Reflective Essay Essay

The aim of this essay is to prove an understanding of my perception of reflection and how reflective practice impacts on the clinical environment and the learning process. The essay is based on my practice and training in the cardiac ward during my Foundation degree in Health and Social Care. I have selected 5 extracts from my Reflective Journal concerning a patient experiencing shortness of breath which led to a cardiac arrest. In order to be able to use this situation for my reflective process the patient will be referred to as â€Å"Jane† for the maintaining of confidentiality according to the Nursery and Midwifery Council (NMC, 2008).I have chosen to discuss on the case of Jane as the situation I was confronted with at the time made me reflect on issues of decision and the importance of communication and interpersonal skills in the relationship with the patient. I will be using the What? Model of Structured Reflection (Driscoll, 2007) a framework that uses three simple que stions as guidance in reflective practice, namely What? So what? Now what? I have chosen this model as I believe is a practical solution that can be applied by health care professionals in a rapid and efficient manner. It stimulates an in depth meaningful reflective process that leads to an actual plan for future actions. According to Johns (2013) reflection can be viewed as a window through which a practitioner can see himself in the context of his practice and have a clear view of his/her experience, being able to make an analysis between what should be done and the actual practice. Searching for a deeper understanding of the decisions and actions taken in one’s activity can generate evolution of each professional and the development of his/her work practice (Benner, 2001). The process of reflection can be developed on two levels depending on its complexity and the details it comprises. Therefore reflection can be made in a deep and meaningful manner that considers all aspects of the situation or in a superficial manner that leads to solving problems based on factors such as tradition or work pressure (Lowe et.al, 2007). Another downfall of reflection can be the focusing on the negative aspects of the way a situation has been managed instead of concentrating on the potential for development based on a critical evaluation (Bradbury-Jones, et.al, 2009). When trying to improve knowledge from practice, there are several models of reflection aimed at directing individual reflection. Among them, the Gibbs’  model of reflection (1988, cited in Callara, 2008) has stages that include the description of the situation, feelings experienced during the situation, an evaluation regarding the positive and negative aspects, an analysis process followed by a conclusion which should include what could have been done in the situation and an action plan for future actions if a similar situation occurs (Gibbs, 1988, cited in Callara, 2008). Johns’ model of reflection (2013) on the other side focuses on questions regarding the intention of the action taken, the reason that was at the base of action, the practical and affective consequences on the patient, the patient’s family, the practitioner and his/her work colleagues. Johns (2013) also highlights the importance of influencing internal and external factors in the decisional process and the possible alternative solutions that could have been found. The reflection process suggested by Johns (2013) ends wi th a learning phase that aims at understanding the effects of the experience and how it reflects on practice. Although there are numerous reflective frameworks, none of them should be used as a rigid tool which asks questions that need to be answered. They are all intended to offer a certain structure of the reflective process and guide the practitioner towards deeper understanding (Lowe et.al, 2007). I have chosen Driscoll’s model as I believe it is a practical tool that allows free thinking and rapid understanding of the situation. Coward (2011) states that following a rigid model of reflection limits the thinking process and undermines the reflective process. Throughout my reflective process I have chosen to discuss also on the subject of decision making as the Code of Professional Conduct (NMC, 2008) underlines the fact that nursing practitioners are accountable for their decisions. During a working day in a hospital there are numerous clinical decisions that need to be made and as Dowie (1993, cited in Raynor, 2005) states, the decisional process is manly a choice between several alternatives. According to Burns and Bulman (2000) through reflection we can have a clear understanding of the reasons that lie behind our de cision. This is what I have learned during my training and through my clinical experience, that only thinking about the actions I take in different situations helps me evaluate my work and understand what further knowledge I need in order to become a professional. Writing a journal that detailed my thoughts and worries on specific situations I was confronted  with in the cardiac ward helped me learn and develop my skills, as Moon (2004) stated. Jane was a 60 year old lady diagnosed with valvular heart disease. She has been submitted in the hospital several times before as she experienced shortness of breath and released from the hospital when her condition stabilised. On that day I was helping the nurse observing the patients, taking vital signs and recording blood results. Her observations on that day were within normal limits, but even so she complained about shortness of breath. Her husband had just visited half an hour before and the breathing problems appeared after he left. The nurse asked her if she received any unsettling news from her husband because her state changed suddenly after he left. She told us that one of her sons was in town for a short period of time, came to visit not knowing she was in the hospital and left worried bac k home as he had to be back at work in the same day. The nurse told Jane that her son will be fine and probably will come back to visit very soon. However, I could see that Jane was feeling anxious and had a desperate look in her eyes. She repeated several times that she couldn’t breathe and the nurse told her that she will be alright if she tried to calm down and relax. The nurse didn’t seem to worry too much as the patient’s observations were within limits. Jane saw the fact that I was gazing at her while wondering if this is more than the observations might show. She took my hand and asked me not leave, because she needed someone by her side. At first I told her I would be there for as long as she wishes, but then I was called to help other nurses because they needed me in the ward. I assured her that I will come back. Unfortunately, the day passed very quickly and time came for me to go home. Before I left, I asked the nurse who was attending Jane about her condition and she said she was still upset about the news her husband have her, but that her medical conditions was within limits. When I returned the next day I was informed by the nurse that Jane suffered a cardiac arrest over the nigh t and although cardiac procedures were made nothing could be done and she was pronounced dead. My first thought after I heard the news was that probably, considering her heart condition nothing could have been done. However, after I read the journal and the notes I made in it about this case and applied the Driscoll model I began questioning about my actions and think about what I should be doing if a similar situations occurs. Reflecting on the incident made me wonder  whether I acted accordingly with the NMC (2008) which states that I am accountable for my actions and omissions even if I follow the advice of other professionals. This is what happened in this situation as well, as I felt and thought that there might be more than unsettling news that could be disturbing Jane. Even so, it is well-known the fact that stress influences the medical condition of patients with heart diseases and this could have been a hint that her condition might get worse (Meterko, et al, 2010). According to Basford (2003) anxiety and fear of the patient can be reduced if he/she receives the affective support of a nurse. I felt I didn’t do enough for Jane, as the least I could have done was to be there and talk to her and maybe her breathing would have come to a regular level. Basford (2003) highlights the importance of communication and interpersonal skills of nursing practitioners in their relationship with the patie nt. Being warm and appearing willing to listen and talk to the patients can sometimes make a big difference in someone’s medical condition. I believe that the lack of communication with the patient was the biggest mistake I made in this case. I feel know that if I stayed by her side and tried to comfort her she would have become more relaxed and perhaps wouldn’t have triggered the cardiac arrest. I think that at that time assuring her that it will all be alright and that feeling better was the most important thing for her and her son as well was the best thing to do. This was a point where the decision I made was not according to NMC (2008) as the relationship between me and the patient was broken because of lack of communication. This situation made me think about my communication skills and how important they are in my profession. Being assertive and saying what’s on my mind if I have a suspicion that more than what meets the eye might happen is what learned I should do in the future. Moreover, I think I still have to work on my empathy and compassion as I believe this would improve also the quality of the observations I make during the time I spend with patients. Reflecting on the action I took made me understand that guidelines cannot prepare me for all types of situations that can be met in the ward. They are very useful s guidance for the majority of cases, but most of the times it is the individual’s responsibility to act as he thinks it’s appropriate at the given time (Scott and Spouse, 2013). This assertion becomes more relevant especially when it comes to dealing with interpersonal issues that don’t  come across as essential tasks in dealing with patients. Focusing on the regular work practices and tasks most of the times takes our mind away from the interpersonal aspect and the fact that we are actually the ones that patients look at for compassion and relief (Rolf et.al, 2001). There are situations, as the case of Jane when listening and being by the patient’s side can bring more benefit than measuring their blood pressure or taking vital signs. Conclusion Reflection can vary from deep and meaningful to superficial inquiry. As I stated above the care for patients can be improved through reflective practice that leads to a plan of action for future situations. The case of Jane helped me understand the importance of communication and compassion in the relationship with the patient. Also, although I might not be the one most experienced in situation, I should have the courage to speak my mind and raise certain issues if I feel they could make a difference in the patient’s condition. Driscoll’s model of reflection made me understand the situation I was in, identify my learning needs and find ways through which I can improve my performance and patient care. I also believe that reflection also helps health care professionals become motivated and empowered by the feeling that they actually have a word to say in the care of the patient and that they can influence important situations and outcomes for their patients. References Benner, P., 2001. From Novice to expert: Excellence and Power in Clinical Nursing Practice. London: Prentice Hall Basford, L., 2003. Theory and Practice of Nursing: An Integrated Approach to Caring Practice. Nelson Thrones Bradbury-Jones, C. et.al, 2009. A new way of reflecting in nursing: the Peshkin Approach. Journal of advanced Nursing, 65 (11), pp.2485-2493 [online] Available at: http://www.onlinelibrary.wiley.com [Accessed the 15th of February 2014] Callara, L.E., 2008. Nursing Education Challenges in the 21st Century. Nova Publishers Coward, M., 2011. Does the use of reflective models restrict critical thinking and therefore learning in nurse education? What have we done? Nurse Education Today, 31(8), pp.883-886 [online] Available at: http://www.nurseeducationtoday.com [Accessed the 12th of February 2014]. Driscoll, J., 2007. Practising Clinical Supervision: A Reflective Approach for Healthcare Professionals. Elsevier Health Sciences Johns, C., 2013. Becoming a Reflective Practitioner; Oxford: Blackwell Science Ltd Lowe, M., Rappolt, S., Jaglal, S. and Macdonald, G., 2007. The Role of Reflection in Implementing Learning from Continuing Education into Practice. Journal of Continuing Education in the Health Professions, 27(3), pp.143-148 [online] Available at: http://www.onlinelibrary.wiley.com [Accessed the 18th of February 2014] Meterko, M. et al, 2010. Job Satisfaction of Primary Care Team Members and Quality of Care. American Journal of Medical Quality, 26(18), pp.8-9 [online] Available at: http://ajm.sagepub.com [Accessed the 15th of February 2014] Moon, J., 2004. Reflection in learning and professional development, theory and practice. Oxon: Routledge Falmer Nursing and midwifery Council (NMC), 2008. The code: standards of conduct, performance and ethics for nurses and midwives. London: Nursing and Midwifery Council Raynor, M.D.,et.al, 2005. Decision Making in Midwifery Practice. Elsevier Health Sciences Scott, I. and Spouse, J., 2013. Practice based learning in nursing, health, and social care: Mentorship, facilitation and supervision. Chichester: Wiley-Blackwell . Rolf, G., Freshwater, D. and Jasper M. (2001) Critical reflection for nursing and the helping professions: a users guide. Basingstoke: Palgrave Macmillan

