Medical Mariujana essays

Medical Mariujana essays Put yourself in this position...your diagnosed with AIDS, cancer, glaucoma, or just chronic pain from old age. The medication your taking works, but after a while it is making your body dependent on the drug, eating away your stomach lining, you cant eat, you feel nauseated and you are losing weight fast. This doesnt sound too productive, in fact it doesnt sound fun, but the alternative can be fun and help all the previous listed symptoms go away. That is why I am urging you to contact your state senator, Chuck Grassly on House Bill 2592 on supporting the States Rights to Medical Marijuana. I. In recent years AIDS victims, cancer victims, and illnesses have risen to 40 million in the US alone. Many suffering with chronic problems due to prescription medication. II. AIDS patients have as much difficulty ingesting medications for nausea as they do food. The medications simply don't stay down long enough to take effect. III. According to the New England Journal of Medicine, January 30, 1997, "The advanced stages of many illnesses and their treatments are often accompanied by intractable nausea, vomiting, or pain. IV. Standard medications have side effects that marijuana doesn't. With many pain medications, a steady level must be maintained in the bloodstream. a. There is no "time off" from side effects like 1. Drug interactions must be monitored. Liver screens are necessary to prevent toxicity. I. This is why I urge you to contact your senator Chuck Grassly and vote yes on House Bill 2592 on supporting Rights to Medical Marijuana. i. the prescription or recommendation of marijuana by a physician for medical use ii. allows an individual to use it, without l ...

25 Coups de Plume

25 Coups de Plume 25 Coups de Plume 25 Coups de Plume By Mark Nichol What, exactly, is a coup, and how many kinds of coups are there? This post describes a variety of phrases using the word, plus an array of related terms. Coup, a word for a sudden bold and/or brilliant act it also serves as a truncation of â€Å"coup d’à ©tat† comes from the French word coup, meaning â€Å"stroke† or â€Å"blow†; ultimately, it’s from the Greek term kolaphos by way of the Latin borrowing colaphos. Few of the following expressions have been widely adopted into English, but they’re all available for literal and/or idiomatic use: 1. Coup la porte (â€Å"knock on the door†): a signal or summoning 2. Coup bas (â€Å"low blow†): a cheap shot 3. Coup d’archet (â€Å"stroke of the bow†): contact of the bow with one or more strings on a violin or a similar instrument 4. Coup d’chance (â€Å"stroke of luck†): a fortunate event 5. Coup d’eclat (â€Å"stroke of glory†): a glorious feat 6. Coup d’à ©tat (â€Å"stroke of state†): the overthrow of a national government by a government faction usually, elements of the nation’s military 7. Coup d’oeil (â€Å"stroke of the eye†): a survey taken at a glance 8. Coup de coeur (â€Å"blow to the heart†): an intense but short-lived passion 9. Coup de crayon (â€Å"stroke of the pencil†): an expression of artistic creativity 10. Coup de destin (â€Å"blow of fate†): a tragic event 11. Coup de foudre (â€Å"stroke of lightning†): an unexpected sudden event; also, love at first sight 12. Coup de glotte (â€Å"stroke of the glottis†): a method in singing and speaking technique in which the glottis, the space between the vocal folds, is suddenly manipulated by muscular contraction 13. Coup de grà ¢ce (â€Å"stroke of mercy†): a blow or shot to end the suffering of a mortally wounded person or animal; a figuratively similar act; or a decisive act, event, or stroke 14. Coup de l’amitià © (â€Å"stroke of friendship†): one (drink) for the road 15. Coup de main (â€Å"stroke of the hand†): a sudden, full-scale attack, or assistance 16. Coup de plume (â€Å"stroke of the pen†): a witty or masterful turn of phrase 17. Coup de poing (â€Å"stroke of the fist†): a punch, or a shock 18. Coup de pouce (â€Å"stroke of the thumb†): a helping hand, or a nudge 19. Coup de repos (â€Å"stroke of rest†): a chess move in which a player prepares for a blow against the player’s opponent 20. Coup de sang (â€Å"stroke of blood†): extreme anger 21. Coup de thà ©Ãƒ ¢tre (â€Å"stroke of theater)†: a sudden twist in a stage play’s script, or, in general, a sudden turn of events or a sudden effect; also, a successful stage production 22. Coup du ciel (â€Å"stroke from heaven†): sudden good fortune 23. Coup dur (â€Å"stroke of difficulty): a tough blow, or something difficult to accept 24. Coup en traà ®tre (â€Å"stroke of treachery†): a stab in the back 25. Coup montà © (â€Å"stroke of fitting†): a frame-up or con Many other phrases and expressions include the word coup; those listed above are just most of them that begin with it. Among the others are coup pour coup (â€Å"blow for blow,† or â€Å"tit for tat†) and coup sur coup (â€Å"in quick succession,† or â€Å"time after time†). Coup appears in other usages, and related terms abound. A coup injury is one in which the head strikes an object, causing injury to the brain; the accompanying countercoup injury to the brain occurs when the head strikes a fixed object, causing the brain to impact against the skull as well. Counting coup is the act of dominating or defeating an opponent in single combat without causing injury; in some Native American cultures, a warrior won such prestige by striking a foe or an enemy position with a hand, a weapon, or a coup stick, or by stealing an opponent’s weapon or his horse. Success in counting coup, which required the honoree to withdraw without injury, was acknowledged by notches cut in the coup stick or eagle feathers worn in the honoree’s hair. Coupage has four distinct meanings: blending two types of wine to alter flavor, mixing drugs with other substances, removing hair from a hide, and tapping on the thorax to help dislodge secretions, such as in treatment for tuberculosis. Decoupage, unrelated to any of these senses, describes decoration of an object with paper cutouts and other materials. Other terms with the root word coup include recoup, which originally meant â€Å"to deduct,† though now the general sense is of compensation for a loss, and beaucoup, a French term meaning â€Å"many, a great number.† The latter entered general usage in American English by way of military personnel who had served in Vietnam, which had until recently been part of French Indochina. Coupà ©, the word for a type of carriage and, later, a style of car, is related; the sense is of something cut (with a stroke) down to a smaller size. So, too, is coupon, from the French word for â€Å"piece.† They are cognate with the verb cope, frequently seen in the phrase â€Å"cope with† and meaning â€Å"deal with challenges† and, less often, â€Å"prevail in combat or competition.† A coping saw, meanwhile, is a tool with a small, thin, saw blade set in a U-shaped frame, and a coppice (also rendered copse) is a thicket of trees cultivated for cutting. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:4 Types of Gerunds and Gerund PhrasesDifference between "Pressing" and "Ironing"Honorary vs. Honourary

