Å"American appliers. to Dutch eyes. oversell themselves. Their Curriculum vitae are worded in superlatives†¦during the interview they try to act assertively. assuring things they are really improbable to realize†¦Dutch appliers in American eyes undersell themselves. They write modest and normally short CVs. numbering on the interviewer to happen out by inquiring how good they truly are†¦they are really careful non to be seen as braggers and non to do promises they are non perfectly certain they can carry through. American interviewers know how to construe American CVs and interviews and they tend to dismiss the information provided. Dutch interviewers. accustomed to Dutch appliers. We will write a custom essay sample on National Cultural Differences and Multinational Business Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page be given to upgrade the information. To an naive American interviewer an naive Dutch applier comes across as a chump. To an naive Dutch interviewer an naive American applier comes across as a bragger. †1 Cultural differences. while hard to detect and step. are evidently really of import. Failure to appreciate and account for them can take to abashing bloopers. strive relationships. and drag down concern public presentation. And the effects of civilization persist even in life-or-death state of affairss. See the illustration of Korean Air’s high incidence of plane clangs between 1970 and 2000. As an analysis of conversations recorded in the black boxes of the crashed planes revealed. the co-pilots and flight applied scientists in all-Korean cockpits were excessively regardful to their captains. Even in the coming of a possible clang. Korean Air copilots and flight applied scientists seldom suggested actions that would belie the judgements of their captains. Challenging one’s superior in Korea was considered culturally unequal behaviour. 2 The Korean Air illustration is peculiarly notable for two grounds. First. if national civilization can hold important – non to state experiential – effects among people of the same cultural beginning. we need to be really cautious in how we deal with national cultural differences in cross-border interactions. Second. it is interesting to observe that the attitudes and behaviours revealed by Korean Air copilots and flight applied scientists persisted in such a extremely regulated environment like commercial air power. National civilization shapes behaviour and this influence reaches beyond administrative properties such as governmental policies. Torahs and public establishments. Therefore. this note focuses on how the influence of civilization materializes and how cultural differences affect the operation of houses around the Earth. For the intent of this note. civilization shall be defined as a set of shared values. premises and beliefs that are learnt through rank in a group. and that influence the attitudes and behaviours of group members. This definition includes three key features: First. civilization can be understood as a group phenomenon that distinguishes people of one group from another. From this position. civilizations exist at many different degrees. including organisational maps or concern units. occupational groups. organisations. industries. geographical parts. and states. 3 This note focuses in peculiar on national civilization and the function of cultural differences across states instead than other cultural groups because this degree of civilization is peculiarly relevant for transnational concern. Second. the above definition implies that civilization is non obtained by birth but instead acquired through a procedure of socialisation. The acquisition of shared values. premises and beliefs occurs through interactions Copyright  © 2011 Pankaj Ghemawat and Sebastian Reiche. This stuff was developed for pupils in the GLOBE class at IESE Business School and should non be cited or circulated without the authors’ written permission. Pankaj Ghemawat and Sebastian Reiche with household. instructors. functionaries. experiences. and society-at-large. In this regard. Geert Hofstede speaks of civilization as a procedure of â€Å"collective scheduling of the mind†4. Third. it is this corporate scheduling that determines what is considered acceptable or attractive behaviour. In other words. cultural values supply penchants or precedences for one behaviour over another. It is of import to observe that national cultural differences have remained reasonably stable over clip. While at the surface degree there may be some convergence in cultural wonts. artefacts and symbols. for illustration as witnessed by the spread of American consumer civilization across the Earth. at a deeper degree cultural differences persist. For illustration. informations from the World Value Survey. a survey of 65 states reflecting 75 % of the world’s population. showed a singular resiliency of typical cultural values even after taking into history the far-reaching cultural alterations caused by modernisation and economic development. 5 Consider the following high-stakes illustration. You are siting in a auto with a close friend. who hits a prosaic. â€Å"You know that he was traveling at least 35 stat mis per hr in an country of the metropolis where the upper limit allowed velocity is 20 stat mis per hr. There are no informants. His attorney says that if you testify under curse that he was merely driving 20 stat mis per hr it may salvage him from serious effects. † More than 90 % of troughs in Canada. the United States. Switzerland. Australia. Sweden. Norway. and Western Germany reported that they would non attest falsely under curse to assist their close friend. while fewer than half of directors in South Korea ( 26 % ) . Venezuela ( 34 % ) . Russia ( 42 % ) . Indonesia ( 47 % ) . and China ( 48 % ) said they would decline to attest falsely in this conjectural state of affairs. 6 Some civilizations put more accent on cosmopolitan committednesss ( like honestness ) while others put more weight on trueness to peculiar people and relationships. Therefore. the possible for misconstruing is big. even between wealthy and profoundly inter-connected states like the United States and South Korea. The continuity of cultural value differences is peculiarly relevant for big transnational companies that are exposed to multiple national civilizations in their day-to-day operations. This suggests that pull offing across boundary lines introduces significant complexness because it forces multinationals to orient their patterns and attacks to each and every cultural context they operate in. Therefore. while the constructs discussed in this note will use to different facets of cross-border activities. the primary focal point is on transnational concern houses. Section 1 of this note discusses cultural models and value dimensions that have been used to analyze national cultural differences. These models are subjective in the sense that they are based on informations that were self-reported by single members of cultural groups. Section 2 introduces a scope of nonsubjective indexs of cultural differences. Section 3 examines how civilization shapes assorted facets of transnational concern. Section 4 discusses concern deductions and how transnational companies can pull off version to cultural differences. I. Cultural Models The analogy of an iceberg is utile to gestate civilization as consisting of different beds. 7 Certain facets of a civilization are more seeable. merely like the tip of an iceberg. This apparent civilization includes ascertained elements such as behaviours. linguistic communication. music and nutrient. A deeper apprehension of a civilization merely develops by looking at the submersed tip of the iceberg. This deeper bed consists of uttered values that reflect how cultural members explain the manifest civilization. Finally. the really underside of the iceberg consists of basic and taken-for-granted premises which form the foundations of each civilization. It is these basic premises that provide the ultimate significance to the expressed values and behaviours. For illustration. in many Asiatic civilizations it is considered ill-mannered non to carefully analyze a concern card that is presented to you because concern cards reflect a person’s professional individuality. rubric and societal position. Failing to analyze the concern card is hence a mark of disrespect towards that individual. In other words. the rite of interchanging concern cards ( a behaviour ) can be explained by the deeper-seated significance that is associated with concern cards in this peculiar context ( expressed values ) . The uttered values. in bend. can merely be to the full understood by taking into history the underlying importance of regard towards senior status and position in that civilization ( basic premises ) . Covering with national cultural differences hence requires non merely knowledge about equal behaviours but. more significantly. an apprehension of deeper-level premises and values that explain why certain behaviours are more appropriate than others. A figure of cultural models exist that characterize and describe civilizations along different value dimensions. Hofstede’s Cultural Dimensions The most widely used model for categorising national civilizations is the 1 developed by Geert Hofstede. a Dutch societal psychologist and direction bookman. 8 The informations used to deduce relevant cultural value dimensions came from IBM employee studies conducted between 1967 and 1973 in more than 50 civilizations. Analysis of responses from over 116. 000 IBM employees to inquiries about their occupation and work scenes revealed systematic cultural differences across four dimensions: power distance. individualism/collectivism. uncertainness turning away. and masculinity/femininity. Probably the most of import cultural dimension identified in Hofstede’s research is power distance. which concerns the grade to which a civilization accepts and reinforces the fact that power is distributed unevenly in society. Members of high power distance civilizations such as Malaysia accept position differences and are expected to demo proper regard to their higher-ups. Status differences exist within the organisational hierarchy but they may besides be based on age. societal category. or household function. It is of import to observe that although these differences in rank will ever be apparent. a superior in a high power distance civilization will handle those at lower degrees with self-respect. Low power distance civilizations such as Denmark are less comfy with differences in organisational rank or societal category and are characterized by more engagement in decision-making and a frequent neglect of hierarchal degree. The construct of power distance helps to explicate the importance of respect Korean Air’s copilots showed towards their captains. It is of import to observe. nevertheless. that a culture’s place along a certain cultural dimension ( e. g. . the higher degree of power distance in Korea ) is non an rating of whether members of that civilization attack state of affairss better or worse than in other civilizations. Alternatively. the cultural dimensions merely show different penchants or precedences for how issues should be approached. A 2nd dimension Hofstede identified is individualism/collectivism. Individualist civilizations show a comparative penchant for the person in contrast to the group. Members of individualist civilizations such as the UK maintain loose societal constructions that are characterized by independency. the importance of individuals’ rights and the acknowledgment of personal enterprise and accomplishment. In contrast. collectivized civilizations such as Venezuela value the overall good of and trueness to the group. Members of collectivized societies clearly distinguish between in-groups and out-groups and are expected to subordinate their single involvements for the benefit of their in-groups ( e. g. . household. organisation ) . In Hofstede’s research. this cultural dimension was shown to strongly correlate with power distance. which means that individualist civilizations tend to hold a penchant for lower power distance. A noteworthy exclusion is France where a penchant for position differences ( comparatively high power distance ) goes hand-in-hand with a focal point on single rights