Pre-Spanish Philippines

Philippine literature in Spanish Period. Spanish occupied Philippinesin early 15th  century. The First Filipino alphabet is Alibata – when Spanish colonized Philippinesthey changed alibatas into Roman alphabet. Spanish banned the used of Alibata because they believed that it is a work of evil. So Spanish fully introduced the Spanish literary language using many Spanish terms. The European literature was brought by the Spaniards and are assimilated in Filipino song and indigeneous themes.The early printing press in the Philippine is run and monopolized by the Spaniards friars. Spanish colonial period literary genres consist of Pasyon Cenaculo Tibag Carillo – shadow play Political essay Comedia Zarzuela Spanish revolutionary Papers El Heraldo de la revolusion La Republica Filipina La independencia La libertad La revolution During Spanish colonization Filipinos felt that they being harrashed by the Spaniards.Then the Birth of the Propaganda movement and la Solidaridad. T hen Filipino fought and introduce tagalong to be the language of revolution of the nationalist movement. Filipino Spanish literature Pedro Bukakeng – Lam ang Tomas Pinpin ( librong pa aaralan ng mga tagalong ng wikang kastilla ,1610 Gaspar Aquino de Belen   – Ang mahal na pasyon ni Jesus, Christong panginoon natin 1704 Pedro Paterno – Sampaguita, Ninay Dr.Jose Rizal – Noli me Tangere, El Filibusterismo, Mi Ultimo Adios Marcelo Del Pilar – Pag ibig sa tinubuang Lupa, Dasalan at tocsohan, kaiingat kayo Graciano Lopez Jaena – Fray Botod Franscico Baltazar – Florante at Laura Fr. Modesto de Castro – Urbanaat Feliza Emilio Jacinto – Liwanag sa Dilim Jose Palma – Himmo Nacional Filipino, De mi jardin Jose De la Cruz – Ibong Adarna Magdalena Jalandoni – Ang guitara, si Anabella, Ang mga tunok sang isa ka bulak

Case Studies Of Companies Supply Chain Management

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Web Searching as an Important Revenue Source for Various Online Firms Essay

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Unfair Dismissal Essay Example | Topics and Well Written Essays - 3000 words

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Trafficking of African Women and Girls Essay Example for Free