Presidential Elections From George Washington to Rutherford Hayes Essay

Presidential Elections From George Washington to Rutherford Hayes - Essay Example John Adams (1797 – 1801) acted as the 2nd president. Adams was one of the two presidents who signed the Declaration of Independence. Adams accomplishment during his presidency was when he preserved peace between America and France from war. During Adams presidency the French were raiding American ships causing conflict between the U.S. and France. Adams sent out ministers to France to resolve the problem but the first attempt failed; this was known as the XYZ Affair. And when Adams sent out another group of ministers for the second time they were able to have an agreement and peace was preserved. He belonged to the Federalist Party. Thomas Jefferson (1801 – 1809) was the 3rd president of the U.S. One of Jefferson’s major accomplishments is that he is the author of the Declaration of Independence which symbolized the American ideal of freedom and democracy. Jefferson was also responsible for the passing of the statute of Religious Freedom in Virginia which is a landmark piece of legislation. He belonged to the Democratic – Republican Party. James Madison (1809 – 1813) was the 4th president of the U.S. Madison was the president during the War of 1812 which successfully ended and concluded by the signing of treaty in favor of the U.S. and ending any future threat from the British. He belonged to the Democratic – Republican Party. James Monroe (1817 – 1821) was the 5th president of the U.S. Monroe’s accomplishments during his presidency was the Missouri Compromise in 1820. Missouri Compromise in 1820 was an agreement that prohibits slavery in Louisiana Territory. He belonged to the Democratic – Republican Party. John Quincy Adams (1825 – 1829) was the 6th president of the U.S. His accomplishment during his presidency was that he contributed to the expansion of the Cumberland Road. It was also during his presidency that the â€Å"tariff of

Media Ethics Column Paper Essay Example | Topics and Well Written Essays - 500 words