and personal accomplishment. Uncertainty turning away concerns the grade to which cultural members are willing to accept and cover with equivocal or hazardous state of affairss. Cultures with high degrees of uncertainness turning away such as Greece prefer construction and predictability. which consequences in expressed regulations of behaviour and rigorous Torahs. Members of these civilizations tend to be risk antipathetic towards altering employers. encompassing new attacks. or prosecuting in entrepreneurial activities. In societies with low uncertainness turning away such as Singapore there is a penchant for unstructured state of affairss and ambiguity. which favors hazard taking ( i. e. . get downing a new concern ) . invention and the credence of different positions. The 4th dimension Hofstede identified is Masculinity/Femininity. Masculine civilizations such as Japan are thought to reflect a laterality of tough values such as accomplishment. assertiveness. competition and stuff success. which are about universally associated with male functions. In contrast. feminine civilizations focus on stamp values such as personal relationships. attention for others. and quality of life. In add-on. feminine civilizations such as Sweden are besides characterized by less distinguishable gender functions. Compared to masculine civilizations. houses in feminine civilizations place a comparatively stronger accent on overall employee wellbeing instead than bottom-line public presentation. Based on the responses to the IBM employee studies. Hofstede was able to calculate mean tonss for each national civilization involved in the survey along these four dimensions. Over the old ages. Hofstede’s survey has been replicated by other bookmans and extended to over 80 civilizations for which information on the four dimensions are available. Exhibit 1 lists the cultural tonss for each dimension across 30 selected civilizations. Using these tonss. Hofstede developed national cultural profiles to compare civilizations and highlight cultural differences ( see Exhibit 2 ) . This provides a utile tool to analyse what to anticipate when come ining into a new civilization and which value differences will be comparatively more marked. Restrictions of Hofstede’s Cultural Framework Although Hofstede’s model remains the most widely used attack to sort and compare national civilizations. it is non without restrictions. An obvious failing is that the informations are comparatively old and. despite the study’s reproductions. may non to the full capture recent alterations in the political environment ( e. g. . the terminal of the Cold War and the diminution of communism ) or the work topographic point ( stronger focal point on cooperation. knowledge-sharing and authorization ) . Furthermore. Hofstede’s survey was restricted to informations from a individual organisation. Generalizing about national cultural features based on the analysis of a little subset of cultural members relies on the indefensible premise that each state consists of a unvarying national civilization and that informations from a subdivision of IBM employees would be representative of that supposed national uniformity. 9 It is besides deserving observing that the dimension of uncertainness turning away did non emerge as a distinguishable cultural dimension in a later survey that Hofstede conducted utilizing a Chinese equivalent of his original study developed by Chinese societal scientists. 10 Based on informations from 23 states. including 20 from Hofstede’s original survey. the bookmans identified a different 4th dimension stand foring Chinese values related to Confucianism. Originally termed Confucian Work Dynamism. this dimension was subsequently re-labeled longterm/short-term orientation and added as a 5th dimension instead than replacing uncertainness turning away. Therefore. while the dimension of uncertainness turning away is conceptually relevant. its pertinence is needfully limited. Further. beyond the mere confusion associated with the labels of maleness and muliebrity. it is besides less clear what precisely this dimension involves. For illustration. the determination that Japan scored as the most masculine civilization appears to belie the high degrees of concern and attention that Nipponese organisations normally show towards their employees and that would be more declarative of a feminine civilization as defined by Hofstede. It is possible that four cultural dimensions are merely deficient to capture the complexness of national civilization. Hofstede’s cultural value tonss have besides been used to calculate aggregative cultural distances between states along these four dimensions in order to quantify cultural differences between states. 11 Although these cultural distance tonss have been widely used to explicate different phenomena in international concern such as entry manner pick. international variegation. and public presentation of transnational companies12. this attack has besides been to a great extent criticized. 13 First. the computation of distances based on Hofstede’s tonss suggests that the distances are symmetric. In other words. a Swedish house puting in China is thought to confront precisely the same cultural distance as a Chinese house puting in Sweden. an premise that has nevertheless received small support. Second. the construct of cultural distance assumes homogeneousness within each state. a unfavorable judgment already voiced against Hofstede’s informations aggregation per Se. It becomes even more serious when the informations are so used to calculate distance tonss between states. taking into history neither different intra-cultural fluctuations nor the existent physical distance between both locations. For illustration. we would anticipate important differences for a Spanish house puting in France depending on whether the place and host units are located in Barcelona and Perpignan. severally. or in Seville and Le Havre. severally. This is peculiarly relevant for big and diverse states like the BRICs ( Brazil. Russia. India. and China ) but it besides applies to smaller states: The computed cultural distance between the Czech Republic and Slovakia. two provinces that shared the same national flag for a long clip. is higher than for most other cultural braces! This non merely highlights the function of intra-cultural fluctuation but it besides raises uncertainties over whether the state is needfully a suited placeholder for specifying cultural parts. Other Cultural Frameworks In add-on to Hofstede’s work. a figure of other models exist that categorize national civilizations along different dimensions. While some dimensions conceptually match the 1s identified by Hofstede’s a few others are deserving adverting. Fons Trompenaars. another Dutch research worker. collected more recent informations in over 40 states. Out of the seven dimensions identified in his survey. five focal point on relationships between people ( for illustration the comparative importance of using cosmopolitan and standardised regulations across cultural members. or the extent to which people are free to show their emotions in public ) whereas the staying two dimensions concern clip direction and a culture’s relationship with nature. 14 Shalom Schwartz. an Israeli psychologist. provides yet another attack to depict and sort national civilizations. Schwartz argues that cultural values reflect three basic issues societies are confronted with: the nature of the relation between the person and the group. how to vouch responsible behaviour. and how to modulate the relation of people to the natural and societal universe. Using informations from school teachers and university pupils in over 60 states. Schwartz derived three dimensions that represent solutions to the above issues. 15 In one of the most ambitious attempts to qualify civilizations. an international squad of research workers around Robert House chiefly focused on cultural differences in leading. Termed the GLOBE survey ( Global Leadership and Organizational Behavior Effectiveness ) . the research derived nine cultural dimensions that addressed both antecedently identified ( e. g. . power distance and individualism/collectivism ) and new ( e. g. . gender equalitarianism and public presentation orientation ) value classs. It is of import to observe that the application of any of the cultural value dimensions described above comes with an of import caution. While the cultural models are surely utile in comparing one civilization with another. they merely represent cardinal inclinations at the degree of the state instead than a description of specific persons within that state. Information about the existent values and behaviours of a peculiar person should therefore ever supersede the group inclination. 2. Objective Indexs of Cultural Differences Objective indexs of cultural differences abound at the behavioural degree and go increasingly more elusive as one moves through the degrees of expressed values toward basic premises. As we get further off from those facets of difference that are straight discernible. the comparings themselves become capable to greater grades of uncertainness as they inevitably rely on theoretical places associating discernible behaviours to believe procedures that are non straight discernible. Cultural differences at the degree of behavior signifier the footing for much of the insouciant comparing that takes topographic point in diverse scenes like concern schools. for both serious and humourous intents. Citizens in the United States maintain a civilization around having guns that most Europeans can’t fthm. The Czechs drink far more beer than people in Saudi Arabia. and even more than the Irish. who come in 2nd. 16 India and China are so near geographically that they still haven’t resolved their territorial differences. but couldn’t show more distinguishable nutrient civilizations. peculiarly around which animate beings and parts of animate beings should or shouldn’t be eaten. Argentines see clinical psychologists more frequently than other nationalities. Brazilians spend a higher proportion of their income on beauty merchandises than the citizens of any other major economic system. 17 And so on. Concentrating on the submersed tip of the iceberg that reflects the degree of uttered values. one nonsubjective index of differences is the diverseness of spiritual beliefs around the universe. Harmonizing to the World Christian Encyclopedia. â€Å"there are 19 major universe faiths. which are subdivided into 270 big spiritual groups. and many smaller 1s. † The largest high-ranking groupings are Christianity ( 33 % of the universe population in 2000 ) . Islam ( 21 % ) . non-religious ( 16 % ) . and Hindu ( 14 % ) . And the diverseness within these. every bit good as smaller spiritual groupings. is enormous. The world’s 2. 1 billion Christians subdivide into some 34. 000 separate groupings! 18 The fact that the largest faith in the Czech Republic is Christianity ( in which vino is consumed as portion of ritual pattern ) and an even larger figure of Czechs are non spiritual. while the official faith of Saudi Arabia is Islam ( which prohibits intoxicant ingestion ) . is likely the best account for those countries’ widely divergent alcoholic drink gross revenues. Similarly. we can understand dietetic differences between Indians and Chinese in big portion based on spiritual differentiations. Most research utilizing faith as a marker of cultural differences has focused merely on the binary status of whether or non national communities portion a common faith. Based on a sample of 163 states. 51 % of state braces have at least 30 per centum or more of both populations practising the same faith. But that analysis does non account for differences between denominations within faiths. Prosodies that do be of spiritual distance dainty commonalties at the degree of denomination or religious order as closest ( e. g. Methodist ) . so see lucifers at broader degrees of collection within a individual faith ( e. g. Protestant ) . so at the degree of a faith ( e. g. Christianity ) . and so most loosely combine groups of faiths with a similar beginning and some common beliefs ( e. g. â€Å"monotheistic faiths of a common Middle-Eastern beginning. † the class that encompasses Judaism. Christianity. and Islam ) . 