Trafficking of African Women and Girls Essay INTRODUCTION:   Human trafficking, the modern euphemism for slavery, is a major problem in Africa. The trafficking in women and girls is now considered the third largest source of profit for organized crime, behind only drugs and arms. This is an inhuman condition which cannot be allowed to emerge, as it tarnishes the color of human race and civilized society. RESULTS AND DISCUSSION: Poverty, social disruption and family pressures and even natural disasters sow the seeds for the practice, while armed conflict, corrupt governments and a universal demand for cheap labor help reap the crops of new victims. Africa needs to establish stronger laws against the trafficking of women and children on and from the continent as well as better child-labor laws, a former U.S. ambassador to Madagascar told members of the newly reconstituted Africa, Global Human Rights, and International Operations. One should investigation into the causes and forms of violence against women, looking at the relationship between poverty, militarization and discrimination. Women are forced to compete for work in conditions of extreme sexual exploitation, often being exposed to risky sexual practices, high levels of HIV, violence and murder. Amnesty International shows how women have led campaigns against all forms of violence and have achieved dramatic changes in laws, policies and practices. CONCLUSION: Countries, organization and people should unite to fight against and encounter the grim condition emerging on the African soil. One should tap into the greatest resource in Africa: Women and give them a bright and promising future. Thesis Proposal Human trafficking tarnishes the global scene today, as slavery used to decades ago. The women and girls are vulnerable to exploitation within the country as well as out of the country. The trafficking of women and girls for prostitution is big business. The horrific experiences of migrant women and girls, who have very little choice or control over their lives is a sad tale. Women are forced to compete for work in conditions of extreme sexual exploitation, often being exposed to risky sexual practices, high levels of HIV, violence and murder. The trafficking in women and girls is now considered the third largest source of profit for organized crime, behind only drugs and arms. Africa needs to establish stronger laws against trafficking of women and girls, supported by Commonwealth, Amnesty International, Human Rights and other world forums. The fundamental source of trafficking is the lack of awareness, insufficient support, lack of education, vulnerability of women as a gender. On an international scene explosion of organized crime and easy access to transportation of â€Å"Humans: women and girls† across border with a promise for better and brighter picture. The dependant status of this gender further encourages trapped into such practices, even without conscious will.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The national consciousness’, international legal support and geographic migration laws have to join hands to bring about effective change in the depressing condition of women and girls in Africa. The human rights should play a forceful role backed by powerful countries to support in aid and legislation with severe penalties for the offenders. This is an inhuman condition which cannot be allowed to emerge, as it tarnishes the color of human race and civilized society. Countries, organization and people should unite to fight against and encounter the grim condition emerging on the African soil. One should tap into the greatest resource in Africa: Women and give them a bright and promising future. Rajgopal, offers great insight into this field   with his research experience in South and Southeast Asia, South Africa and Brazil. His current investigation into four ares of research: : new democratic and legal strategies for operationalizing socio-economic rights, especially rights to water, food, land, housing, and environment in India, South Africa and Brazil; the impact of globalization and decentralization on protection of human rights; the accountability of international organizations; and corporate compliance with human rights law. He helped establish first human-rights field office in Cambodia Helped establish the first human-rights field office of the United Nations in the mid-1990s and has been a consultant to several international organizations and NGOs on development-related human rights and legal issues. Member of the Asia Advisory Board of Human Rights Watch, the Executive Council of the American Society of International Law and the International Advisory Board of the Robert Kennedy Memorial Center for Human Rights.                            Annotated Bibliography    Monzini, Paola (2005) SEX TRAFFIC: Prostitution, Crime, and Exploitation.United kingdom: Zed Books.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The trafficking of women and girls for prostitution is big business. This book focuses on the experiences of migrant women and girls who have very little choice or control over their lives.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Women are forced to compete for work in conditions of extreme sexual exploitation, often being exposed to risky sexual practices, high levels of HIV, violence and murder.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This book examines the techniques of recruitment, methods of transportation, and forms of exploitation abroad, and focuses on womens own experiences of migration. It explains the mechanisms of supply and demand and assesses attempts at controlling trafficking and strategies for resistance and change. Hallam, Rebecca (1994) CRIMES WITHOUT PUNISHMENT: Sexual Harassment and violence Against Female Students in Schools and Universities in Africa. United kingdom: African Rights.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is a discussion paper addressing the widespread and persistent problem of sexual harassment and violence against women and girls in educational institutions in Africa.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The paper also deals with wider problems of teenage pregnancy and lack of sex education in schools, and the specific problem of rape by forces of the state, such as soldiers and policemen. Oguli Oumo, Margaret; Molokomme, Imelda M.; Gwaba, Monde M. Mogegeh, Valencia K.D (2002) PROMOTING AN INTEGRATED APPROACH TO COMBAT GENDER BASED VIOLENCE: A training manual. United Kingdom: Commonwealth Secretariat   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is a manual promoting an integrating approach to combat gender based violence with governments, non governmental organizations, private sector and international organizations working together.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   It includes instructional material and case studies for training trainers, middle level professionals, development workers and extension agents Amnesty International (2004) ITS IN OUR HANDS: Stop Violence Against Women. United Kingdom: Amnesty International.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is an investigation into the causes and forms of violence against women, looking at the relationship between poverty, militarization and discrimination.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Amnesty International shows how women have led campaigns against all forms of violence and have achieved dramatic changes in laws, policies and practices. Commonwealth Secretariat (2003) REPORT OF THE EXPERT GROUP ON STRATEGIES FOR COMBATING THE TRAFFICKING OF WOMEN AND CHILDREN. United Kingdom: Commonwealth Secretariat.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The trafficking in women and girls is now considered the third largest source of profit for organized crime, behind only drugs and arms.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This concise report describes the political and social background to the trade across the Commonwealth and looks at prevention strategies and assistance to victims. Bib,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Akintunde, Dorcas Olu Labeodan Helen (2002) WOMEN AND THE CULTURE OF VIOLENCE IN TRADITIONAL AFRICA. Nigeria, Sefer Books Ltd.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This is a collection of essays first presented at the Circle of Concerned African Women Theologians on February 5, 2002.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These papers look at a variety of issues concerned with womens rights in Africa.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The authors describe the realities of equal rights policies, sex and power, cultural roots of insecurity. Human Rights Watch (2002) THE WAR WITHIN THE WAR: Sexual Violence against Women and Girls in Eastern Congo.USA Africa Watch/ Human Rights   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Forces on all sides in the Congo conflict have committed war crimes against women and girls, Human Rights Watch said in a new 114-page report.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The report documents the frequent and sometimes systematic use of rape and other forms of sexual violence in the Rwandan-occupied areas of eastern Congo. Balakrishnan Rajagopal.( 2003) International Law from Below : Development, Social Movements and Third World Resistance. United States, Cambridge University Press. The emergence of transnational social movements as major actors in international politics as witnessed in Seattle in 1999 and elsewhere has sent shockwaves through the international system. Many questions have arisen about the legitimacy, coherence and efficiency of the international order in the light of the challenges posed by social movements. This ground-breaking book offers a fundamental critique of twentieth-century international law from the perspective of Third World social movements the first ever to do so. It examines in detail the growth of two key components of modern international law international institutions and human rights in the context of changing historical patterns of Third World resistance. Using a historical and interdisciplinary approach, Rajagopal presents compelling evidence challenging current debates on the evolution of norms and institutions, the meaning and nature of the Third World, as well as the political economy of its involvement in the international system.

