Automobile:from Horse To Horsepower :: essays research papers fc

"In the first hundred years of active life, it has been described as a menace ands a blessing, a blight and a godsend, as a savior of our countryside and cities, and as their curse, as socially divisive and the greatest social leveler. It has been worshipped and reviled, celebrated and scorned." The automobile is an invention that has had a tremendous impact on society. The automobile has taken diverse segments of the American population; farmers, small town residents and urban dwellers and given them access to the same opportunities and experiences. Autos have given us motels, shopping plazas, drive-thru’s, vacations, commuting, and, certainly not the least, suburbia. The genesis of the automobile is one of the most profound and important chapters in the development of American culture. Before the automobile, people traveled by means of bicycles, trains, street cars and horse-drawn carriages. These methods of transportation were slow, limited and not private. Up until the about 1880, inventors experimented with building a "horseless carriage." These experiments were powered mainly by steam, and were not practical. They traveled at slow speeds (six miles an hour), were very noisy, frightened horses, smelled awful and polluted the air. Sometimes the coals (used to make steam) would fall off the auto, and burn wooden bridges down. Railroads and stage coach lines hated the automobiles because they did not want competition. Autos were scarce and ridiculed by most of the population. "The car began life as a rich man’s toy, rather than a means of transport or as an instrument of social change." They were displayed in circuses because they were considered a wacky idea with no future. The development and acceptance of the automobile in America took place around the turn of the century, from 1895 to 1910. The most successful steam car was the Stanley Steamer, invented in Newton, Massachusetts in 1897 by Francis and Freelan Stanley. It was produced until 1924. The steam car did not fare well because it was not suited for long distance travel, was too hard to start and posed the hazard of an open fire. In the late 1890’s and early 1900’s the electric car was the most popular type of automobile. William Morrison was the creator of this type of car. People liked the electric car because it was easy to operate, ran quietly and did not give off fumes. Unfortunately for modern society, the electric cars could not go faster than 20 miles an hour, and the battery had to be recharged every fifty miles.

Intrinsic Motivation Essay

Second Language Acquisition (SLA) is learning development in which people acquire a new language – more commonly known as â€Å"second language† in addition to their native tongue. The second language is often referred as â€Å"target language† or â€Å"L2†. In addition, second language denotes any new language learned after early childhood years. This means subsequently languages learned – i. e. third or fourth language is still referred to as second language. A number of personal and environmental factors may affect the decision to learn a second language. Examples of such factors include family influences, social groups or peers, teachers, school, age, and self-concept. An individual may pursue a study on acquiring a second language skill for various reasons and motivations. In a study of UK and European students, it has been stated that the reasons a student pursues a study a foreign language are the following: 1) to be able to develop a career advantage for opportunities in the future; 2) a student’s personal inclination to learn the language; 3) to be able to learn and appreciate to cultural differences; 4) for an enhanced comprehension of the culture where the language is used; 5) and to be able to reside in nations where the language is used. The current teacher booklet aims to help the SLA teacher increase the intrinsic motivation of SLA learners by presenting sundry topics, including attitudes and motivation in second language learning; clarifying erroneous beliefs about language learning; what the SLA teacher ought to focus on: sources of language anxiety; the learning environment as source of language anxiety; variables of self-confidence; socio-psychological issues of language anxiety and self-confidence; instructor-learner interaction and classroom procedures; and interpretation of educator beliefs on language learning. Attitudes and Motivation in Second Language Learning In the book Attitudes and motivation in second language learning, Gardner and Lambert (1972) have identified Integrative Motivation and Instrumental Motivation as the common reason for a student’s desire to study a second language. In the context of language learning, a learner may pursue the study of English such as a second language because of one’s desire to work in abroad as well as for travel purposes. The learner’s practical rationale for acquiring a second language is referred to as instrumental motivation. On the other hand, a person may pursue the study of English language in order to successfully integrate within the community where one is currently living. The learner’s purpose can be referred to as integrative motivation. Following a learner’s utilitarian purpose, the clear benefit of acquiring English as second language is to have a competitive edge in the labor market. Such skills are very valuable as businesses are increasingly becoming global. In fact, professionals who are fluent bilingual speakers have the competitive edge compared to monolingual speakers. In addition, travel and migration of people has becoming a growing trend in recent years prompting a necessity to understand and integrate within the society which one lives in. Given that there a significant number of SLA learners, it is worthwhile to examine how the teacher may be able