19 Note besides that faiths differ in their degree of internal diverseness. 20 Language is another discernible facet of civilization. which harmonizing to some research workers offers a window into deeper beliefs and idea procedures. 21 Writing on possible deductions of lingual differences on idea forms across civilizations dates back at least to early work by Edward Sapir ( 1921 ) 22 and Benjamin Whorf ( 1940 ) . 23 Michael Agar provided the undermentioned description of the language’s deeper impact. â€Å"Language carries with it patterns of seeing. cognizing. speaking. and acting†¦patterns that mark the easier trails for idea and perceptual experience and action. †24 Later bookmans. peculiarly in the sixtiess. moved resolutely off from this position as they focused on cosmopolitan forms across linguistic communications. but more late research in linguistics has once more shown a â€Å"growing grasp of how interpretative differences can be rooted as much in systematic utilizations of linguistic communication as in its construction. †25 One simple manner to sum up the continuity of lingual differences is to observe that among the same sample of 163 states referenced above. in merely 10 per centum of the state pairs do twenty per centum or more of the populations of both states speak a common linguistic communication. 26 Furthermore. the construct of lingual distance allows us to mensurate cultural distance based on the genealogical categorization of linguistic communications. i. e. the presence of common lingual ascendants. Exhibit 3 nowadayss such a lingual distance tabular array calculated versus English as the focal linguistic communication. What is peculiarly interesting about the usage of lingual distance as an nonsubjective index of cultural differences is that it has been shown to correlate with cultural differentiations such as those described in the old subdivision. Two illustrations will be presented here. based on differentiations between English and Spanish that will be familiar to many readers. First. see Hofstede’s dimension of individualism/collectivism. English speech production civilizations are considered more individualistic ( they score 84 on this dimension ) whereas Spanish speech production civilizations are deemed more collectivized ( 22 ) . Linguistically. the demand in Spanish. but non English. to stipulate a person’s gender when depicting his or her business is seen as reflecting the leftist form of rooting description in societal context. English. by projecting aside the demand to pass on such contextual information. â€Å"tends to promote persons vis-a-vis their groups. †27 Hofstede’s dimension of power distance is besides related to lingual differences between Spanish and English. Spanish speech production states score much higher on this dimension ( 69 ) versus English speech production states ( 32 ) . And in Spanish. we note the distinguishable formal ( usted ) and informal ( tu ) signifiers of the English â€Å"you. † This hierarchal accent is besides seen in address forms such as the inclination in Mexico to present an applied scientist as â€Å"ingeniero† or a attorney as â€Å"licenciado† whereas both would merely be called â€Å"mister† in English. 28 More sophisticated statistical trials have besides validated lingual distance as a marker of cultural distance. In add-on to functioning as discernible markers of cultural differences at deeper degrees than behaviour. faith and linguistic communication classs are besides utile for grouping states. It rapidly gets overpowering to seek to look at the universe in footings of states where concern cards are received in peculiar ways or in footings of the presence or absence of peculiar ingredients in local culinary art. Thinking in footings of states where English is the chief linguistic communication or where most of the population are Catholic can be utile. though once more one has to be careful of simplism. More sophisticated attempts at sorting states into cultural bunchs have frequently relied on geographics. linguistic communication. and faith as primary factors. while others have besides used cultural models such as Hofstede’s every bit good as degrees of economic development. 29 The bunchs ensuing from a synthesis across eight such surveies are shown in Exhibit 4. 3. Effectss of National Cultural Differences One wide index of the effects of cultural differences is provided by forms of trust within versus between states. The best informations available come from Eurobarometer studies that measure trust among citizens of different states. chiefly within Europe. 30 Surveies in 16 West European states asked people whether they trusted their countrymen. the citizens of the other 15 states. and people from some East European states. Japan. the United States. and China â€Å"a batch. †31 The consequences are summarized in Exhibit 5. In Sweden. for illustration. the information indicate differences between trust in chap citizens ( 64 % ) . in other Nordic states ( 63 % ) . in the staying European states in the sample ( 40 % ) . and trust in all other states ( 29 % ) . Scholars looking to explicate forms of international trust have concluded that trust falls as the populations of any two states grow more different in footings of their linguistic communications. faiths. cistrons. organic structure types. geographic distance. and incomes. and if they have a more extended history of wars. 32 To supply a more systematic reappraisal of the effects of cultural differences. this subdivision will reexamine impacts on four types of international flows: information. people. merchandises. and capital. We begin with information flows because economic experts frequently consider information costs ( an facet of dealing cost ) as a factor that reduces the other types of flows. Peoples flows are treated following because of the importance of relationships in easing merchandise and capital flows. which are covered 3rd and 4th. severally. As we have seen. lingual differences are a utile placeholder for cultural differences. One manner of quantifying the impact of linguistic communication barriers on information flows is to look at the strength of international telephone calls on a population-weighted footing. The strength of proceedingss of phone calls between states where at least 20 per centum of the populations portion a common linguistic communication is ten times greater than between other states. 33 The impact of linguistic communication barriers on information flows is besides seen in the analysis of patent commendations. Harmonizing to one survey conducted in Europe. â€Å"having the same linguistic communication increases the sum of cognition flows between two parts by up to 28 per centum. †34 And while linguistic communication barriers are more conformable to quantification. one can easy believe of other more elusive ways in which cultural differences impede information flows. runing from misunderstanding to unwillingness to portion information across cultural boundaries ( observe the information already presented on the geographics of trust ) . The impact of cultural differences on people flows are evidenced by migration forms. 60 per centum of migrators move to a state with the same major faith. and 40 per centum travel to a state with the same major linguistic communication. 35 And research on diasporas and international concern webs has shown migration to hold an of import consequence on information flows every bit good as forms of trade and investing. As one survey noted. â€Å"in add-on to being used to convey information about past timeserving concern behavior. [ diaspora ] webs can be used to convey information about current chances for profitable international trade ( or investing ) . †36 Switching to grounds straight associating cultural factors to merchandise flows ( trade ) . linguistic communication is the factor that has been studied most widely. A common linguistic communication has been shown to increase the bilateral ware trade between a brace of states by 42 per centum. 37 While there is less research on services trade. one survey indicates that a common linguistic communication additions services trade by 50 per centum. 38 It seems sensible that linguistic communication barriers would be even more formidable when trading services instead than merchandises. And it’s utile to delve deeper into the impacts of lingual differences on trade. While communicating via a transcriber can so ease trade. one analysis indicates that â€Å"direct communicating appears about three times more effectual than indirect communicating in advancing trade. † And the same survey besides indicates that lingual diverseness within a state every bit good as higher degrees of literacy promote foreign over domestic trade. 39 Language barriers have besides been shown to present more of a job for those having information than those supplying it. as evidenced by the determination that people tend to tune out on speech patterns they have problem apprehension. States that portion a common faith have besides been shown to merchandise more than states that don’t. with one survey demoing that a common faith additions trade by 22 per centum. 40 Some spiritual communities have besides been shown to be more contributing to the development of international trade webs than others. 41 Hofstede’s cultural model has besides been linked to merchandise flows. One of the more intuitive findings from such research is that â€Å"countries high in uncertainty-aversion export disproportionately less to distant states ( with which they are presumptively less familiar ) . †42 Other research looking at Hofstede’s original four dimensions ( and their collection into a individual step of cultural distance ) has produced consequences that don’t tantrum as good with theory and intuition. One survey indicates that cultural distance really increases bilateral trade. which its writers surmise may ensue from companies preferring to export to culturally different markets instead than put to function them via local production. 43 This. nevertheless. contrasts with the general position that cultural differences are an hindrance to merchandise. Much research has besides been done associating Hofstede’s cultural model to foreign investing flows. and in peculiar to forms of foreign market entry. A drumhead article studies that. â€Å"Firms from states with big power distance prefer subordinate and equity JV entry manners whereas houses from states high in uncertainness turning away prefer contract understandings and export entry manners. †44 The same drumhead article besides cited assorted surveies analysing the effects of cultural distance on entry manners. though we have already noted methodological concerns about such surveies: â€Å"Findings demonstrated that as the cultural distance between states increased. the inclination to take a joint venture ( JV ) over an acquisition increased Besides. as cultural distance increased. Nipponese houses were more likely to take green-fields or entirely owned subordinates over shared ownership ; the inclination to take licensing over JVs or entirely owned subordinates increased ; the inclination to take a greenfield over an acquisition increased ; entirely owned subordinates were less preferred than either shared-equity ventures or engineering licensing ; the inclination to take management-service contracts over franchising increased†¦Ã¢â‚¬  45 Traveling beyond entry manners specifically. it has besides been shown that â€Å"cultural distance is a important hindrance to Foreign Portfolio Investment ( FPI ) . with a coefficient one third the size of geographic distance†¦ . [ and ] Hofstede’s power distance in the originating state is negatively related to cross-border debt and equity holdings†¦uncertainty turning away is positively related to cross-border debt holdings†¦ [ and ] both maleness and individualism are positively related to cross-border debt and equity FPI. † 46 Language differences have besides been shown to hold a important and negative impact on Foreign Direct Investment ( FDI ) . 47 Similar findings have besides been found for M A ; A flows. nevertheless. one comparative survey found that â€Å"while geographic. lingual. and colonial variables explain 39 % of fluctuations in telephone traffic and trade. they explain merely 24 % of the fluctuations in M A ; A flows. †