Successful and Unsuccessful Organisation Communication

Successful and Unsuccessful Organisation Communication Table of Contents (Jump to) Introduction: Scenario 1: Successful Organizational Communication Evaluation and Analysis: Factors that help in successful communication: Clarity of message: Conciseness: Concreteness: Familiarity: Coherent: Voice Tone: Completeness: Courtesy: Make request not demand: Scenario 2: Ineffective organizational communication Evaluation and Analysis: Barriers to Effective Communication in an Organization Perceptual Barrier: Language Barrier: Failing to ask for Explanation: Channel Problem: Emotions: Lack of Feedback: Lack of clarity: Conclusion: References Organizational Communication: Processes Underlying Communication Success and Failure Introduction: The purpose of this essay is to identify possible potential reason for successful and unsuccessful organizational communication. Effective communication is an important factor for the success of any organization but there are certain barriers that cause failure in effective communication. By critical evaluation of factors that helps in successful communication, organizational communication can be improved (van Vuuren, de Jong, Seydel, 2007). Effective communication is necessary in every organization, without proper communication no organization can run because organization consists of people and people are interdependent on each other so it is necessary to identify those factors that become hurdles in communication. This essay includes real life scenario of both successful as well as unsuccessful communication in order to critically evaluate reasons for successful and unsuccessful communication (Eisenberg, 2009). Miscommunication does not only create problems within the organization, it also creates problems outside the organization. Poor communication with customers can lead an organization towards failure whereas those organizations that is very conscious about their communication with customers can create superior customer value. Scenario 1: Successful Organizational Communication When I was doing internship at bank I had some problems, I was new there and was not fully aware about the organizational procedures, once my manager told me to prepare the list of those customers whose account balances are below desired average and then call them. As I was new there and didn’t know the process well so I asked my colleague to help me out but due to work pressure he couldn’t help me. I was very worried because the deadline to complete the task was near, so I decided to talk to my manager I told him that I am not fully aware about the organizational process. My manager was a very nice person he listened to me carefully and explained me the procedure to complete the task, he gave me some very useful advises and due to proper communication I completed my task within the deadline. Evaluation and Analysis: Effective communication means transfer of complete information from one person to another person or from one group to another group. Managers must possess good communication skills because they have to deal with their subordinates. The above scenario descries that communication skills of the manager is very good. The manager is considered as good manager because he is able to effectively communicate with the employee (Eisenberg, 2009). Some people naturally possess communication skills and some develop their skills by learning. The manager has the ability to lighten up a conversation and inspire employee to explain the problem and work according to the requirements. Good communication is a two way process and in the above scenario manager and employee both get the result of their conversation (van Vuuren, de Jong, Seydel, 2007). Factors that help in successful communication: Effective communication is necessary to survive in this society and in any organization, it helps us to understand a situation or a person and to solve problems, differences and to build trust. For effective communication it is very important that communicator possess effective communication skills and the environment facilitate the communication (Myers, Sadaghiani, 2010). Factors that help in effective communication are mention below; due to these factors the purpose of the communication can be achieved. Clarity of message: Clarity is very necessary for effective communication. Communicator must be clear about the goal or the message which he wants to communicate because if the communicator is not clear about the message then he cannot convert the message properly to other person. In the above scenario I was clear about my problem so I effectively communicated my problem with the manager. Conciseness: In the above scenario the message was concise and effectively communicated with the manager, the benefit of conciseness is that you can stick to the main point and briefly define it. In this fast paced society nobody has time to listen to your worries for half an hour. For an effective communication it becomes necessary that your message should be concise and clear (Bambacas, Patrickson, 2008). Concreteness: The message should be concrete because concrete message can give the clear picture to the audience of what a communicator is trying to telling them. Vague messages and vivid facts confuse the audience and the objective of communication will fail (Bambacas, Patrickson, 2008). Familiarity: According to Ashcraft, Kuhn, Cooren (2009), for effective communication it is important to use familiar images and words. Irrelevant words and images transfer audience attention towards irrelevant point. Familiar examples plays very important role in effective communication and helps communicator to create an emotional bond with the audience. Coherent: When your communication is consistent, it’s coherent. For communicating effectively you should connects all the points to make the topic relevant and logical. Non-consistency creates trouble for the audience to understand your message. In the described scenario the message was coherent and that’s why manager understood the problem of his employee (Espaà ±a, Gonzà ¡lez, Pastor, 2009). Voice Tone: Voice tone creates an especial effect in communication. Same words with different tone can be perceived differently and portray different meaning. You cannot speak to all in the same way. For effective communication it is important to make sure that the tone is right so that it will help audience to get the message properly (Miller, 2014). Completeness: Message should be complete because most of the time incomplete messages become the reason of miscommunication. In the above scenario complete message was communicated and become one of the reasons for successful communication (Myers, Sadaghiani, 2010). Courtesy: Courteous communication is open, friendly and honest. There are no harsh words and tone in courteous communication. People prefer courteous communication because courtesy creates the feeling of sympathy and respect between communicator and audience. Nobody likes to hear harsh words so courtesy plays important role in effective communication (Bambacas, Patrickson, 2008). Make request not demand: Demands can create resistance in audience and limit dialogue. For effective communication it is necessary to use soft tone and persuade others to listen. Arrogant tone and demand creates negative impact on others. In the described scenario request to the manager solved the problem (Ashcraft, Kuhn, Cooren, 2009). For the success of any organization effective communication is necessary. Organizations often consider poor communication as their biggest barrier for the success. Therefore, organizations conduct effective training programs. By proper training communication skills can be developed in employees and helps to reduce those errors which occur due to miscommunication (Miller, 2014). Scenario 2: Ineffective organizational communication When I was working as a sales person in a group of 8 members, I observed a scenario of miscommunication. My sales manager told one of my team members that he is very slow in achieving his target and he has to increase his sales progress within a quarter. He misunderstood the word quarter and thought that he has a quarter of year, while according to the manager the quarter means quarter of a month (Johansson, Heide, 2008). After quarter of a month when my manager asked him to show his progress he said he still have time and he will achieve his target within the time limit. The manager got angry told my colleague that it’s his last chance to show his progress otherwise he will be fired from the job. According to my colleague that was manager’s fault, he had to mention that he was talking about quarter of a month. Due to ineffective communication my colleague didn’t get his bonus (Welch, Jackson, 2007). Evaluation and Analysis: Ineffective communication creates serious problems within an organization. Poor communication can hinder the efficiency of an organization. Vague messages and irrelevant examples distract the employees (Ashcraft, Kuhn, Cooren, 2009). Barriers to Effective Communication in an Organization The specific employee could not achieved to ask the exactly detail about the spoken word of his manager. This led him fall in trouble. The lack of understanding and lack of explanation ascent the communicational gap, ultimately resulting in halting appraisal and other promotional work. Here are some of the most common barriers which can be found in an organization while communicating. Perceptual Barrier: It is the most common issues which individuals are facing these days and the above given scenario is an appropriate example of this barrier. Diverse perception of every person gives rise to a requirement for effective and efficient communication (Espaà ±a, Gonzà ¡lez, Pastor, 2009). In the above scenario my group member took the orders in another way because the sales manager was not clear when he was giving orders to him. Language Barrier: Language that explains what anyone would want to communicate and express to others. In today’s fastest changing globalized world of business, the maximum accolade that one can pay to another is by effectively and clearly communicating and speaking to them in their own language. People need to comprehend that the workers’ native language can be different from others. In the above scenario the language of the group member was as same as the manager but the problem arise when the manager used word quarter. And the group member misinterpreted it (Welch, Jackson, 2007). Failing to ask for Explanation: There is nothing wrong in not understanding anything, one can ask for explanation but it’s a poor approach not to ask for explanation to that person. In the above scenario the same thing happened the group mate did not ask the manager for further clarification of the order. Channel Problem: The channel used by the manager would not be so much proper. Non appropriate channel provides the weak information. Channel and mode of communication is much necessary. If the black and white circular has been given to him then the matter would be unbridle and employee could not be misunderstood. The utilization of channel by the manger of that specific company should be realized appropriately (Bambacas, Patrickson, 2008). This is the matter how the manager would be professional, a professional manager only expect the professional attitude of the employee. If the channel (verbal) used by manager could not be used and transformed other channel like (non verbal) then matter clarifies and also proved in black and white saved to claim. Emotions: Another barrier is emotion. It is also consider as a major barrier within communication and fail to maintain the good communication process. This problem leads an organization more into peril and complete blockage in the barrier of the achievements. At that time specific staff was with hatred sentiment in fear position, while the manager was angry. In mean while no one more focus on month or year. On one hand fear control brain to ask question while on other side feelings covers head to define dead line exactly (Espaà ±a, Gonzà ¡lez, Pastor, 2009). Lack of Feedback: Before completion of entire process of communication, no one can say that it is effective communication (Johansson, Heide, 2008). Lack of feedback is a major blockage in path of achievement. Effective communication cannot be done without using the proper channel of feedback. If specific employee responds at the spot, so all the matters were cleared and he could achieve his target with in deadline. In this continuation, if the manager emphasizes on feed back then he could be in a position to evaluate more appropriately about the situation and perception of the employee. Lack of clarity: To avoid the ineffective communication the matter (message) should be cleared enough to provide all the information regarding topic. Manager though failed to produce clear and effective matter that provides the information about the dead line. Ultimately leads employee into demotion and fell him into hot water. If the massage was cleared and calmly penetrated then the communication gap could not be found. Ineffective communication could not only impact only on staffs but also pull an organization from achieving its very and prescribed goals (Bambacas, Patrickson, 2008). Conclusion: In this paper, organisational communication and its effective and ineffective parts have been discussed. It has been discussed that communication is very important factor in an organisation. It is very essential to know the way people communicate as its impacts on others is significant in developing successful relationships and success. In the paper, effective and ineffective ways of communication have been discussed with the help of real life examples. Organisational communication can be improved and made more effective by altering their feeling and thoughts for their co-workers. This is the only way people cannot just stop communication hurdles, but in this way they can build very strong and long term relations. If all people in an organization be enough responsible to ensure they work in full efficiency and effectiveness with their colleagues, despite many limitations come in the way, they will always know how to defeat them as responsible employees of the organisation. References Ashcraft, K. L., Kuhn, T. R., Cooren, F. (2009). 1 Constitutional Amendments:â€Å"Materializing† Organizational Communication.The academy of management annals,3(1), 1-64. Bambacas, M., Patrickson, M. (2008). Interpersonal communication skills that enhance organisational commitment.Journal of Communication Management,12(1), 51-72. Eisenberg, E. M. (2009). Organizational Communication: Balancing Creativity And Constraint Author: Eric M. Eisenberg, HL Goodall, Angela Trethwey. Espaà ±a, S., Gonzà ¡lez, A., Pastor, Ó. (2009, January). Communication Analysis: a requirements engineering method for information systems. InAdvanced Information Systems Engineering(pp. 530-545). Springer Berlin Heidelberg. Johansson, C., Heide, M. (2008). Speaking of change: three communication approaches in studies of organizational change.Corporate Communications: An International Journal,13(3), 288-305. Miller, K. (2014).Organizational communication: Approaches and processes. Cengage Learning. Myers, K. K., Sadaghiani, K. (2010). Millennials in the workplace: A communication perspective on millennials’ organizational relationships and performance.Journal of Business and Psychology,25(2), 225-238. van Vuuren, M., de Jong, M. D., Seydel, E. R. (2007). Direct and indirect effects of supervisor communication on organizational commitment.Corporate Communications: An International Journal,12(2), 116-128. Welch, M., Jackson, P. R. (2007). Rethinking internal communication: a stakeholder approach.Corporate Communications: An International Journal,12(2), 177-198.

The Aztec :: essays research papers

The Aztec The Aztec was a culture that dominated the Valley of Mexico in the fifteenth and sixteenth centuries. All the Nahua-speaking peoples in the Valley of Mexico were Aztecs, while the culture that dominated the area called the Tenochca. At the time of the European conquest, they called themselves either "Tenochca" or "Toltec," which was the name assumed by the bearers of the Classic Mesoamerican culture. Sadly, the many of the Aztec didn't survive after the arrival of the Europeans. But during the earlier years, the Aztec became one of the most advanced civilizations because of their religion, war, and agriculture. In the Aztec religion, they performed human sacrifices for the gods daily. Sacrifice was one of the main events in the Aztec religion. They believed that the people being sacrificed, were their messengers to the gods. In basic ceremonies, slaves or victims of war were used to sacrifice. But in more important ceremonies, people of higher rank, especially warriors, volunteered themselves. Since there were many gods, the sacrifice depended on what god they were worshiping. Sometimes, the death was drowning, burning, or beheading. In a coarse of a year, the death toll was about several thousands. Human sacrifices were offerings to the sun and earth so that food would grow. The Aztecs respected their gods very much. They put their greatest efforts into making strong, beautiful temples to please their gods. Their arts had a part in their religion. They drew pictures that told about their gods. They recorded religious events with hieroglyphics and even number symbols. The Aztecs worshipped about 1,000 gods! But they worshipped the sun god the most. Religious ceremonies took place in a temple called a teocalli. This temple had sacred pools for ceremonial cleansing, gardens, living quarters for a priest, and racks to hold the skulls of victims. Religion played a great part in Aztec life. Although religion was an important motivator in Aztec life, farming was the common activity. Much of Aztec life was built around farming, which was extremely necessary to keep up with the growing population. Since the land that the Aztecs farmed was not fertile enough to grow enough food to support the population, the Aztecs were forced to invent methods to increase productivity. These methods included irrigation, fertilizer, and even building terraces on hills that were previously not farmable. The truly original idea, however, was chinampas. Chinampas were floating gardens built on swamps.