to increase the confidence and intrinsic motivation and lessen the anxiety of the SLA learner. Clarifying Erroneous Beliefs about Language Learning Horwitz, Horwitz & Cope (1986) believe that the problem of anxiety and the accompanying erroneous beliefs about language learning, as discussed in their literature focusing on classroom anxiety, represent serious impediments to the development of second language fluency as well as to performance. In their discussion of clinical experience with anxiety as a barrier to second language development, they categorize this personality factor as that of apprehension, worry and even dread and anxious language learners often have difficulty concentrating, become forgetful, sweat, and have palpitations. Further, Chang, Horwitz, and Schallert (1999) report that there are generally two types or constructs of anxiety, which are related to second language learning in both speaking and writing. The report suggests that second language classroom anxiety refers to the anxiety felt by students in interacting with native-speaking students. It is the more general type of anxiety felt by most school students. On the other hand, second language writing anxiety refers to language-skill-specific anxiety felt by students. Chang, Horwitz, and Schallert (1999) suggest that these are two separate constructs and that anxiety levels in speaking or writing may be felt differently. Nevertheless, the report asserts that level of self-esteem is an important component for both constructs. In a research on English as Second Language, Huang (2004) reports that foreign students (i. e. Chinese) studying at North American universities have faired very well in TOEFL. While Chinese students have obtained very high marks, many still have difficulties in understanding academic lectures, taking notes, writing assignments and giving presentations. Further, this report would also illustrate that the two independent constructs reported by Chang, Horwitz, and Schallert (1999). Huang (2004) reports that the students in the study have proficiency in reading ability and grammar, and that listening and the speaking were the weakest. Moreover, the study also reports low level of confidence of foreign students in participation and interaction in classes due to this difficulty; thus, limiting their overall performance. Cummins (2000) supports that even though many have excellent English language skills in terms of social proficiency, many are still struggling with the type of cognitive academic language necessary for the success in the mainstream classroom. The Learner’s Willingness to Communicate Skehan (1989) further suggests that a learner’s willingness to communicate has also been related to anxiety. His research points toward some language learners attempting to avoid communicating in a second language due to fear of embarrassment over their current skill level in speaking the second language. Perhaps this is part of the reason why many second language learners, who study overseas, tend to remain connected to other foreign second language learners and avoid prolonged social contact with native-speaking peers. Though the reasoning behind each individual’s level of willingness to communicate will likely vary based on the number of people present, the topic of conversation and the formality of the circumstances, avoiding discussion using the second language is a common anxiety among language learners. While many studies have shown the level of anxiety of second language learners increases because of erroneous personal beliefs of the students, most of studies assert that self-confidence is an important component in overcoming of both in classroom and writing anxieties. What the SLA Teacher Ought to Focus On: Sources of Language Anxiety Furthermore, Young (1991) provides a list of potential sources of language anxiety. In her review of the literature on language anxiety, Young asserts that language anxiety can have a variety of sources – that is, anxiety can be associated with the learner’s perceptions, teacher’s beliefs, as well as the instructional practice to second language learning. She argues that language can come from the following: a. personal and interpersonal anxieties, learner beliefs about language learning, instructor beliefs about language teaching, instructor-learner actions, and language testing. Personal perceptions and beliefs can have a great effect on the progress of language learning. These perceptions have been well-documented in the studies related to age and language learning. Hyltenstam (1992) asserts that age in relation to language learning is an important factor in achieving native-like fluency for second language learners. That is, younger students tend to learn the second language faster than their mature counterparts. On the other, self-perception of more mature learners tends to hinder in the development of second language skills, which can more appropriately termed as trait anxiety. For example, adults, who are pursuing study of a second language, may have a clear mission why they are pursuing such course and far more determination to persevere than their younger counterparts. However, a number of mature students, who enter a foreign language class, were victimized by various prejudices about second language learning. â€Å"I’m too old to learn† or â€Å"I’m linguistically challenged† are common erroneous beliefs that adult learners often succumb to. Ehrman et al (2003) suggest that the feelings of uneasiness, such as late start or a belief that one needs a special predisposition for learning learning, can be attributed to the barriers created by the student’s ego as one matures. Adult learners may perceive their performance in a foreign language classroom as unnatural or ridiculous in comparison to their experience in the first language acquisition process. Therefore, these factors