Critical Review Tim OBriens The Things They Carried Essays

Critical Review: Tim O'Brien's The Things They Carried Tim O'Brien's The Things They Carried is not a novel about the Vietnam War. It is a story about the soldiers and their experiences and emotions that are brought about from the war. O'Brien makes several statements about war through these dynamic characters. He shows the violent nature of soldiers under the pressures of war, he makes an effective antiwar statement, and he comments on the reversal of a social deviation into the norm. By skillfully employing the stylistic technique of specific, conscious detail selection and utilizing connotative diction, O'Brien thoroughly and convincingly makes each point. The violent nature that the soldiers acquired during their tour in Vietnam is one of O'Brien's predominant themes in his novel. By consciously selecting very descriptive details that reveal the drastic change in manner within the men, O'Brien creates within the reader an understanding of the effects of war on its participants. One of the soldiers, "Norman Bowler, otherwise a very gentle person, carried a Thumb. . .The Thumb was dark brown, rubbery to touch. . . It had been cut from a VC corpse, a boy of fifteen or sixteen"(13). Bowler had been a very good-natured person in civilian life, yet war makes him into a very hard-mannered, emotionally devoid soldier, carrying about a severed finger as a trophy, proud of his kill. The transformation shown through Bowler is an excellent indicator of the psychological and emotional change that most of the soldiers undergo. To bring an innocent young man from sensitive to apathetic, from caring to hateful, requires a great force; the war provides this force. However, frequently are the changes more drastic. A soldier named "Ted Lavender adopted an orphaned puppy. . .Azar strapped it to a Claymore antipersonnel mine and squeezed the firing device"(39). Azar has become demented; to kill a puppy that someone else has adopted is horrible. However, the infliction of violence has become the norm of behavior for these men; the fleeting moment of compassion shown by one man is instantly erased by another, setting order back within the group. O'Brien here shows a hint of sensitivity among the men to set up a startling contrast between the past and the present for these men. The effect produced on the reader by this contrast is one of horror; therefore fulfilling O'Brien's purpose, to convince the reader of war's severely negative effects. In the buffalo story, "We came across a baby water buffalo. . .After supper Rat Kiley went over and stroked its nose. . .He stepped back and shot it through the right front knee. . .He shot it twice in the flanks. It wasn't to kill, it was to hurt"(85). Rat displays a severe emotional problem here; however, it is still the norm. The startling degree of detached emotion brought on by the war is inherent in O'Brien's detailed accounts of the soldiers' actions concerning the lives of other beings. O'Brien's use of specific and connotative diction enhances the same theme, the loss of sensitivity and increase in violent behavior among the soldiers. The VC from which Bowker took the thumb was just "a boy"(13), giving the image of a young, innocent person who should not have been subjected to the horrors of war. The connotation associated with boy enhances the fact that killing has no emotional effect on the Americans, that they kill for sport and do not care who or what their game may be. Just as perverse as killing boys, though, is the killing of "a baby"(85), the connotation being associated with human infants even though it is used to describe a young water buffalo they torture. The idea of a baby is abstract, and the killing of one is frowned upon in modern society, regardless of species. O'Brien creates an attitude of disgust in the reader with the word, further fulfilling his purpose in condemning violence. Even more drastic in connotation to be killed is the "orphaned puppy"(39). Adding to the present idea of killing babies is the idea of killing orphaned babies, which brings out rage within the reader. The whole concept is metaphoric, based on the connotations of key words; nevertheless, it is extremely effective in conveying O'Brien's theme. O'Brien makes a valid, effective antiwar statement in The Things They Carried.