We Need Automatic Voter Registration Now :: Politics Political Essays

We Need Automatic Voter Registration Now    Political participation should not plummet in the new millennium. Young people should automatically become registered on their eighteenth birthday. With all of the new technology our now it should be able to be done. All babies are given social security numbers shortly after birth. From this procedure every individual should be registered to vote on their eighteenth birthday.    Every young person enrolled in high school should be required to take and pass a current government class that teaches the student about the current government laws and political offices and who holds the current positions. If this is done no one should have the excuse not to vote because they don't know who to vote for or who the candidates are. Keeping the young informed and involved in politics and the politicians and their views can only help in getting them to vote and stay involved.    The voting age should not be lower than 18 years of age. Voting is an earned privilege and is given to mature individuals who want to make a difference in their lives. To vote for the candidate that will best serve the office in which they are elected is what young people should look forward to. Every eligible person should want to participate in making a difference in the country in which they live. Everyone young or not should be provided with: all of the information on all political offices that are to be voted on; what the person elected to the office is responsible for and the qualifications it takes to obtain the position; and, what the position is supposed to accomplish for the well being of the citizens.    Keeping lines of communication open for everyone is another way of helping voters to encourage voters to exercise their rights to vote. Keeping the ballots simple and uncomplicated also is great help to the young and elderly. Making sure the voting day and the voting hours are suitable to all working people with odd shifts easy to get to vote.    The absentee ballots that are available are also a great idea for people who can not get to the polls on Election Day. Keeping things simple and uncomplicated are ways to help young people to use their rights to vote and make a difference in this political world.

Similarities and Differences in the Two Poems, Cousin Kate and The Sedu

The two narrative poems, ‘Cousin Kate’ and ‘The Seduction’ have a number of similarities between them, such as the poems are both based on love and the misuse of women. However, the two poems are also very different in some ways. For instance, the reactions to love vary in the poems. ‘Cousin Kate’ was set in the 1860’s and ‘The Seduction’ was set in the 1970’s, therefore, the poems are set one hundred years apart from each other. It is due to this that they have many differences between them. The difference in time contributes to the language that the poems have been written in. The two poems are also set in different areas. ‘Cousin Kate is set in the rural countryside, and ‘The Seduction’ is set in an urban area. An example of a difference is the way their emotions and views on love are presented. For the reason that the poems are set in different centuries, people thought of love differently, they did have the same morals or reactions to the pregnancies. ‘Cousin Kate’ was written by a female poet called Christina Rossetti. The poem is divided into six stanzas. It consists of an abcb rhyming scheme. For instance, the poet has rhymed ‘air and fair’. The rhyming of the words allows the poem to be read fluently and in a rhythmic pattern. The poem could be sing-songed to seem more interesting to listen to. This poem consists of three main characters – the Cottage Maiden, Cousin Kate and the Great Lord. The three characters have three very diverse personalities in the poem. The poem is written in the first person, from the Cottage Maiden’s point of view, therefore, she is describing her feelings throughout the poem. On the other hand, you can only observe Cousin Kate and the Great Lord through the Cottage Maiden’s eyes and conseq... ...to live. Ultimately, as well as having their differences, the poems are very alike. They both have the same moods throughout the poem – anger, sadness and betrayal. The themes are also comparable – betrayal, respect, pain and love. However, they are different because of the way the poems have been written. ‘The Seduction’ is more like a story, going through the different stages in her life. Whereas, ‘Cousin Kate’ could be seen like a diary, the Cottage Maiden is talking about her feelings and emotions about different aspects of her life. I think that both of the poems succeed in what the poet set out to do. In ‘Cousin Kate’ I experienced the emotions the Cottage Maiden encountered. In ‘The Seduction’ I saw how inconsequential the girl’s life was to the boy. She was not ready to be a woman, but she had no choice. I felt the loneliness and betrayal she experienced.