often contribute to the apprehension and tension felt by adult learners in the context of second language learning, more specifically in the aspect of speaking, writing, and learning. In short, adult learners suffer language anxiety more as compared to their younger counterparts. Certainly, not all adult learners become paralyzed by negative emotions the moment they step into a foreign language classroom. However, it is a common perception of educators, who have lectured to a group of adults, that some non-native speaking students may be reluctant to participate, more especially when they realize or assume that other students are more fluent. Nonetheless, it is important to emphasize that this emotion is not alien to younger learners, but in the studies it have been well-documented that with age the tension and anxiety associated with learning a new language is stronger and more difficult to overcome. The Learning Environment as Source of Language Anxiety Furthermore, the learning environment can also be a source of language anxiety. MacIntyre and Gardner (1994) would denote this as situational anxiety. Hadfield (1992) has introduced the concept of classroom dynamics to describe everything that happens in and between the participants, both the teacher and the students. Heron further elaborates on the existential anxiety of students in a classroom setting. Moreover, Heron also lists three aspects of existential anxiety in relation to classroom dynamics: 1) acceptance anxiety, 2) orientation anxiety, and 3) performance anxiety. Acceptance anxiety would relate to apprehension of being judged in a foreign class. Often times, students as well as teachers may show approval and disapproval behaviors to others. Fellow students may show impatience or mock another as a sign of their approval or disapproval to their fellow students. This often manifest as a sign of competition for teacher’s approval among students in the classroom. Teachers may also exhibit judgmental attitude in their criticisms as well as their bodily movements to their students. The teachers may open criticize or mock a student in a class. A more subtle criticism can be observed when a teacher would correct an error of a student. Whether the teacher corrects the error explicitly, by providing the correction, or implicitly, by indicating the kind of error and giving the student the opportunity for self-correction, can make a difference in the student’s self-confidence. Orientation anxiety would relate to the personal understanding of the situational contexts of the discussion or what is going on. Teacher’s role in facilitating learning is undermined by the failure to manage classroom discourse. This leads for students to at times feel of being deprived of control. In a discussion, when turn stealing overrules turn taking, such feelings can occur. The student may feel the lack of control over his role in classroom interaction when he is late to answer a general question or the question is directed to another person. More often, students would find the teacher’s unclear or unsatisfactory explanation as frustrating and leaving a feeling of no control over the language as a system. Finally, the anxiety is further instilled with domineering and controlling teachers, who leaves students feeling they have no influence over what is going on in the classroom. Lastly, performance anxiety would relate to the apprehension or feeling of isolation in a class. The feeling of isolation may also express itself as a feeling of disregarded. The feeling of being alone among one’s peers is not uncommon in highly territorial classrooms in which students never want to change their seats or switch conversation partners. Moreover, this would relate to student’s anxiety to talk using the target language with fellow students in fear of being appearing stupid and judge as well. Hence, research reports would suggest that foreign students will tend to group with fellow non-native speakers and exhibit behavioral avoidance when studying in the mainstream English classes. Variables of Self-Confidence Self-confidence is a positive image yet realistic view of one-self and the situation. A confident person is someone who trust his own abilities, have a general sense of control in their lives, and believe that, within reason, they will be able to do what they wish, plan, and expect. According to Skehan (1989), available research does not show a single clearly-defined relationship between personality traits (such as self-confidence) and second language. He further points out that a major difficulty in investigating personality variables is that of identification and measurement, pointing toward a relatively new area of potential research needing attention. However, existing literature suggests that language anxiety can be correlated with students’ negative concepts of themselves as language learners, and negative expectations for language learning. With this in consideration, self-confidence levels can be viewed not only as a personality trait with complex factors affecting high or low confidence, but also as an outcome of high anxiety levels. This assumption is of considerable interest as anxiety tends to create negative self-perceptions about language performance and can then be tied directly to an increase in negative attitudes towards second language learning and a decrease in risk-taking and sociability. In different respect, overly high levels of confidence in language learning can have similar negative effects on language learning, hindering advancement in language proficiency as over-confidence, due to self-perceptions of high degrees of performance in oral/written communication or in positive socialization, can lead a language learner to believe that he or she has learned all there is to know about a language and lose sight of mastering higher complex linguistic skill in the