Free Essays on Hamlet, Laertes, And Fortinbras

Although they share an overwhelming desire to avenge their father’s death, Hamlet, Laertes, and Fortinbras are three distinct characters, each possessing motivation unique to their personality. Mysteriously intertwined with one another, these three men cross paths as they seek revenge on their father’s assassin. In Bevington’s introduction of Hamlet, the rationale behind each man’s philosophy and tactics are discussed as well as contrasted in order to reveal an interesting perception of Hamlet’s passivity. Though he is the son of the King of Norway, Fortinbras is forced to give the crown up to his uncle when the king is killed in battle. Displeased with this situation, Fortinbras decides that if cannot have his father’s kingdom, then he will conquer one of his own. â€Å"Fortinbras of Norway, as his name implies (â€Å"strong in arms†), is one who believes in decisive action† (Bevington 529). He is determined to conquer through bloodshed and battle and has no concern for the lives and wealth that will be lost for such a vain victory. Like Hamlet, Fortinbras is overwhelmed with the desire for glory and vengeance. Although the two men share desire to avenge their father’s death as well as the loss of their royal crown, they differ in their rationale. Hamlet admires Fortinbras’ passion to the point where he berates himself for his inaction, but he also questions Fortinbras’ reason â€Å"to gain a little patch of ground/ That hath in it no profit but the name.† With his father’s murder to avenge, Hamlet cannot relate to such an empty motivation. â€Å"The soldiers will risk their lives even for an eggshell† (4.4. 19-54). The two men have both lost their crown to an uncle and their fathers to a violent death, yet the difference in one’s strategy for revenge is incredibly distinct from the other. Where Hamlet is said to reason his actions too much, it can also be said that Fortinbras doesn’t justify his actions... Free Essays on Hamlet, Laertes, And Fortinbras Free Essays on Hamlet, Laertes, And Fortinbras Although they share an overwhelming desire to avenge their father’s death, Hamlet, Laertes, and Fortinbras are three distinct characters, each possessing motivation unique to their personality. Mysteriously intertwined with one another, these three men cross paths as they seek revenge on their father’s assassin. In Bevington’s introduction of Hamlet, the rationale behind each man’s philosophy and tactics are discussed as well as contrasted in order to reveal an interesting perception of Hamlet’s passivity. Though he is the son of the King of Norway, Fortinbras is forced to give the crown up to his uncle when the king is killed in battle. Displeased with this situation, Fortinbras decides that if cannot have his father’s kingdom, then he will conquer one of his own. â€Å"Fortinbras of Norway, as his name implies (â€Å"strong in arms†), is one who believes in decisive action† (Bevington 529). He is determined to conquer through bloodshed and battle and has no concern for the lives and wealth that will be lost for such a vain victory. Like Hamlet, Fortinbras is overwhelmed with the desire for glory and vengeance. Although the two men share desire to avenge their father’s death as well as the loss of their royal crown, they differ in their rationale. Hamlet admires Fortinbras’ passion to the point where he berates himself for his inaction, but he also questions Fortinbras’ reason â€Å"to gain a little patch of ground/ That hath in it no profit but the name.† With his father’s murder to avenge, Hamlet cannot relate to such an empty motivation. â€Å"The soldiers will risk their lives even for an eggshell† (4.4. 19-54). The two men have both lost their crown to an uncle and their fathers to a violent death, yet the difference in one’s strategy for revenge is incredibly distinct from the other. Where Hamlet is said to reason his actions too much, it can also be said that Fortinbras doesn’t justify his actions...

Recruitment and Retention within a Complex International Market Dissertation - 6

Recruitment and Retention within a Complex International Market - Dissertation Example Recruitment is a legal process of obtaining the sufficient number of qualified people at the right place and time so that the people and the organization can select each other in their own best short and long term interests (Richardson, n. d, p.2 ). Recruitment is the process which is adopted by the organizations to fill the vacancies in the organization. Various factors should be considered for the successful recruitment process. Recruitment can be conducted internally and externally. Internal recruitment allows the existing employees to get higher promotions or higher grades, but it will never fill the vacancies completely in the organization. Recruitment can be conducted internally through promotions and transfer of existing personnel within the organization at different places (Richardson, n. d, p.5). External recruitment helps the organization to fill all the existing vacancies. Moreover, it can bring new concepts and ideas to the organization. Internal recruitment is the cheapest and quick option compared to external recruitment. Internal recruitment will create another vacancy in the place of the promoted employee (Recruitment methods, n. d). The strength and weakness of the organization are well known to the internal employees and they can adapt to the environment more quickly than the outsiders. Internal recruitment always shift vacancy from one place to another and at some point in time, organizations have to depend on external recruitment for the complete filling of all the vacancies existing in the organization. Drifting of vacancies inside the organization might not help the organization in the long run. In short, internal recruitment is a temporary solution for organizations whereas external recruitment is the permanent option even though external recruitment is a lengthy process compared to internal recruitment.

G-III Apparel Group Inc IPO Valuation Case Study

G-III Apparel Group Inc IPO Valuation - Case Study Example The growth looks impressive, but the firm should not expect that type of continuous growth since in the apparel industry prolonged above average growth is rare. The company operates in a fragmented industry, but its 10% market share is relative large which gives the firm a competitive advantage. The company is perfectly positioned to achieve further growth by utilizing an acquisitions strategy. A positive aspect of the IPO plans of the firm is that company plans on reducing its long term and short term obligations from $22.3 million to $6.4 million. This strategic move is very wise because the firm is reducing its fixed costs by lowering its total debt. The organization has a workforce composed of 235 employees. G-III generated in 1989 total sales of $98.78 million. A strategy that has helped the company generate revenues at different price points is the use of multiple brands. Three of the brands the firm owns are G-III, Siena, and Cayenne. 6. Who is Oppenheimer? What was the role o f Oppenheimer in the process? Was Oppenheimer’s role commensurate with its fees? Oppenheimer is the firm that handled the IPO. The person from Oppenheimer that was in charge of the IPO was Richard White. The IPO process began in September 1989 and it was completed three months later on December of 1989. The stock of G-III following the IPO was going to be traded in NASDAQ. The underwriter price obtained by Oppenheimer was $0.91per share. I believe the fees that Oppenheimer negotiated were reasonable. The $0.91 per share price was equivalent to a 7% commission. 7. Was $13 an appropriate price for G-III? What was the intrinsic value of a share of G-III? The intrinsic value of a stock can be defined as the actual value of the firm which may be different that the market value of the shares of a company. There are several metrics that can help an investor determine the intrinsic value of a company. The book value of G-III can be calculated by subtracting total debt from total asse ts (Little). Prior to the IPO the book value of the company was $18,923,000. The book value per share of the company was $4.07 (18923000 / 4644144). The market to book ratio assuming the $13 price is the market price was $3.19. The earnings per share of the firm in 1989 was $1.28. The price earnings ratio is calculated dividing the market price of the company by its EPS (Garrison & Noreen). Based on the $13 IPO price the price-earnings ratio of the company is $10.15. Due to the intrinsic value of the company I believe that the firm got a good deal by selling the stocks at $13, since this price is three times higher than the book value of the firm. 8. How would picking the wrong comparables influence estimates? Choosing the wrong comparable can distort the information which can lead to making bad decisions in regards to the valuation of G-III. One of the problems the company faced when it was choosing comparables was that most companies in this niche industry were not public which ma de it hard to find information regarding the industry financial performance norm. The problem with choosing wrong comparables is that it can undervalue or overvalue a firm. If the analysis undervalues the firm the company would be selling the stock at too cheap of a price. An overvaluation could hurt the company because investors might not be willing to buy at the high price which could lead to disastrous results in the IPO. 12. Did G-III display

CH8 disscussion questions Essay Example | Topics and Well Written Essays - 500 words

CH8 disscussion questions - Essay Example More so, the student may be discouraged and lack for motivation when completing other tasks during other classes. It can be more beneficial to combine the two types of praises making major focus on praising effort rather than ability. It is also important to stress that children can develop the ability if they work hard and next time other students may come up with quick and correct answers. Clearly, time is precious and some educators simply fail to invest classroom time into development of certain skills that can help students to learn more effectively. Nonetheless, it is essential for a teacher to make sure that students acquire the necessary knowledge and skills. An effective strategy can involve giving group tasks. Working in a group will enable a student to observe the way other students work and he/she will be able to use similar strategies in the future. Clearly, it is important to make sure that each group includes slow students as well as bright students. Apart from that, educators have to devote some time to teaching students to use certain learning strategies. Thus, when giving an assignment, it is possible to give students several minutes to discuss strategies they are going to use to do their tasks. The teacher should give some advice and highlight strengths and weaknesses of approaches mentioned. Sometimes a teacher may simply give some tips on completing a task. Willingham (2009) names several strategies that can be applied when helping students to catch up. One of them is quite controversial as asking a student to devote â€Å"a fixed time† to do assignments may be counterproductive since the student may sit with books but think of something else (Willingham, 2009, p. 186). First, it is crucial to make the student understand that he/she will need extra effort to catch up. It is important to add that the student should also understand the importance of catching up. Asking a student to read more or do more tasks