Media Ethics Column Paper - Essay Example Creating unnecessary hype just to increase the viewership of the channel or a newspaper is not justified. Many channels, newspapers and magazines use theatrics when talking about certain issues and in this way try to gain attention of audiences. Media sensationalism comes in all forms. Documentaries and reality shows are also used to exaggerate things. Recently BBC was also accused of sensationalism when one of its documentary series showed twisted facts about the fish industry (Gray & Khan, 2010). Media also impact investor’s decision regarding stocks and commodities (Johnson, R. 2010). All these consequences cannot be ignored easily. Media has become a modern God who can bring fame or defame to anything or person. Sensationalism has also changed forms and with the use of emotional pictures public attention can easily be attracted (Bryant & Barton, 2011). Animated news is also used for attracting audiences (Hana, Albert. 2009). Media is an important pillar of society and it s hould take lesson from the utilitarian principle of ethics that call for the maximum benefit of the maximum people. The aim should be maximize the benefit by showing the true picture of the society. By creating unnecessary hype of news interest of the channel or the newspaper is served and this happens at the cost of the society.

Idioms in Bilingual Dictionaries Essay Example for Free

Idioms in Bilingual Dictionaries Essay A dictionary is a collection of words in one or more languages, and it reflects the vocabulary of a language. Its purpose is to provide information on the meaning of words, combinations with other words, sometimes also pronunciation and other aspects of a language. Dictionaries can be classified by many different aspects – for example, a dictionary can be monolingual, bilingual, bilingualised or even multilingual. If the dictionary is bilingual, it can be either unidirectional or bidirectional. Dictionaries can deal with general language, with special terms or specific area of a language and dictionaries vary for their purposes. Thus, dictionaries can also be classified according to their size. Usually the most popular dictionaries are monolingual and bilingual, and this essay aims at exploring the usage of multiword expressions, idioms in particular, in bilingual dictionaries. Burkhanov (1998) defines a bilingual dictionary as â€Å"a work of reference whose word list is organized in the following way: L1L2, which means that lemmata of one language usually referred to as an object of language, are explicated using another language – a target language† (Burkhanov, 1998: 29). Bilingual dictionaries have a longer history than monolingual, and their position is already well-established. Typically bilingual dictionaries are translation dictionaries, and at this point the treatment of idioms and other multiword expressions should be seriously considered. Bilingual dictionaries can be general or specialized, encyclopaedic or linguistic, alphabetical or thematic, diachronic or synchronic, in print or electronic format and they also vary according to various user groups and various sizes. Bilingual dictionaries can be divided according to their purpose – if your native language is the SL, then the dictionary is for encoding needs (also called an active dictionary), but if your native language is the TL, then the dictionary is for decoding needs (also called a passive dictionary). This active-passive parameter is â€Å"often equated with encoding vs decoding or productive vs receptive parameters† and â€Å"is used to classify bilingual dictionaries with respect to tasks for which they are employed by their users† (Podolej, 2009: 25). Dictionaries are organised in word entries or lexical items, and â€Å"a lexical item is any word, abbreviation, partial word, or phrase which can figure in a dictionary (often as the headword of an entry)† (Atkins, B. T. and Rundel, M. , 2008: 163). As the authors point out, â€Å"it is important to be aware of the various kinds of lexical item, as there are important differences in the way each is handled in the dictionary† (ibid. ). Lexical items are grouped as the single items and multiword expressions (ibid. ). Among multiword expressions there are classified fixed and semi-fixed phrases, phrasal idioms, compounds, phrasal verbs and support verb constructions, and the authors have raised a question of â€Å"which multiword items should be treated as ‘multiword expressions [ in our dictionaries? † (ibid. : 166). Multiword expressions, including idioms, constitute a very important part of the vocabulary and need to be included in both monolingual and bilingual dictionaries, but it is of particular importance to include them in bilingual learners’ dictionaries, since â€Å"language learners may not recognize them as significant units of meaning, cannot usually compose them, and will often have proble ms understanding them† (ibid. : 167). The authors have provided several types of multiword expressions, the first of them being fixed and semi-fixed phrases, for example, transparent collocations (to risk one’s life), fixed phrases (ham and eggs), similes (white as snow), catch phrases (horses of courses), proverbs (too many cooks), quotations (to be or not to be), greetings (good