SL. For example, an individual who sees that his or her skill level in the second language is superior to other SL learners who struggle with the SL, he or she might make substantial mistakes in grammar or comprehension, but remain completely unaware of their errors and thus not improve in the acquisition of the second language. Horwitz (1986) brings up an interesting concept regarding self-confidence by citing that language learning is a profoundly unsettling psychological proposition because it directly threatens an individual’s self-concept and worldview. A bold statement, but it does indicate that language learning, as a whole, can be a major contributor to variable self-confidence levels based on how each individual interprets their learning in terms of culture, grammar, or any other related language learning aspect. Variable self-confidence levels in second language learners are profoundly impacted by a complex set of individualised variables that it would be difficult to label each and every possible contributor to self-confidence levels. Simply recognising self-confidence levels in SL learners as a result of language learning and of anxiety opens a variety of potential research methods to begin measuring cause and effect of variable self-confidence. Instructor-Learner Interaction and Classroom Procedures Young (1991) asserts that a learner’s beliefs about language learning can contribute to the psychological anxiety in students. Skills such as proper pronunciation, depth of vocabulary, and fluency may vary in importance for learners in relation to second language learning. Similarly, Horwitz also studied the effect of various learners’ perceptions to language learning. In fact, Horwitz reports that a number of foreign language students in his study may have unachievable personal goals and misconceptions about language learning. For example, a few respondents expressed their optimism in achieving native-like fluency in the second language in two years of study, while others expressed their belief that language learning is tantamount to learning how to translate. Clearly, these idealistic beliefs contribute to language anxiety, more evidently when their beliefs and reality clash. A very good example would be the overly optimistic goal of beginners to achieve native-like fluency in the target language in two years. Over time, the students would naturally tend to get frustrated to find the reality of their imperfect pronunciation even after a lot of practice. On the other hand, an instructor’s beliefs about language teaching can also be a source of anxiety among second language learners. The manifestations of instructor’s belief can more clearly be seen in the methodology or approach in which an instructor conducts the second language class. For example, most instructors, who employ the Grammar Translation Method to teach English, will undoubtedly argue that the most fundamental reason for learning the language is to give learners access to English literature, develop their minds through second language learning, and to build in students the kinds of grammar, reading, vocabulary, and translation skills requisite to pass any one of the variety of compulsory tests necessitated in educational institutions. These instructors often emphasize on the strict rules of grammar syntax and proper form in sentence construction. While the teacher believes that his role in class is to constantly test and correct student’s errors, some of the students might develop anxiety over their class performance. On the other hand, some instructors may choose to employ a different methodology in language teaching. Some instructors may choose to use Total Physical Response method for learners to enjoy the sessions and create a less stressful environment for the students. Practitioners argue that recreating the natural process for children first learning their native language will facilitate the learning of the second language in the same way. More importantly, it asserts that language learning method involves a substantial amount of listening and comprehension with a mixture of various physical response such as smiling, reaching, and grabbing. Thus, the aim was to lower the affective filter in order to accelerate language learning among students. Taking into account the beliefs of both learners and instructors as well as the sources of language anxieties felt by students in a classroom setting, it is also important to look into the dynamics of the learning environment. Hadfield (1992) has identified seven traits of a good classroom dynamics as shown in Table 1. Table 1: Traits of Good Classroom Dynamics 1. Student groups are cohesive and have a positive, supportive atmosphere. Group members are interested in each other and feel they have something in common. 2. The members of the group are able to compromise. They have a sense of direction as a group and are able to define their goals in group as well as individual terms. 3. Group members are not cliquey or territorial but interact happily with all members of the group. Members of the group listen to each other and take turns. 4. Individuals in the group are not competitive and do not seek individual attention at the expense of others. Members cooperate in completing tasks and are able to work together productively. 5. Group members are able to empathize with each other and understand each other’s points of view even if they do not share them. The members of the group trust each other. 