Indonesian Interference In Learning English Cultural Studies Essay

Indonesian Interference In Learning English Cultural Studies Essay Background of the Study Indonesian interference can be found in form of sentences in any aspects such as pronunciation, especially in grammar and vocabulary. Grammar and vocabulary cannot be separated because they are included as the important elements that depend on each other. Students who have the best concepts in grammar, it must be the students have also the knowledge of words. Interference is caused by humans first language or mother tongue that influences a second language. So, interference refers to humans when they use or adapt from their first language to say a word in second or foreign language (www.britishcouncil.org). In teaching and learning grammar and vocabulary, interference of Indonesian can be seen when students put inappropriate words in conscious or not in producing sentences of paragraphs in writing skills or when students do the exercises. This case can be seen in the process of teaching and learning grammar and vocabulary that teachers should remind students about the interference, examples and the characteristics. Therefore, teachers role is needed in the process of teaching and learning Grammar and Vocabulary. Teacher should beware or alert these elements of the interference so that students avoid in doing the interference in the unconsciousness process. Teacher is expected to alert students in the way of telling them before or in the discussing exercises. So, students will know the interference itself especially in producing sentences and will not do the mistakes in lexicogrammar of the language. Interference of Indonesian in the sentences, clauses, phrases were found in students thesis. It has enough evidences that can be concluded as the misunderstanding or not knowing at all about the interference itself. If students did mistakes in usage of words appropriately, it means that students have not had the right or strong concepts in understanding structures of grammar and the usage of words, so it will affect in the writing of the thesis. According to www.britishcouncil.org, lexicogrammatical meant the systematic and predictable manner by human beings when they use language to communicate with one another. It can be said that the sentences, clauses or phrases that are wrong in placing the words or even the usage called lexicogrammatical. It makes a person who read the sentences, clauses or phrases cannot be analyzed or know the meaning exactly because of the systematic itself. Here are the examples of lexicogrammatical that writer got from the websites: (http://images.google.co.id and http://img49.imageshack.us/i/32289191ut1.jpg/) Therefore, the writer is motivated to conduct this research which is aimed to find out whether the process of teaching and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility Indonesian interference. The writer also learns more about the interference of the lexicogrammar in English Grammar and Vocabulary subjects. Research Question Do the process of teaching and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility of Indonesian interference? Purpose of study The purpose of the study is to investigate whether the process of teaching and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility Indonesian interference. Significance of study The objective in this research is to find out whether the process of teaching and learning of Grammar and Vocabulary in JBSI-UNJ include the possibility Indonesian interference. This research is expected to be a suggestion for improving the teaching and learning of English Grammar and Vocabulary at English Department and also for the writer in learning the interference of the lexicogrammar in English Grammar and Vocabulary subjects. CHAPTER II LITERATURE REVIEW Lexicogrammatical Features of Language According to www.britishcouncil.org, lexicogrammatical meant the systematic and predictable manner by human beings when they use language to communicate with one another. It is meant that in sentences, clauses or phrases must be systematic in writing so that the message will convey the meaning itself. When the sentences are systematically, it can be understood easily and the communication from the sentence or the message will be delivered well. Whereas, when the systematic are broken in sentences, the message must be not delivered well. So, in producing the writing, someone has to avoid the usage the in appropriate words in sentences that people can understand the meaning is. Hunt stated in http://www.ihes.com/bcn/tt/eltconf/lexico-grammar.pdf that lexicogrammar sees language as meaning conveyance of words working in grammatical parameters. It can be said that the parameters of the conveying of words is part of lexicogrammar. Parameters were used as the benchmarks in writing the sentences. If the sentence are not systematic, it does not convey the meaning of its. In applying or writing thesis, students have to write or use the appropriate words in conveying the message. Students have to use the parameters in producing writing skill. As stated in www.englishforum.com, lexicogramamtical means a combination of vocabulary (lexus) and grammar. Wikipedia adds that lexicon of a language is its vocabulary, including its words and expressions. Usually a lexicon is a container for words belonging to the same language. While grammar is the set of logical and structural rules that govern the composition of sentences, phrases, and words in any given natural language. The term refers also to the study of rules. From the meaning of each part above, lexicogrammatical consists of vocabulary; how the vocabulary in a language is structured, how people use and store words, how they learn words, the history and evolution of words (http://en.wikipedia.org/wiki/lexicon), the usage of words and related to the meaning while grammar; the study of the rules of structural in sentences, clauses or phrases. Both of them cannot be separated because the bounded of the meaning and structural. Influences of Mother Tongue in Learning Grammar and Vocabulary Language interference (also known as L1 interference) is the effect of language learners first language on their production of the language they are learning. The effect can be on any aspect of language: grammar, vocabulary, accent, spelling and so on (http://wiki.eflgeek.com/index.php/ESL-wiki/Language-Interference/). Interference happens when learners first language cannot find words to say then they use or adapt from their mother tongue (www.macmillanenglish.com). It means that learners first language can be interfered when they are not able to communicate the second language of conveying in the sentences, clauses and phrases. In learning Grammar and Vocabulary, students maybe interfere in producing sentences, clauses and phrases. The interference can be happened if students are not able to communicate in second language, they still use their mother tongue in conveying the message of the communication itself. So, students have to know the concepts of structural rules of grammar and also the words are used and learned. If they do, they can be avoided from the Indonesian of interference especially in producing sentences. When the relevant unit or structure of both languages is the same, linguistic interference can result in correct language production called positive transfer correct meaning in line with most native speakers notions of acceptability. However, that language interference is most often discussed as a source of errors known as negative transfer. Negative transfer occurs when speakers and writers transfer items and structures that are not the same in both languages (http://en.wikipedia.org/wiki/Language_transfer). It can be said positive transfer is the transfer that is related to the languages and tend to mutualism aspect. While negative is the transfer which is not related in languages and cannot complete each other. So the function of the language will be error. Teaching Grammar Dixson (2004) explained clearly about the principles of the teaching of modern languages that was discussed at an international seminar organized by UNESCO. The principles are divided into five aspects; Approach to the teaching of all foreign languages-should be primarily oral. In learning foreign language, Dixson emphasized that teacher should teach the language in oral practices. Dixson gave the situations that teachers disable to communicate English well in classroom. He stated that teachers do not have any fluency in English, not have teaching of methods that can be used in oral practice. Teachers in fact only do the translation as the major teaching technique and using the mother tongue as the one of major in communication. Dixson also stated that teachers who poorly paid are one of the reasons why teachers could not teach students to speak. Because this technique needs more energy and enthusiasm to make students are interested. b) Active methods of teaching should be used as far as possible. In this principle, Dixson invited teachers start to teach the oral practice. He also gave the examples; the teacher must participate actively in almost every phase of the lesson. She must give oral drill on all aspects of the grammar. She must teach new vocabulary, not by the simple device of translation, but by the use of pictures, pointing at objects, or explanations in English. She must be careful to keep within the vocabulary range of her students. She uses reading not merely as a passive exercise in understanding but as a source of conversational material as well. She asks questions on the text. She leads the class into whatever conversational channels may present themselves. She continually corrects faulty pronunciation. She tries vigorously to inculcate in her students correct habits of grammar and speech(p.8-9). Teachers start to give the oral practice every part of the language. Teachers must give the exercises that continuously do by students. Therefore, teachers should have enough patience for those exercises in teaching the oral of techniques. Students also can practice their language as well as possible. c) The greatest possible use of the foreign tongue should be made in the classroom. Dixson explained that when teachers use the oral approach and give students the practices in understanding and speaking the language, so that English will be the one of language that is used in our communication. Maybe, teachers face the difficulties in explaining the points of grammar or words in the language and then teachers may be choose to explain it with the native language. But, in other way, teachers must use English in her teaching. Teachers also should make students to speak in English in classroom and continuously pay attention to it. Teachers should keep and do this rule strongly. Dixson stated the reason in his explanation below. It is of great psychological advantage if students feel that they are in an English speaking environment where English is the sole means of communication. In this connection, the teacher should also use only English in such everyday classroom matters as calling the roll, calling upon students to recite, directing students in their various classroom activities etc. Teachers have the important role in using English in classroom. Students can initiate in using English and then they are comfortable in communicating the language. d) The difficulties of the foreign tongue in the matter of pronunciation, vocabulary and grammar should be carefully graded for presentation. Dixson gave some suggests for teacher to teach vocabulary for students in the simplest way of translation. Teachers also teach grammar in the simply way to make students can remember easily and make them also to pronounce. Teachers should monitor students continuously. e) The teaching of a language should be considered more as the imparting of a skill than as the provision of information about the forms of the language. Dixson stated a skill is a capacity developed through prolonged practice and repetition (p.11). Teachers must emphasize the teaching of English in sharpening the skills. So that, teachers will teach the language be fairly free and easy as an acquired skill. Dixson added in his books in teaching grammar, he explained the two main of methods in teaching grammar. They are inductive and deductive methods. He explained them below. Induction is meant a process of learning or teaching whereby numerous examples of a certain principle are presented and the rule is then inferred from these examples. Deduction means starting with the rule and then offering examples to show how the rule applies (p.25). In inductive method of teaching process, teachers give the material that contains the grammar that needs to be studied. After reading the material, teachers can give the statement of the rule that are going to discuss then followed by some exercises. While the deductive approach, teachers can start with giving the rule of the grammar then follow it with practice exercises then proceed to the reading material where the grammar rule is applied in practical form. Dixson added that there are many students who choose the inductive method in learning English. Students meet new material in context first then learn it to understand after that, students proceed to a statement of the rule. Dixson also explained, it does not matter which the two methods that is going to choose to teach in classroom. The main important in teaching grammar is the rule itself. How teacher teach the rule for students and give them some practice so that students can understand and can speak English. Therefore, it is needed teachers role in classroom that must provide the practice, control it continuously and guide it into the appropriate goals. Dixson gave some suggestion for the teachers who are going to teach grammar (p.27-45). First is about English textbook. Dixson suggests teachers to choose the best books for students and analyze the exercises appropriately. For the best result, the exercises should be repeated for several times. Teachers can make the instruction of oral practice in giving the exercises for students and then students will follow it. Second is especially for teacher to provide special oral drills, supplementary to those in the text. In textbooks English, there are many exercises that are provided the grammar part to do. While in oral practice, it is provided rarely. Sometimes, students are able to do the exercises in grammar part, but do not know in using the language itself. Therefore, teachers have to provide students in oral practice. Third is about some methods in process of teaching e.g. The question-answer. Teachers can use this technique through asking the questions that are involved in grammar part. Then students recite answer individually. Use the simple question and can also use the drill methods to make a simple discussion. Teachers can also ask a question then a student answer it. Teachers can make some group then ask them to spoke one minute about the material that day. After students are able to do the step, teachers can add in asking students to answer rapidly. Start with the simple question so that students can catch quickly to what they are supposed to do. The Choral-Method: The Choral Method is another means of teaching language orally, but it is rather widely today. It is particularly good for teaching the aspects of grammar and related to pronunciation or intonation. The grammar forms such as contractions, verb tenses formed with auxiliary verbs, prepositional phrases, exclamatory sentences can often be taught by this method. In using it, teachers can emphasize the rhythm pattern at the same time that teachers teach the grammar principle. For example in teaching contractions, teachers