morning), and phatic phrases (have a nice day) (ibid. ). Other type are phrasal idioms that are â€Å"the most difficult [ ] to handle in lexicography† (ibid. : 168). The third type that the authors provide are compounds that â€Å"belong mainly to three word classes: nouns (the most frequent case, e. . , lame duck, civil servant), adjectives (e. g. , sky blue, stone deaf), and verbs (of which by far the most common are the phrasal verbs† (ibid. : 169). The fourth type is a phrasal verb – â€Å"a multiword expression consisting of a verb plus one or more particle(s)† that can â€Å"function either as an adver b (away, out) or as a preposition (with, to), or both (in, through)† (ibid. : 171). The fifth type is the support verb construction, of which the most frequent are make, take, have, give, and do (ibid. : 175). Other authors have made this classification in a more simple way – they argue that there are five types of multiword expressions distinguished, and they are idioms, collocations, phrasal verbs, compounds and support verb constructions (Atkins, B. T. and Rundel, M. , 2008: 359). In order to distinguish between different multiword expressions, the difference between a collocation and an idiom must be stated. Cruse (1986) has argued that collocations are â€Å"sequences of lexical items which habitually co-occur, but which are nonetheless fully transparent in the sense that each lexical constituent is also a semantic constituent† (Crude, 1986: 41). Idioms, on the contrary, are expressions â€Å"whose meaning cannot be inferred from the meaning of its parts† (ibid. : 37) and they are usually translated in bilingual dictionaries not with lexical, but semantic equivalents. According to Online Etymology Dictionary, the word â€Å"idiom† is derived from late Latin idioma, meaning â€Å"a peculiarity in language† and Greek idioma, â€Å"peculiarity, peculiar phraseology† (Online 1), but â€Å"with a passage of time this word has acquired quite different denotations† (Cruse, 1986. : 176). Longman Dictionary of Contemporary English provides the following explanation for the word â€Å"idiom†: â€Å"a group of words that has a special meaning that is different from the ordinary meaning of each separate word† (Online 2). Oxford online dictionary provides quite similar explanation â€Å"a group of words established by usage as having a meaning not deducible from those of the individual words† (Online 3). One more interesting definition of an â€Å"idiom† is that it is â€Å"a meaning where the sum’s meaning is different from that of the parts† (Jones and West 1992, Johnson and Schlichting, 2004, quoted in Fuste-Hermann, 2008:4). Dictionaries have existed for hundreds of years and they have been developed to meet practical needs of people. The language evolution throughout centuries has been â€Å"towards more idiomatic usage and more lexicalized combinations† (Yong and Peng, 2007: 175). Idioms are â€Å"a unique part of the lexicon and have proved to be the most difficult part in vocabulary acquisition for both native learners ad foreign language learners† (ibid. ). Each language contains a large number of idioms, and consequently, â€Å"the treatment of idioms in dictionaries, particularly in bilingual dictionaries, has become an essential issue in dictionary compilation and research† (ibid. ). As the authors argue, idioms started to attract the focus of language researchers only quite recently, and a lot of work still has to be done in this field, â€Å"either from the position of compiling a dictionary of idioms or from the position of treating idioms as an essential part of the process of making a dictionary† (ibid. . Idioms â€Å"are not a separate part of the language which one can choose either to use or to omit† (Seidl and McMordie, 1978:1, quoted in Yong and Peng, 2007: 175). Idioms form â€Å"an essential part of the general vocabulary of language, thus accounting for a large proportion of the dictionary text in both monolingual and bilingual dictionaries† (Yong and Peng, 2007: 175). Both monolingual and bilingual dictionaries should â€Å"decide where in the ordering of the entry should go compounds, phrasal verbs [ ] and other MWEs, if they are to be included within the entry of one of their component words† (Atkins, B. T. and Rundel, M, 2008: 253). Usually they are considered as secondary headwords or they can be located in a separate section, entitled ‘Compounds’ or â€Å"Phrases’, but there is another option of giving them a separate entry distinct from any related entry (ibid. ). In general there are five most common options of handling the multiword expressions, including idioms, in dictionaries – there is a possibility to make each multiword expression as a headword; to make selected types of multiword expressions in their own right; to put all multiword expressions within the same entry, at the very end in separate blocks for each type; to put all multiword expressions within the same entry, within the ‘appropriate sense’ in separate blocks and there is an option of putting all multiword expressions within the same entry, within the ‘appropriate’ sense, but without differentiating the multiword expression type (ibid. : 254). However, according to Atkins, B. T. and Rundel, M. â€Å"the tendency nowadays is to avoid secondary headwords if possible, as embedding one