6. The group has a sense of fun. 7. Group members have a positive attitude to themselves as learners, to the language and culture being studied, and to the learning experience. Interpretation of Educator Beliefs on Language Learning Many paradigms and principles in mentioned in existing literature in teacher cognition are generally by nature unobservable and researchers have defined such principles differently. Freeman defines the categories in teacher education as â€Å"knowledge, beliefs and perceptions that shape what the teachers know, and therefore what they do in their teaching. † The keywords in Freeman’s categorization would be knowledge, beliefs and perceptions. These keywords would therefore define the scope of the teacher’s competency in relation to language teaching. Ellis (2006) would further refine the three words to discuss the teacher’s biographical experience and how it contributes to their professional knowledge. Ellis (2006) proposes â€Å"knowledge, beliefs, and insights† as refinement of the Freeman’s categorization. Knowledge (cited after Woods by Ellis) would be related to facts and the â€Å"things we know†. Beliefs refers to the instructor’s â€Å"acceptance of a proposition †¦ for which there is an accepted disagreement. † Ellis further elaborates on this irony as â€Å"ESL students need explicit focus on grammar as well as communicative practice. † Lastly, insight would relate to the instructor’s â€Å"personal practical knowledge: knowledge which is experiential, embodied, and reconstructed out of the narratives of a teacher’s life†. Ellis (2006) further elaborates insight as â€Å"an understanding gained from personal experience that allows us to see how previously understood realities could be different. It illuminates something previously unseen, makes sense of something previously incomprehensible, or lends a new perspective on something taken for granted. † Conclusion Different language experiences will result to rich and diverse insights, which can be very useful to second language teachers. However, there is yet to be a methodical study of a knowledge database of the learning experiences of English second language teachers. Formal education would require and ensure teachers are equip with the knowledge about phonology, grammar syntax, bilingualism, and motivation and methodology, etc. In addition, beliefs about the theories within language learning are also formed in the process as teachers develop a technique or approach in second language teaching. More importantly, teachers gain insights from the personal experiences, particularly in teaching second language. These insights are gained from reflection and recognition the complex, interwoven, rich, and diverse nature of what teachers â€Å"know†. The contents of this teacher booklet all aim to give the SLA teacher some insight into the areas in which he exerts significant impact. If taken to heart, he will indeed be able to make a dent in language learning by lessening the anxiety of his students and increasing their self-confidence. References Chang, Y. S. , Horwitz, E. K. and Schallert, D. L. (1999). Language Anxiety: Differentiating Writing and Speaking Components. Language Learning, 49 (3), 417-446. Cummins, J. (2000). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. Retrieved on October 23, 2007 from www. iteachilearn. com/cummins/immersion2000. html Ehrman, M. E. , Leaver, B. L. & Oxford, R. L. (2003). A brief overview of individual differences in second language learning. System, 31 (3), 313-330. Ellis, E. M. (2006). Language learning experience as a contributor to ESOL teacher cognition. Teaching English as Second Language or Foreign Language, 10 (1). Gardner, R. C. & Lambert, W. E. (1972). Attitudes and motivation in second language learning. Rowley, Mass: Newbury House. Hadfield, J. (1992). Classroom dynamics. Oxford: Oxford University Press. Horwitz, E. K. (1986). Student effective reactions and the teaching and learning of foreign languages. College of Education: The University of Texas at Austin, Texas. Horwitz, E. K. , Horwitz, M. B. & Cope, J. (1986). Foreign language classroom anxiety. The Modern Language Journal, 70 (2). Huang, J. (2004). Voices from Chinese students: Professor’s use of English affects academic listening. College Student Journal, 38(2), 212-223. Hyltenstam, K. (1992). Non-native features of near-native speakers: on the ultimate attainment of childhood L2 learners. In R. J. Harris (ed. ) Cognitive processing in bilinguals, 351 367. Amsterdam: North-Holland. MacIntyre, P. D. & Gardner, D. (1994). How does anxiety affect second language learning? A reply to Sparks and Ganschow. The Modern Language Journal, 79 (1). Skehan, P. (1989). Individual differences in second-language learning. London: Edward Arnold Young, D. J. (1991). Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75 (4).

Synopsis Of Disney Disneyland Opening Day - 2642 Words

Lizzy Davis, Caitlin Madden, Jen Tymann Waugh 7 Annotated Bibliography Primary Sources: 1955 Disneyland Opening Day [Complete ABC Broadcast]. Youtube. N.p., n.d. Web. 11 Nov. 2014. http://youtu.be/JuzrZET-3Ew. It is easy tell that the opening day of Disneyland was a big deal, as the community of Anaheim, California awaits the opening of the gates. This video documents that magical day, July 17, 1955. Alice and Wonderland Title Screen. The Encyclopedia of Disney Animated Shorts. N.p., n.d. Web. 27 Jan. 2015. http://www.disneyshorts.org/shorts.aspx?shortID=10 This photo is a cover photo for the short film., â€Å"Alice and Wonderland.