might say, Hell be back at six oclock. Teachers lay stress on the rhythm. The students can repeat the teachers statement following the same rhythm. Teachers can do this step possibly two or three times. Oral grammar: For example teacher is going to teach indirect speech form. Teacher will ask one student Where did John go? Student answers, I dont know where John went. Teacher then asks the second student Does Helen speak English well? Students answer I dont know whether Helen speaks English well. Teachers can use this method for several times until students can answer automatic and sharp. After students are able to do that method, teachers can add the exercises in making some group of them. Teachers give the same question which has just practiced orally. Then, the first group will be a teacher which read the questions and the second group will answer it. After it done, students reverse the role. The teachers can choose the best methods in teaching grammar in classroom. Teachers can take the special techniques in encouraging students to learn the language. The methods are chosen to not make students bore in process of learning grammar. Teachers also should limit the time or period in using the method especially when students are encouraged in doing exercises and enjoying their parts. Diane Larsen explained briefly how to teach grammar and emphasizes the focus on form theory. She said from the research that shown, teachers who focus students attention on linguistic from during communicative interactions are more effective than those who never focus on form or who only do so in contextualized grammar lesson (Spada and Lightbown 1993: Lightbown 1998). It follows, then, that most educators concur with the need to teach grammatical form. However they advise doing so by focusing on form within a meaning-based or communicative approach in order to avoid a return to analytic approaches in which decontextualized language forms were the object of the study. Focusing on grammatical form during communicative interactions rather than forms in isolation (Long 1991) is one way to prevent the pendulum from swinging beyond its point of equilibrium. Teachers are not interested in filling our students head with grammatical paradigms and syntactic rules. If students know all the rules that had ever been written in English but are not able to apply them, teachers would not be doing their job as a teacher. Teaching grammar exactly means to make students be able to use grammatical structure accurately, meaningfully and appropriately. Teacher should think grammar is a skill to be mastered rather than as a rule to be memorized then teachers will teach students in the right way. Harmer (1998) in How to teach English p 1-6 explained the criteria how to be a good teacher. He stated that teacher must be approachable that means students can share their problems to the teachers even tough students do not get along with the subject. Teachers also have an affinity that means she/he can identify with the hopes, aspirations and difficulties of the students while they are teaching. In classroom, teachers not only give their attention to students who dominated by loud, extrovert, bright, teachers should takes efforts to students who dominated by quiet, shy, to get some chances. It means that a good teacher should try and draw out the quiet ones and control the more talkative ones. Teachers also have to learn how to manage students and how to control boisterous classes which is one of the fundamental skills of teaching. The way that teachers talk to students is also the main points to be a good teacher. Harmer added that teachers have to use physical movement; gestures, expressions, mime. It can show happiness and sadness, movement and time sequences. In giving instructions, teachers must be kept as simple as possible and must be logical. It should be clear and well staged. Teachers can check students understanding what they have learnt before giving the instructions. In teaching lesson, teacher should not make the students be bored. It means that teacher have to know the way she/he is wearing, the way they are explaining, the way they are arranging the activities in classroom. Good teachers find a balance between predictable safety and unexpected variety. In arranging plan, teachers have to concentrate on the teachers ability to respond flexibly in classroom, flexible enough to cope the situation [unplanned event], recognize that their plans are only prototypes and they may have to abandon some or all of them if things are going too fast or too slow. From all the explanation above, teachers are equipped in teaching grammar with the several of methods even the best of them that will be chosen. Teacher should give the appropriate and useful exercises for students in order to make students master the grammar and the component. So they have the right concepts in their mind and apply it successfully. Teachers also know how to behave as a teacher in class or outside. The best teacher is a teacher who cares about their students learning than they do about their teaching. Teaching Vocabulary I.S.P Nation (2001) gives the explanation of method in teaching vocabulary. The What is it? technique is a useful way of learning new vocabulary. Teachers gradually communicate the meaning of a word by using it in context. When the learners know the word, they raise their hands and answer it. After that, teachers ask the explanation or translation of the word. When the technique is being used, the learners are interested and paying attention. They are trying to find an answer even though it is not quickly. Still in this book, it explained the techniques of teaching vocabulary; a) Recycled words. Blake and Majors (1995) have described the five procedures; they are; 1.Preteaching of vocabulary, 2.Oral reading of a text containing the vocabulary with discussion of the meaning of the text, 3.Deliberate word study, 4. Vocabulary puzzles, quizzes, or tests, and finally 5.Writing making use of the vocabulary. This procedure moves from receptive use to productive use with a focus on deliberate learning the second-hand cloze. This activity involves three steps: 1; b) the learners read texts containing the target vocabulary, 2. They deliberately study the vocabulary, 3. Learners are then given cloze passages which are summaries of the ones they originally read. In this step the learners are helped to recall the target words by being given a list of L1 equivalents of the target words that they have to translate into L2, and then use to fill the gaps in the cloze text; b) the vocabulary interview. One of the goals of the interview procedure is to make learners aware of the aspects of knowing a word. Another goal is for them to learn new words. This technique is better to used in the process of teaching and learning Vocabulary. This technique not only simple to use or practice but students will get more knowledge about it. It emphasizes the productive skills in learning Vocabulary such as writing, oral reading, quiz, puzzle and so on. It can encourage students because the variety of the steps in understanding the words and also in applying into the real context. In journal of Modern English Teacher volume 10 number 2, Paul Docherty added his explanation and revealed the three ideas for teaching vocabulary. They are; a) Home-made cloze: The procedure is firstly, teachers prepare a list of words that are going to learn that day. Teachers take four or five words randomly then write them on cards and given to students that work in pairs or group. The students task is to make a short paragraph using the words or their derivatives. Teachers should monitor group to group and giving them help when they needed. Students who has decided the paragraph, they re-write it and omit the words originally that given to them. The home-made cloze tests invented by each group that are exchanged and filled in. If there any problem, a student of the group has to explain the meaning of the difficult word and also provide the missing word. A final task is students in group have to make the spelling of the lexis used. So, if the vocabulary will appear on the test tha t students can do in written and oral tests. b) Work with dictionaries; in teaching lexis in classroom, students can and should be encouraged to use dictionaries effectively and efficiently, especially in higher level that will possibly do their work inappropriate language. Paul gave the example in listening skill. In this example, Paul suggested teachers to use a song in improving students vocabulary. According to Paul, this is a very useful skill. Students not only have to decide words appropriately but also the form of the word that they need, which students may increase their confidence in using a dictionary effectively and fixing the words in their memories. Using pictures; Students may use pictures on magazines and pinned on the walls in classroom. Then, students are invited to write what they could see and described it. Teachers can easily check what students have written and make correction if they need. A final task is teachers can choose some pictures and show them at different times of the year. In teaching vocabulary, teachers should also show the meaning of new words. Although many new English words are listed in each lesson or at the end of the text book, it is very important that teachers must give the words meaning and provide definitions in English, use words which the class can understand. In dealing with individual words, the teacher has really a choice of four techniques: (a) to explain the meaning of the difficult words, either by translation, or by giving an explanation or gloss in simpler English; (b) to simply ignore the word, unless a question about it is raised by the students; (c) to get the students to check up the target words in their dictionaries; (d) to try to get the students to guess or infer the meaning through context, morphemes or word association (Retrieved from http://docs.google.com/gview?a=vq=cache:lmeSCg4k97kJ:www.linguist.org.cn/doc/uc200803/uc20080308.pdf+teaching+vocabulary+techniques+in+collegehl=engld) In http://www.slideshare.net/irwyn12/basics-of-teaching-vocabulary-1556430 edition June 2009, it is stated the basic of teaching vocabulary is explained that teacher should teach clearly and not have complicated explanation. Teachers also must to relate the present teaching to the past by showing the pattern so that students will understand clearly. In explaining, teachers should use oral and written techniques. Teachers write on the whiteboard while explaining the material. Then, teachers should give the attention to students who already partly known. Learning Grammar Celce-Murcia and Larsen-Freeman (1999) explained the learners of grammar. They stated that learners should not learn only the structures and master it, but they should learn it consistently Learning is a gradual process involving the mapping of form, meaning and use; structures do not spring forth in learners inter language fully developed and error-free Learners have to master the structures because sometimes students still use and apply in wrong way. In this condition, teacher should not despair for what students do. The best way to learn English, one of the most useful tools that they use grammar exercises. Such a grammar exercise is a specialized tool to learn English, with the aim to challenge and expand a persons knowledge about grammar. While it is necessary to learn the rules of grammar, there is really no substitute for learning English through grammar exercises. Students have to exercise themselves in doing grammar exercises, memorize the pattern and apply the structure into the sentences. Learning the grammar of a language will enable students understand how sentences are constructed and to construct your own sentences (http://www.alljapaneseallthetime.com/blog/). Learning to arrange the words in the correct order is probably one of the most important and useful things students will learn after pronunciation and vocabulary. Harmer (1998) p.10 explained the characteristics of learners in classroom; Learners have a willingness to listen in the sense of paying attention, listen to the English that is being used and soak it up with eagerness and intelligence. A willingness to experiment: learners who extrovert or not must have same conceptions to be successful learners in taking risks, trying it out, and see how it works. A willingness to ask questions: asking/finding out something is part of a successful learners equipment. Good teachers will respond the learners who try to ask something. Good learners also have to do it. A willingness to think about how to learn: good learners will bring their own study when they are studying. For examples learners have to read an article, translating every word, quickly, trying to get the message of the text. A willingness to accept correction: good learners are prepared to be corrected by their teachers. Teachers will give feedbacks for their responds. So, learners will do appropriately. From the explanation above, learners who know well about grammar, must be learn it consistently and will apply the concept in the right way. Learners are expected to be active in classroom for the four skills and have to able to master all. Applying the rules of grammar in those skills will make learners be creative and have the strong components of the process in their thinking. It means that learners themselves to think about the concepts or knowledge appropriate of the process itself. So, if learners are success in the process of their thinking, learners will also successfully mastering grammar and enable to apply the concept of their knowledge in doing exercises. Learning vocabulary Learning vocabulary is a very important part of learning a language. The more words students know, the more they will be able to understand what they hear and read; and the better they will be able to say what they want to when speaking or writing. Nunan (2003) explained that students are asked to learn from meaning-focused input. It means that the learning involves the listening and reading skills. The goal is students need to know 98 percent of the running words already. So, students will know exactly the usage of each word such in sentence, clauses or even phrases. Hu and Nation (2000) added that in learning vocabulary, students should be only one unknown words in every fifty running words. It concludes that students memories are strong enough in the words that have ever been in their mind. Secondly, deliberate meaning which is called form-focused instruction, language-focused learning or language study. Learners are asked to learn new vocabulary by memorizing their first language translations. Learners should give their attention to sounds, spelling, vocabulary, grammar etc. So that students always add the new words in their mind and do not meet the difficulties in comprehending text or in understanding the meaning of the text. CHAPTER III RESEARCH METHODOLOGY This chapter presents the methodology applied in conducting the study that provides an explanation of how the study is planned and conducted in order to answer the research question that ask to what extent the tutors questioning techniques effect the learners in language production. 3.1 Research Procedure In conducting this study, first the researcher finds the background of the study. Based on the background of the study, the researcher identifies the problem identification and the purpose of the study. In order to collect the data in observing classes, the researcher attends the meeting of classes and records the process of teaching and learning in classrooms while making notes in the process are held. After making notes, the researcher makes data explanations and correc