Language attitudes comprise Essay

Bilingualism is the ability of an individual to speak in two languages and to utilize them for different purposes. The degree of bilingualism is defined as the levels of linguistic proficiency that a bilingual must attain in both languages (Ng & Wigglesworth, 2007). There are various factors that may affect the acquisition of the degree of bilingualism in home, school and work settings, including the age at which the language is acquired, to whom the language is utilized, the manner in which the language is used, and the frequency of usage of the language (Ng & Wigglesworth, 2007). There are two contexts in which bilinguals acquire their skills in using two languages: primary and secondary. Primary contexts pertain to a child’s acquisition of both languages in a naturalistic way in the absence of any structured instruction, while secondary contexts pertain to a child’s acquisition of one of the languages in a formal setting, usually school (Ng & Wigglesworth, 2007). Children, who are able to acquire two languages in a primary context during their infanthood, adopt the languages due to natural input in the environment, usually provided by the parents, siblings, caregivers (Ng & Wigglesworth, 2007). However, when the child enters his or her early childhood, the input may be provided by other sources, like the wider community or the extended family (Ng & Wigglesworth, 2007). According to Ng and Wigglesworth (2007), age plays a key role in the development of bilingualism because there is a strong relationship between the age of acquisition and the ultimate achievement of language proficiency at different linguistic levels. The authors add that attitudes, motivation, and contextual factors such as exposure have been found to affect strongly on the final attainment of the learners’ language proficiency level. Bilingualism has a psychosocial dimension that can greatly affect a child (Bialystok, 2001). The language a person speaks has a role in the formation of his or her identity, and speaking a language that is not completely natural has the possibility to interfere with the child’s construction of self (Biolystok, 2001). A child who is a bilingual due to relocation, especially unwanted relocation, may dislike the new community language he or she has learned despite of his or her proficiency with it (Biolystok, 2001). Factors that affect bilingual children must account the attitudes to the language and the role of language in forming ethnic and cultural affiliations (Bialystok, 2001). The reasons why children become bilingual include education, immigration, extended family, dislocation, temporary residence in another country, or being born in a place where bilingualism is normal (Bialystok, 2001). Social factors that affect the child’s development of bilingualism include parents’ educational level and their expectations for children’s education, degree, and role of literacy in the home and the community; language proficiency in the main language used; objectives for using the second language; support of the community for the second language; and identity with the group who speaks the second language (Biolystok, 2001). The quality and quantity of the interaction also affects the child’s acquisition of two languages. Attitude has been associated to the language proficiency, bilingual’s usage of two languages, bilingual’s perception of other communities and of themselves (Ng & Wigglesworth, 2007). Attitude has also been linked to the strength of bilingual communities and to the loss of language within the community. Furthermore, it is a powerful force that emphasizes the experience of being bilingual and the willingness of members of a minority group to contribute to the maintenance of a minority language (Ng & Wigglesworth, 2007). Language attitudes comprise of three major components of cognition, affect, and readiness for action. The affective component may not be similar with the cognitive component, while the readiness for action component analyzes whether feelings or thoughts in the cognitive and affective components translate into action (Bee, Wigglesworth). There are different types of bilingual acquisition in childhood. In the ‘one person, one language’ type of acquisition, parents have different native languages with each having some degree of competence in the other’s language, the language of one of the parents is the dominant language in the community, and the parents can speak their own language to the child from birth (Romaine, 1995). In the ‘non-dominant home language’ type, the parents have different native languages, the language of one of the parents is the dominant language in the community, and both parents speak the non-dominant language to the child who is completely exposed to the main language only when outside the home (Romaine, 1995). In the ‘non-dominant home language without community support’ type, the parents use the same mother tongue, the dominant language is not utilized by the parents, and the parents speak their own language to the child (Romaine, 1995). In the ‘double non-dominant home language without community support’ type of acquisition, the parents are using different native languages, the dominant language is different from either of the languages of the parents, and the parents each use their own language when speaking to the child from birth (Romaine, 1995). In the ‘non-native parents’ type of acquisition, the parents use the same native language, the dominant language is similar with that of the parents, and one of the parents always speak to the child in a language which is not his or her mother tongue (Romaine, 1995). In the ‘mixed language’ type of acquisition, the parents are both bilingual, the community may also be bilingual, and parents may code-switch and mix two different languages (Romaine, 1995). Romaine (1995) explains that various individual factors may affect the outcome in each type of bilingual acquisition in childhood, including the amount and kind of exposure to the minor language, the consistency of parents in their language choice, attitudes of children and parents towards bilingualism, and the individual personalities of children and parents. Types of Bilingualism A child learns his or her first language during his her five years of life. He or she spends several hours of listening, repeating and learning his or her first language by trial and error. The second language can be learned by a child by various clues that assist him or her to understand the message such as the intonation and by memorizing rules in grammars or lists of words. The desire of a child to communicate using the second language is not powerful, particularly in a school environment. A child can learn a second language easier when he or she is involved or lived in a community where the second language is spoken because it provides him or her a chance to use it. The three types of bilingualism are compound, coordinate and sub-coordinate bilingualism. Both coordinate and compound bilingualism are categorized as forms of early bilingualism because they are developed in early childhood. The sub-coordinate bilingualism is developed when a second language is acquired by a child after age 12. In coordinate bilingualism, an individual learns the languages in different environments and the words of the two languages are separated with each word having its own specific meaning (Romaine, 1995). A child may acquire coordinate bilingualism when his or her parents have different native languages and each parent speak to the child using his or her own native language. He or she develops two different linguistic systems that he or she can handle them at ease. Another situation wherein a child can adopt coordinate bilingualism is when the mother tongue mastered by a child is adopted by parents who use a different language. The languages in the coordinate bilingualism are independent. A coordinate bilingual has two linguistic systems and two sets of meanings linked to them (Romaine, 1995). In compound bilingualism, an individual acquires the two languages in the same circumstances, where they are utilized at the same time in order to have a mixed representation of the languages in the brain (Romaine, 1995). A child may acquire compound bilingualism when both parents are bilingual and use two languages when speaking to the child indiscriminately. He or she will learn to speak both languages without making an effort and accent but will never master all the difficulties of using either of the two languages. A child who acquires compound bilingualism will not have a mother tongue. The languages in compound bilingualism are interdependent. A compound bilingual consists of one set of meanings and two linguistic systems linked to them (Romaine, 1995). In sub-coordinate bilingualism, an individual interprets words of his or her weaker language through the words of the stronger language (Romaine, 1995). The dominant or main language utilized by a sub-coordinate bilingual plays a role as a filter for the weaker language (Romaine, 1995). The sub-coordinate bilingualism consists of a primary set of meanings formed through their first language and another linguistic system tied to them (Romaine, 1995). The Positive Aspects of Bilingualism According to Cummins, bilingualism has positive benefits to a child’s educational and linguistic development. The author adds that a child attains a deeper understanding of language and how to utilize it effectively when he or she continues to develop his or her ability in two or more languages during his or her entire years in primary school. A child has a chance to practice more in processing language, particularly when he or she develops literacy in both and he or she is capable of comparing and contrasting the ways his or her two languages create reality (Cummins). The research study indicates that a bilingual child may also develop more flexibility in his or her thinking because of the processing information through the use of two different languages (Cummins). Other positive effects of bilingualism include increase of mental alertness, broadening of horizon, and improved understanding of the relativity of all things (Appel & Muysken, 2006). A research study of 15-year-old Spanish/English bilingual children suggested that bilingualism encouraged creative thinking because of the greater flexibility in cognition demonstrated by bilinguals due to the fact that they better able to differentiate form and content (Romaine, 1995). Another research study also mentioned that bilingual children have a better understanding of concept formation, which is major part of intellectual development, because they were involved to a more complicated environment and an enormous amount of social interaction compared to children who were gaining only one language (Romaine, 1995). The superiority of bilingual children to monolingual children in terms of various tasks is dependent on their high levels of selective attention, which is the main mechanism of their cognitive performance (Romaine, 1995). One source of improving the bilingual children’s flexibility and creativity may come from a variety of semantic networks related with words in each language (Romaine, 1995). The relation between bilingualism and the social context of language acquisition indicates a positive benefit to bilingualism. The Negative Effects of Bilingualism Child bilingualism has negative effects on linguistic skills because he or she has a tendency to have a verbal deficit with respect to active and passive vocabulary, length of sentence, and the usage of complex and compound sentences (Appel & Muysken, 2006). Research study has also claimed that a bilingual child demonstrated more deviant forms in his or her speech, like unusual word order and morphological errors (Appel & Muysken, 2006). Bilingualism could also endanger the intelligence of a whole ethnic community and result to split personalities (Romaine, 1995). A bilingual child has a deficit in his or her language growth and a delay in his or her mother tongue development. Some psychologists have also stated that a bilingual child is more inclined to stuttering because of the syntactic overload brought by processing and producing two languages (Romaine, 1995). According to Appel and Muysken (2006), it is stated that speaking two languages is a negative factor in personality or identity development because bilingual persons are anticipated to experience a conflict of values, identities, and world views due to strong relation to the two different languages. The authors add that research studies have indicated that bilingualism may have negative effects on personality development but only when social conditions are not favorable. The emotional and social difficulties of certain bilingual persons are not due to bilingualism as a cognitive phenomenon but by the social context (Appel & Muysken, 2006). In order to avoid the degree of language loss in children, Cummins suggests that parents should form a strong home language policy and offer opportunities for children to broaden the functions for which they utilize the mother tongue, particularly in reading and writing, and the circumstances in which they can utilize it, like visits to the country of origin. Teachers have an important role in helping bilingual children maintain and develop their mother tongues by interacting to them strong positive messages on the value of acquiring additional languages and that bilingualism is a key linguistic and intellectual achievement (Cummins). They must also create an instructional environment where the cultural and linguistic experience of a child is actively accepted (Cummins). References Appel, R. & Muysken, P. (2006). Language Contact and Bilingualism. Netherlands: Amsterdam University Press. Bialystok, E. (2001). Bilingualism in Development: Language, Literacy, and Cognition. England: Cambridge University Press. Cummins, J. Bilingual Children’s Mother Tongue: Why Is It Important for Education? Retrieved June 7, 2009, from http://74. 125. 153. 132/search? q=cache:f490N3_lOpAJ:www. iteachilearn. com/cummins/ mother. htm+positive+effects+of+bilingualism&cd=5&hl=en&ct=clnk&gl=ph Ng, B. C. & Wigglesworth, G. (2007). Bilingualism: An Advanced Resource Book. U. S. : Routledge. Romaine, S. (1995). Bilingualism (2nd ed. ). Malden, M. A. : Wiley-Blackwell.