† It was produced by â€Å"Laugh O Grams† around the 1920’s. Baby Photograph of Walt Disney. Historic Missourians. State Historical Society of Missouri, n.d. Web. 14 Jan. 2015. In this photo, Walt is pictured sitting in a chair wearing proper children s clothing. This photo as no data, but it is assumed it was taken in 1902. Bambi Movie Poster. Movie Poster. N.p., n.d. Web. 29 Jan. 2015. https://www.movieposter.com/poster/MPW-19545/Bambi.html This is the original movie film poster from Bambi. Children Running. Designing Disney. N.p., n.d. Web. 31 Jan. 2015. http://www.designingdisney.com/content/grand-opening-disneyland In this photo, believed to be taken in 1955, is of children running into Disneyland, just upon its opening. The children and their families were lined up in excitement for this important event. Donald DuckShow MoreRelatedTeaching Notes Robert Grant - Strategy 4th Edition51665 Words   |  207 Pages, January 2001 77 9 Online Broking Strategies: Merrill Lynch, Charles Schwab and E*Trade 83 10 11 12 Emi and the CT Scanner [A] [B] 88 Rivalry in Video Games 98 Birds Eye and the UK Frozen Food Industry 109 1 CONTENTS 13 14 15 16 Euro Disney: From Dream to Nightmare, 1987–94 116 Richard Branson and the Virgin Group of Companies in 2002 125 General Electric: Life After Jack 131 AES Corporation: Rewriting the Rules of Management 139 2 Introduction This new edition of Cases inRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesconcerns facing modern organizations and present-day management thought as well as in the light of some of their historical dimensions. Other chapters deal with newly emerging concerns in management accounting, including network relations, digitization, integrated cost management systems, knowledge management pursuits, and environmental management accounting. Each chapter encompasses discussions of basic premises complemented by insights from modern-day practice, research, and thought. This approach

The Common Risk Factors Of Diabetes - 1967 Words

Diabetes mellitus is a disease which involves the increase in the level of glucose in the blood. Hormone responsible for lowering the blood glucose is insulin, produced by the beta cells in pancreas. Insulin helps the glucose to enter the body tissues where it is used for energy production. Type 1 diabetes, common in children and young adults, occurs due to the low amount of insulin production by damaged beta cells. Type 2 diabetes, common in middle aged adult, occurs due to the inability of the body cells to identify insulin. Diabetes results in many complications of the organs due to low glucose supply and in turn low energy production. Some organs include heart, kidneys, eye, brain, nerves etc. The common risk factors of diabetes are†¦show more content†¦Diabetes Mellitus Diabetes mellitus is a metabolic disease which is characterized by, hyperglycemia, the increase in the blood glucose level. Glucose is an important source of energy for the body cells but its level should be controlled in the blood. When the glucose concentration increases in the blood (for example after eating a meal) then it stimulates pancreas to release a hormone called insulin. Insulin is made and secreted by the beta cells, located in clusters called pancreatic islets, of the pancreas. After releasing in the blood stream Insulin binds to their receptors on different body tissues and organs which allow the glucose to enter inside them. Inside the tissues glucose is used for different purposes such as energy production by cellular respiration, converted into glycogen or converted into fat and then stored. When the insulin does not produce at all, does not produce in sufficient amount (hyposecretion) or body tissues do not respond to insulin then the glucose level in the blood re mains high at all times. Such condition can be defined as diabetes mellitus or diabetes (Cartailler, n.d.). There are two main types of diabetes. Type 1 diabetes and type 2 diabetes. Type 1 diabetes, also called insulin dependent, is an autoimmune condition in which the beta cells of pancreas are destroyed by the immune system which results in the

Same Sex Marriage Should Be A Controversial Topic - 849 Words

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I know that I am strongly traditional in my theological views, nevertheless, I vigorously believe that traditional marriage and parenting are devotional commitments between a man and a woman. Therefore, same-sex marriage and parenting are to me, issues of a society with strong traditional cultural identitiesRead MoreSame Sex Marriage And Parenting999 Words   |  4 PagesSame-Sex Marriage and Parenting Same-sex marriage and same-sex parenting are comparatively new controversial topics in today’s world and its â€Å"mainstream† morality. I was not exposed to any homosexual â€Å"lifestyle† while growing up. While I know that I am firmly traditional in my theological views, nevertheless, I firmly believe that traditional marriage and traditional parenting are devotional commitments between a man and a woman. Therefore, same-sex marriage and same-sex parenting are to me, issuesRead MoreMarriage Equality For Same Sex Couples1480 Words   |  6 Pagesily Studies Interest Research Project Marriage Equality for Same-Sex Couples in Australia. Tiarne Milton Year 12, CAFS Mrs Stamoudis Table Of Contents Abstract/summary†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 Acknowledgments†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦4 Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..5 Review of existing research†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreThe Same Sex Marriage Debate1331 Words   |  6 PagesThe Same-Sex Marriage Debate The topic of same-sex marriage has been heavily debated for the past decade. Discussions continue whether a marriage is between two people who are in love and agree to spend the rest of their lives together regardless of their sex or if it is reserved for only heterosexuals. Since the beginning of The Gay Rights Movement in the early nineteenth century, groundbreaking developments have come to the surface, presenting strong arguments on both sides of this topic. CurrentlyRead MoreEssay on Marriage Equailty for the LGBT Community1554 Words   |  7 Pagescommunity, as it pertains to human rights, equality, and particularly, marriage equality. Each individual has their own perception on marriage equality, whether it is based on moral basis, or on a humanistic (humane) basis, which is the belief of not denying anyone the right to be who they are, and therefore love who they love. However, as a society, we must examine the facts, as well as ourselves, as we address the debate for marri age equality for the Lesbian, Gay, Bisexual, and Transgender community