Graduation Speech -- Graduation Speech, Commencement Address

I woke up this morning thinking that it was just an ordinary day. I showered and got dressed like I always do. I ate my usual bagel for breakfast. I got in my car and came to school like I’ve done every day this year (or — almost every day). I drove into the parking lot and straight to my spot, but when I got there it was already taken by another car. That is when I realized that this is not just any ordinary day. This is the day that we have been looking forward to for so long. For the past four years, we have watched friends and siblings walk across this stage and wish that it was us. Well, now it is finally our turn. We, the Class of 2006, are graduating. We are leaving the school that we have loved and hated all at the same time, that has made us laugh and cry, yet all the while it...

Cultural Diversity-Race and Ethnicity 4 Essay

†¢ What information about race and ethnicity in the United States has helped you better understand or relate to specific minority groups? I would have to say that I have learned a lot of information by taking this cultural diversity class. I know that there are minorities in the United States, but I was unaware of many of the discriminations that have happened over the years. I have always thought that we were all equal and that is how I have raised my children. We may come from different backgrounds, have different colors of skin and speak other languages, but we are all people living our lives and trying to become successful. I can now see the challenges that many minority groups have to face in the United States and understand why there are so many different programs available to the minority. o Have you learned something new about your own cultural history? I am about ? Native American and I learned many things about the Native American gaming laws and how that all works. It is interesting to see how the government has stepped up and showed the Native Americans that we want them to be successful and allowed them to produce these successful casino and resorts. I did not realize that many of the casinos are on Native land and there to help the Natives and there reservations. I have never researched much about where I come from or anything about my background, but it was nice to see that there are things that are offered for the wrongs that have been done in the past. I found that the Natives do not hold a grudge and are using what is offered to them to earn money and employee there Natives. Many of them still live on the reservation and are able to work right there on the reservation. †¢ Trends in immigration will continue to shape the face of the United States. What will this face look like in the year 2050? In 2050 I see that there will still be a small amount of discrimitnation in the United States, but there will be many minority groups that have multiplied and will continue to go to college become doctors, teachers, lawyers and so on. There will be no difference in our society as to who is going to help us when we need a doctor or even who is going to teach our childrens children. I feel that if they are taking the time to learn out language and go to school and earn a degree then they should be considered a part of our country and not have to live with discrimination. I know that we cannot change the way people feel and act, but we can start by accepting others ourself and respecting all of the people no matter the race. †¢ How might the country best prepare for the changing race and ethnicity of its current and future citizens? I feel that we need to accept all race and ethnicity into our country. I see that we can learn many things from other people that we may not have thought of ourselves. I feel that we need to educate our citizens so they can see what they are going to expect in the future of the United States. We cannot change who we are or where we come from, but we as citizens can show you why there is no reason to treat any race or ethnicity different from our own. There needs to be education to our children and our future to teach them that we accept all races and ethnicities and they are what form us as a community and society.