Course Syllabus Essay

Course Description This course examines the history and issues of federal- and state-level crime control initiatives and explores the development of effective anticrime policies. The analysis of contemporary crime control policies is included. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Marion, N. E., & Oliver, W. M. (2006). The public policy of crime and criminal justice. Upper Saddle River, NJ. Pearson/Prentice Hall. Dunn, W. N. (2008). Public policy analysis: An introduction (4th ed.). Upper Saddle River, NJ. Pearson/Prentice Hall. All electronic materials are available on the student website. Week One: Public Policy Foundations and Views in Criminal Justice Details Due Points Objectives 1.1 Evaluate the role of the United States constitution in relationship to the development of contemporary criminal justice policy. 1.2 Differentiate between the roles of federal and state government in the development and implementation of criminal justice policy. 1.3 Distinguish between legislatively based policy and administrative regulatory policy as they relate to crime and criminal justice. 1.4 Compare and contrast the rights of the accused with the policy mission of protecting the public from criminal behavior. 1.5 Differentiate between factors that affect criminal justice policy making. Readings Read this week’s Read Me First. Read Ch. 1–3 of The Public Policy of Crime and Criminal Justice. Read Ch. 1 of Public Policy Analysis – An Introduction. Read this week’s Electronic Reserve Readings. Read the following documents on the student web page. Learning Team Toolkit Toolkit Essentials Why Learning Teams? Team Basics Getting Started Getting to Results Project Planning Decisions/Conflict Resolution Team Learning Read this week’s Electronic Reserve Readings. 5-13-14 Prior to 6pm Participation Participate in class discussion. 5-13-14 in class 4 Discussion Questions Respond to weekly discussion questions (Listed at the end of the syllabus). n/a n/a Learning Team Instructions Select Learning Team members who will work together throughout the course. Create a Learning Team Log and a Learning Team Charter. (these must be submitted to the learning team forum no later than 5-20-14 prior to Week 2 class). Review this week’s objectives and those for week two. Review the Learning Team Assignment for week two and begin to outline your first assignment. 5-13-14 in class LTL and LTC 5-20-14 by 6pm Individual Policy Analysis I Paper Choose a current federal, state, or local issue that directly affects public policy pertaining to the criminal justice system. For example: sentencing guidelines, prison overcrowding, medical marijuana, immigration, or police discretion. Prepare a 700-1050-word paper in which you analyze the issue and related policy. Be sure to address to following points in your analysis (see the rubric in the instructor policy document for point distribution and requirements). Be prepared to discuss you paper in class. Describe the issue. Is this policy a regulatory or legislative-initiated policy? Who initiated the issue or policy Is there a constitutional issue How will the issue or policy affect the community, the accused, and the victims Cite your references properly consistent with APA guidelines. A certificate of originality should be submitted with your paper. Please name the paper with your full last name followed by â€Å"week1†: 5-13-14 by 6pm 10 Week Two: Policy Differences in Approach for Policing, Judicial Action, and Correctional Practices Details Due Points Objectives 2 2.1 Differentiate between policy perspectives among the police, courts, and corrections at the federal and state level. 2.2 Analyze the historical evolution of criminal justice policy relating to policing, the courts, and corrections over the past 50 years. 2.3 Identify opportunities for cooperation between elements of the criminal justice system in the implementation of criminal justice policy. Readings Read this week’s Read Me First. Read Ch. 10–12 of The Public Policy of Crime and Criminal Justice. Read this week’s Electronic Reserve Readings. 5-20-14 by 6pm Participation Participate in class discussion. 5-20-14 in class 4 Discussion Questions Respond to weekly discussion questions (Listed at the end of the syllabus). n/a n/a Nongraded Activities and Preparation Familiarize yourself with the following websites: http://www.crimelibrary.com/ http://www.crimetheory.com/ 5-20-14 by 6pm Learning Team Instructions Review this week’s objectives and discuss additional insights and questions that may have arisen. Submit the Learning Team Log and the Learning Team Charter. Prepare the Learning Team Log. Review the Learning Team Assignment: Historical Policy Comparison. 5-20-14 by 6pm Individual Federal vs. State Policy Comparison Prepare a 1,050-1,750 – word paper in which you compare and contrast the differences and similarities of federal and state government as it pertains to their role in the implementation of criminal justice policies. Be prepared to make a 3-5 minute presentation on your paper in class. You may take one of two approaches. You may identify a single policy/issue and discuss how the state vs. federal government addressed it, for example: states that have legalized marijuana vs. the federal law on marijuana, or Arizona’s immigration laws vs. federal immigration law, or state laws on drug trafficking vs. federal laws on drug trafficking. You must address all aspects of policy development and implementation. Or you may compare and contrast the policy development and implementation process in general, of the state government vs. the federal government. Be sure to address all aspects of policy development and implementation. (See the rubric in the instructor policy document for point distribution and requirements). Identify the criminal justice policy. Identify what roles the state and federal government play in this policy. Identify the similarities and differences. Be sure to address all aspects of policy development and implementation. Cite your references properly consistent with APA guidelines. A certificate of originality should be submitted with your paper. Please name the paper with your full last name followed by â€Å"week2 5-20-14 by 6pm 10 Learning Team Policy Analysis II Paper Prepare a 1,400-2,100-word paper in which you conduct secondary research on the policies of two components of the criminal justice system and describe how these policies affect the operations and decision-making process of the selected two components. Be sure to summarize the policies and analyze their implications for the criminal justice system, including potential effectiveness and limitations. For example, some prosecutor’s offices may have an unwritten policy of avoiding prosecution for possession of small amounts of drugs. How does this affect police operations, arrest rates, and public perceptions of the police? Prepare a 7-10 minute presentation of your paper for class. Properly cite your references consistent with APA guidelines. A certificate of originality should be submitted with your paper along with a learning team evaluation form from each team member. Also go to the learning team  forum and acknowledge your participation. Your assignment WILL NOT be considered complete without all team members finishing these details. Please name the paper with your Learning Group name followed by â€Å"week2†. 5-20-14 by 6pm 10 Week Three: Effective and Ineffective Policy Making in Response to Crime Details Due Points Objectives 3 3.1 Analyze effective and ineffective criminal justice initiatives at the local, state, and federal levels that have had historical significance. 3.2 Discuss goals in the criminal justice system that policy attempts to achieve. Readings Read this week’s Read Me First. Read Ch. 4, 5, 7, & 9 of The Public Policy of Crime and Criminal Justice. Read this week’s Electronic Reserve Readings. 5-27-14 by 6pm Participation Participate in class discussion. 5-27-14 in class 4 Discussion Questions Respond to weekly discussion questions (Listed at the end of the syllabus). n/a n/a Learning Team Instructions Review this week’s objectives and discuss additional insights and questions that may have arisen. Submit the appropriate completed sections of your Learning Team Logs. Prepare your Learning Team Log. Review the Learning Team Assignment: Budget and Policy Paper. 5-27-14 by 6pm Individual Policy Analysis III—Compare and Contrast Paper Select a policy to analyze. Then, prepare a 1,050- to 1,750-word paper in which you summarize the policy to include how aspects of the conflict and crime control model AND the consensus and due process model impact the effectiveness and/or relevance of the policy. OR, you may compare/contrast two policies, one that illustrates the conflict and crime control model and the other impacted by the consensus and due process model. Be prepared to make a 3-5 minute presentation in class. Address the following questions: Describe the policy/s What role does law enforcement play in these policies? What roles do the prosecutor and courts play in these policies? What role does corrections play in these policies? Is there a difference between federal application and state and local application of policies? Identify elements of both models. What is your opinion of the various policies? Explain in detail How can we measure the effectiveness of these policies? Cite your references properly consistent with APA guidelines. A certificate of originality should be submitted with your paper. Please name the paper with your full last name followed by â€Å"week3†. 5-27-14 by 6pm 10 Learning Team Historical Policy Comparison Prepare a 1050-1400-word paper in which you conduct a comparative analysis of the evolution of criminal justice policy over the last 50 years for each of the three areas in criminal justice. In your comparative analysis address  the areas of policing, the courts, and corrections and identify the various opportunities for cooperation between elements of the criminal justice system in the implementation of criminal justice policy? Examples include the evolution of DUI enforcement, the evolution of the use of forensic evidence (trace evidence, DNA), the evolution of witness identification, or the evolution of sex crimes enforcement and punishment) Prepare a 7-10 minute team presentation to be given in class. Cite your references properly consistent with APA guidelines. A certificate of originality should be submitted with your paper along with a learning team evaluation form from each team member. Also go to the learning team forum and acknowledge your participation. Your assignment WILL NOT be considered complete without all team members finishing these details. Please name the paper with your Learning Group name followed by â€Å"week3†. 5-27-14 by 6pm 10 Week Four: Political Impacts upon Criminal Justice Policy Details Due Points Objectives 4 4.1 Determine the impact of politics on the budgetary process. 4 .2 Evaluate the relationship between fiscal resources and the development and implementation of criminal justice policy. Readings Read this week’s Read Me First. Read Ch. 6 of Public Policy Analysis – An Introduction. Read this week’s Electronic Reserve Readings Participation Participate in class discussion. 6-3-14 in class 4 Discussion Questions Respond to weekly discussion questions (Listed at the end of the syllabus). n/a n/a Learning Team Instructions Review this week’s objectives and discuss additional insights and questions that may have arisen. Submit the appropriate completed sections of your Learning Team Logs. Prepare your Learning Team Log. 6-3-14 by 6pm Learning Team Budget and Policy Paper Select a policy issue from the following list: DUI task forces Plea bargaining Offender reentry/integration Victim assistance Immigration War on drugs War on terrorism Prepare a 1,400-1,750-word paper in which you: Summarize the goals in the criminal justice system that your selected policy attempts to achieve. Analyze the effective and ineffective initiatives associated with your selected policy Identify any historical significance that may have impact. Cite your references properly consistent with APA guidelines. A certificate of originality should be submitted with your paper along with a learning team evaluation form from each team member. Also go to the learning team forum and acknowledge your participation. Your assignment WILL NOT be  considered complete without all team members finishing these details. Please name the paper with your Learning Group name followed by â€Å"week4†. 6-3-14 by 6pm 10 Week Five: Globalization of Criminal Justice Policy Details Due Points Objectives 5 5.1 Explain the globalization of criminal justice policy in relationship to contemporary issues. 5.2 Predict the effects of globalization on the development of criminal justice policy in the future. Readings Read this week’s Read Me First. Read Ch. 4 of Public Policy Analysis – An Introduction. Read this week’s Electronic Reserve Readings. 6-10-14 by 6pm Participation Participate in class discussion. 6-10-14 in class 4 Discussion Questions Respond to weekly discussion questions (Listed at the end of the syllabus). 6-10-14 by 6pm n/a Learning Team Instructions Submit your Learning Team Log. Submit your Learning Team Evaluation. Each team member must submit a separate copy to the instructor. 6-10-14 by 6pm Individual Policy Development Paper Select one of the following topics for your paper in which you will develop your own policy to address your chosen issue: Community-Oriented Policing Terrorism–Security Policy for Large Events Leave Policy for officers to work with governments in foreign countries Domestic Violence Policy Elder Abuse Policy Human Trafficking Policy Sex Trafficking Organized Crime Policy Cyberspace/Technology Policy Educational and Training Policy for officers, mid-level managers and executives Reducing prison overcrowding Prepare a 2,100-2,800- word paper in which you research the relevant statistics, facts, resources, and public opinions to develop your own local, statewide, or federal policy recommendation related to the topic you selected. Be prepared to make a7-10 minute presentation on your paper, to include a PowerPoint, outlining your paper and its significant policy recommendation. (If you have a topic in mind that isn’t listed consult your instructor.) You must Include: Your specific identified policy recommendation/s and/or proposal – what is it, and is it city, state, federal? What is the rationale for the proposal or recommendation – why is it relevant and important? What is the impact on contemporary criminal justice issues? What will the impact be in the context of globalization? Your stakeholders and their positions and opinions (politicians judges, prosecutors and defense attorneys, correctional officers, law enforcement  officers/administrators, victims, advocates, and many others) Statistical, factual, public opinion and historical information, which supports your policy claim Obstacles and support for your policy Politics that may impact your policy and how you might address this Cite your references properly consistent with APA guidelines. A certificate of originality should be submitted with your paper. Please name the paper with your last name followed by â€Å"week5†. Note. In addition to the University Library, the National Criminal Justice Reference Service has many articles reflecting contemporary criminal justice policies. http://www.ncjrs.gov 6-10-14 by 6pm 20 14 points on the paper, 6 points on the PP presentation Optional Discussion Questions Week One Discussion Questions What are the steps of developing a policy within the criminal justice arena? How does the United States constitution impact the development of criminal justice policy? Is there a better way in which policy can be developed? Explain. What is the role of state government in criminal justice policy development and implementation? How does the role of the federal government differ from that of state government? What changes would you recommend that would improve the overall process of criminal justice policy development and implementation? What is a legislatively based policy? What is an administrative regulatory policy? How do these various policies impact the criminal justice system?  Compare and contrast the criteria for these two policy types and their impact within the criminal justice system. Explain your answer. What are the rights of the accused? How are these rights affected with regard to the policy mission of protecting the public? What would happen if these rights were not upheld? Explain. What items affect the development criminal justice policy? How are these items addressed and overcome during the development process? What changes to the process would you recommend to improve policy development. Week Two Discussion Questions What is an example of a policy within the courts, police, and corrections at the state level? What is the difference between policy among the courts, police, and corrections at the federal level? Is there a better solution to the way in which these groups approach policy development at a state and/or federal level? Explain. What is the historical evolution of policy within the criminal justice system? How has the approach to policy within the criminal justice system changed over the last 50 years? Compare and contrast the criteria of early criminal justice policy and current criminal justice policy. What is the definition of policy implementation? How can policy implementation improve for better cooperation within the various elements of the criminal justice system? What opportunities for improvement would you recommend for successful policy implementation? Week Three Discussion Questions What are effective criminal justice initiatives at the state level? What are effective criminal justice initiatives at the federal level? How have historical initiatives impacted the criminal justice system currently? Is there a better way to improve criminal justice initiatives at the local,  state, and federal levels? Explain? What are the goals of policy within the criminal justice system? How do these goals contribute to success? How can the goals of a policy be improved to be more effective? Explain. Week Four Discussion Questions What is an example of politics as it relates to budgetary initiatives in criminal justice? How do politics impact budgetary processes? What would happen if politics were more/less involved in the process? Explain. What resources are associated with criminal justice policy development? How do these resources impact the development of criminal justice policy development? How can we improve the relationship between fiscal resources and the development/implementation of criminal justice policy? What are your recommendations? Week Five Discussion Questions What is the impact of globalization on criminal justice policy? How does this affect the development of criminal justice policy? What changes to global criminal justice policy would you suggest/recommend? What are current/contemporary issues that affect criminal justice policy? How do these issues relate to the overall development/implementation of policy? What would happen if globalization wasn’t considered when developing/implementing criminal justice policy? Explain.