Management Communication Status and Evaluation

Question: Discuss about the Management Communication Status and Evaluation. Answer: Introduction: A routine request is a very common form of writing. A request for anything is considered routine if it is not asking for any special favor or expecting guaranteed acceptance. A routine request does not have to persuade the reader into accepting, as it is already the routine part of the readers job. The provided example of a routine request is a good example of a routine request as it limits the message to be conveyed to a single idea, which is the request. The message has been composed in a short and concise way that can fit on one screen. The message also includes a salutation and proper closing to personalize the content of the message. After the salutation, the request has been stated politely. The exact requirement has been clearly presented with the help of a list and explained for putting proper emphasis on the task (Thill, Bove Chatterjee, 2013). The following paragraph provides and requests additional information required for guaranteeing smooth flow for the impending seminar. On behalf of the company, this letter is to inform you about the cancellation and termination of contract between you and ABC Company without further recourse from our side. The decision has been sudden, and irrevocable, due to budget cuts. It is a hard time for all. As a Unit Manager, I would like to express my gratitude to you for the experience of having worked for ABC Company, a truly wonderful organization and present my best wishes for your continued success. As a responsible manager of the company, the Unit Manager must not share the information with his friends in the organization. A manager is expected to maintain the confidentiality of the business information from both outside and inside entities. The Unit Managers friends are from a separate department of the organization, so technically they are not his responsibility and do not come under his supervisory boundary. Information in the wrong hands can be misused and can lead to a loss of employee trust, assurance and allegiance. To maintain a level of professionalism at the workplace it is important to keep details confidential or to only share details with discretion. Over-friendliness is a cause of major workplace issues. Confidentiality of information is important to maintain safety and security of sensitive information. Moreover, termination details of any departments employees are to be shared by the manager of that department only. It is basic workplace procedure and policy (Za far, 2013). The world and the workplace are more connected than ever before. With the ease of access and communication there have been a number of modifications also, in the form of quick response options (Kerr Hiltz, 2013). However, the swiftness removed the personal interaction between individuals. Along with came the challenges of misinterpretation of messages and tone. Face-to-face interaction is the best option when recognition and comprehension of verbal and non-verbal reactions to any communicated message is important (Schulze et al., 2016). Face-to-face interaction helps to fully convey the message with the help of body language and tone. Unlike, electronic communication, face-to-face interaction helps create a greater bond across the team and maintains team cohesiveness. It helps resolving workplace conflicts and the tone of the communicators plays an important role in this (Duncan Fiske, 2015). Emailing is everywhere and available all the time. Apart from easy access, emailing does n ot help in curbing the disconnected feeling at the workplace. In case of projects, the major barrier comes in the form of encapsulation of complex details via written communications. Face-to-face interaction helps in better understanding the complexities and elements of the project and helps in accessing feedback and clarifications on spot (Arling, Miech Arling, 2013). Sams predicament is faced by many people nowadays. Lack of personalization in the regular messages makes the receiver feel irritated or disconnected. In Sams case, he feels like the sender is apologizing for asking him to do something that is already a part of his job. In place of "Sorry to bother you", it would be a good option to include a thank you or directly go to the problem. Some alternatives can be: I unfortunately seem to still have troubles with X, in spite of the support your organization has provided so far. Thank you for your help with X, but we are still facing issues with it. I would appreciate your proficiency with X. I have a new concern that I would be thankful for your assistance with. I need X for X. Could you please help me get there? References Arling, P. A., Miech, E. J., Arling, G. W. (2013). Comparing Electronic and Face-to-Face Communication in the Success of a Long-Term Care Quality Improvement Collaborative.International Journal of Reliable and Quality E-Healthcare (IJRQEH),2(1), 1-10. Duncan, S., Fiske, D. W. (2015).Face-to-face interaction: Research, methods, and theory(Vol. 3). Routledge. Kerr, E. B., Hiltz, S. R. (2013).Computer-mediated communication systems: Status and evaluation. Academic Press. Schulze, J., Schultze, M., West, S. G., Krumm, S. (2016). The knowledge, skills, abilities, and other characteristics required for face-to-face versus computer-mediated communication: Similar or distinct constructs?.Journal of Business and Psychology, 1-18. Thill, J. V., Bove, C. L., Chatterjee, R. B. (2013).Excellence in business communication. K. Subramanian (Ed.). Pearson. Zafar, H. (2013). Human resource information systems: Information security concerns for organizations.Human Resource Management Review,23(1), 105-113.

The poem support Essay Example For Students

The poem support Essay Explore how Porter comments on life in ‘A Consumer’s Report’. Use examples from the poem to support your answer.  Peter Porter opens his poem ‘A Consumer’s Report’ with the statement that ‘the name of the product I tested is Life’, implying that the ‘product’ which his poem describes is life in itself. The poem opens in the form of a product review, hinting that Porter believes life to be considered a product by many, and that the poem mimics a report in which people ‘review’ life as a product. The title ‘A Consumer’s Report’ suggests that the poet believes that many people detach themselves from the value of life, hence the bland description of their review, which is simply labelled a ‘report’. Porter maintains the sustained metaphor of life being a product throughout the whole poem in order to comment on people’s perception of life as a whole. We will write a custom essay on The poem support specifically for you for only $16.38 $13.9/page Order now Porter first comments on life as ‘ it as a gift’, suggesting that he himself did not choose to live life, and comments on the spontaneous nature of life in which people are not able to choose what kind of life they will live in. He also carries on with ‘I didn’t feel much while using it’, suggesting that many people may not value their life while they are still living out the beginnings of it, and Porter gives evidence for this by suggesting that ‘I’d have liked to be more excited’ about receiving the product of life. Porter continues his sustained metaphor of life being a product when he describes it as ‘leaving an embarrassing deposit behind’, commenting on how actions that people take in life will lead to consequences. Porter also mentions that ‘the instructions are fairly large’, another likely suggestion that in life many things can be done, and therefore it is hard to follow the ‘right’ way of doing things, evidence which is given for when he continues with ‘I don’t know which to follow, especially as they seem to contradict each other’. This may hint at the vastly different beliefs, traditions and customs of different people that are all living, making it hard for him to live out his life properly. Another comment given on life is that ‘It’s difficult to think of a purpose for it’, hinting that the poet himself struggles to think of reason that the product of life is necessary, and carries on to suggest that ‘it’s just to keep its maker in the job’. Porter describes the product having ‘things†¦piling up so fast’, indication that life is full of events that we may find hard to handle, and the purpose of the product is once again questioned when he states ‘After all, the world got by†¦without us, do we need it now?’. There is also a side comment at the end of the stanza, enclosed in brackets to demonstrate how many people do not value other people’s opinions, and this is further evidenced by the fact that the poet is described as ‘the respondent’, and that he is just another person who is using ‘life’. Porter emphasises the vastly different beliefs and opinions that exist within life when he describes life as having ‘a lot of different labels’, and comments on how life is imperfect as ‘the shape is awkward†¦ (and) not heat resistant’. The poet also comments on the existence of problems in life, hinting at poverty when he comments on the fact that ‘whenever they make it cheaper they seem to put less in’, describing how people born into poverty will receive less of the benefits and opportunities of life. The lack of choice of living life is also described, with the poet suggesting that even ‘if you say you don’t want it, then it’s delivered anyway’, and how we are unable to choose for ourselves whether we live or not. .u4f3dc25a75c56067397f40acde963992 , .u4f3dc25a75c56067397f40acde963992 .postImageUrl , .u4f3dc25a75c56067397f40acde963992 .centered-text-area { min-height: 80px; position: relative; } .u4f3dc25a75c56067397f40acde963992 , .u4f3dc25a75c56067397f40acde963992:hover , .u4f3dc25a75c56067397f40acde963992:visited , .u4f3dc25a75c56067397f40acde963992:active { border:0!important; } .u4f3dc25a75c56067397f40acde963992 .clearfix:after { content: ""; display: table; clear: both; } .u4f3dc25a75c56067397f40acde963992 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u4f3dc25a75c56067397f40acde963992:active , .u4f3dc25a75c56067397f40acde963992:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u4f3dc25a75c56067397f40acde963992 .centered-text-area { width: 100%; position: relative ; } .u4f3dc25a75c56067397f40acde963992 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u4f3dc25a75c56067397f40acde963992 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u4f3dc25a75c56067397f40acde963992 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u4f3dc25a75c56067397f40acde963992:hover .ctaButton { background-color: #34495E!important; } .u4f3dc25a75c56067397f40acde963992 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u4f3dc25a75c56067397f40acde963992 .u4f3dc25a75c56067397f40acde963992-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u4f3dc25a75c56067397f40acde963992:after { content: ""; display: block; clear: both; } READ: The inspector play EssayPorter also comments on the fact how life can be misused, suggesting that people who are using the product of life ‘are ready to behave badly about’. He also cites many people whose occupations are to investigate people’s opinions of life, such as ‘philosophers or market researchers or historians’, and explains how ‘we shouldn’t care’, and instead should form our own opinion on life as ‘we are the consumers’ of life and therefore ultimately our opinions are for ourselves to form, rather than for other people to dictate, and he gives evidence for this by suggesting ‘Finally, Iâ⠂¬â„¢d buy it’, demonstrating how the poet believes that in life everyone should be entitled to their own opinions. However, Porter still indicates that there is some negativity in life as he suggests ‘The question of a ‘best buy’ I’d like to leave until I get the competitive product you said you’d send’.