Goan Literature and Translation! Essay

Goa has been reflected in many ways. It is sometimes reflected through people, through its culture and sometimes through literature. Goan reflection is nothing but the projection of Goa as a land, Goa’s socio-economic life and contemporary Goan expressions. According to Prof. Peter Nazareth â€Å"Goans have written in thirteen languages. Goans meditate between cultures, Goans live between different cultures, Goans are travelers from one part to another†¦. We can understand different cultures and help people from different cultures understand one another. But the disadvantage is that if we don’t work on it, we may end up not knowing who we are. † Today Goa is portrayed as something different than what it is in reality. And not just the media is to be blamed but also the Goans are to be blamed who allowed themselves to be portrayed in a negative manner. Goan literature is one of the important tools which reflect Goa in its true sense. But the problem with Goan literature was that most of the literature was written in local languages like Konkani and Marathi and only a few people could read and understand what Goa actually is and what are the issues related to this land. The solution to tackle this problem is nothing else but translation. 1. 2. Translation: Bridging Gaps The dictionary meaning of the word â€Å"translation† is â€Å"to express in another language or other words†. It’s also the transference and substitution from one to another language. Translation according to Dr. Johnson involves the process of change into another language, retaining the sense which is the basic objective. The main process is to search for the right words. A translation is both imitation as well as a faithful creation as well as free, i.e. why a translated literary work is viewed not as an exact replica of the original but a version of it. Translation is not only a linguistic activity but also a cultural one because it involves a study of culture. The western translators in the past considered translations as subsidiary and derogative and they believed that translation did not have much dignity. But the Indians believed that translation is a valuable activity. And thus high amount of work has been done in India in the field of translation. Many works from Kannada, Tamil, Telugu, Malayalam, Marathi, and Hindi have been translated into English. A few important translations from regional languages to English are Gora By Rabindranath Tagore originally written in Bengali and then translated in English by many translators, â€Å"Samskara† by U. R. Anathamurthy originally written in Kannada and then translated into English by A. K. Ramanujan, â€Å"Tamas† by Bhism Sahani originally written in Hindi but then the author himself translated the work into English. As well as different texts from one language have been translated into other Indian languages. Translation has, in recent years added an immeasurable dimension to our awareness of the layered texture, the resonance and the depth of Indian society. It has enhanced knowledge of our multilingual, multicultural personality. Indeed, only through good translations can there be communication and understanding of continuum of other common heritage. Translation from Konkani does more than that; it creates awareness of the very existence of the language and region. Translation enriches comprehension of a wounded culture, the bond of language that unites a dispersed community, and the values that have sustained it.