entry (however reduced) within another simply makes it more difficult for the user to find anything† (Atkins, B. T. and Rundel, M. , 2008: 493). Idioms should be covered to some extent in general bilingual dictionaries, but usually they are found in subordinate parts of entries. When compiling a bilingual dictionary, the question of classification of idioms must be decided according to a key word in idiom. For example, the idioms pigheaded person and to eat like a pig could be found together under one entry word pig. In practice most of bilingual and monolingual dictionaries use this approach that seems the easiest way to decode a language. However, the second possibility involves â€Å"identifying the underlying function expressed and recording idioms under this category; for example, the previous two examples would be classified under the function to insult someone† (Akbarov, 2010: 137). Idioms do not co mply with other aspects of language that can be more easily explained â€Å"in terms of rules and semantic characteristics† (ibid. : 140). As idioms and other multiword expressions are quite hard to treat in dictionaries, the compilers of bilingual dictionaries have to be very careful towards this question because we all know how annoying it is to open a dictionary and fail to find a word that we were looking for. There is no dictionary that could include all words, and therefore lexicographers have to make decisions on selection of words in it, including idioms. Dictionaries are often regarded as a basic tool in the process of foreign language learning. Bilingual dictionaries have been the traditional lexical resource for learning a new language. Change is not something that dictionaries undertake very easily as their purpose and place is indisputably significant. Of course, modern dictionaries come in different formats – they can be monolingual, bilingual, paper or electronic dictionaries, but when it comes to defining the meaning and giving definitions or equivalents in other languages, the dictionary is the same. There are many problems the lexicographer has to deal with when compiling a bilingual dictionary and the main problem is the basic lack of equivalence which exists between different languages. According to Nida (1958: 279), the semantic problems that occur in compiling a bilingual dictionary are different from and also more complicated that those problems that occur in the compilation of a monolingual dictionary. The reason for that is the fact that monolingual dictionaries are compiled mostly for users who participate in and understand the culture being described, whereas bilingual dictionaries describe a culture that differs from that of the users. Baker and Kaplan (1994: 7, quoted in Gauton, 2008: 108) argue that â€Å"equivalence is nebulous in nature, and cannot be represented by way of neat translation equivalents†. The perfect translation in a bilingual dictionary where the SL word is translatable perfectly is very rare, and in the case of multiword expressions and idioms compilers have to be ready to face problems. As Atkins, B. T. and Rundel, M argue, â€Å"the equivalence relationship between a pair of words, SL and TL, varies from exact to very approximate, from perfect to just-adequate† and the factors that play a role in evaluating SL-TL equivalence are the semantic content (single words and multiword expressions), collocational context (mainly single words), vocabulary type (single words and multiword expressions), message (of phrases, including idioms and sayings) and function (Atkins, B. T. and Rundel, M, 2008: 468). Thus, there no right and wrong about how to present the various types of multiword expressions (ibid. : 491). As Yong and Peng (2007) argue, â€Å"idioms are the evolutional product of national culture and social life† (Yong and Peng, 2007: 176), thus â€Å"they are conventionally lexicalized linguistic units and ‘ready-made utterances’† (Crystal,1985: 152, quoted in Yong and Peng, 2007: 176). â€Å"Structurally, the elements in idioms are usually bound together† and they â€Å"often do not permit the usual variability they display in other contexts† (ibid. ). Thus, â€Å"from the semantic point of view, idioms must be interpreted in connection with the historical and cultural contexts from which they emerged† (Yong and Peng, 2007: 176). Idioms are unified and the meaning cannot be guessed without knowing its â€Å"sociocultural context† even though the meaning of separate words is clear (ibid. ). However, â€Å"some idioms are historically traceable with translations in several languages† (Fuste-Hermann, 2008:5). The sociocultural context is of extreme importance in dealing with idioms in bilingual dictionaries as there are the so-called â€Å"culture-bound† words that denote objects or concepts peculiar to some particular SL culture (Gauton, 2008: 110). It means that for these culture-bound items there are no translational equivalents in the TL and in order to overcome this lack, lexicographers use the explanatory equivalent in their illustrative sentences (ibid. : 110-111). Mtuze (1990, quoted in Gauton, 2008: 111) illustrates that â€Å"cultural issues could create problems for lexicographers because they might not comprehend certain concepts foreign to their own culture†. As Fuste-Herrmann argues, â€Å"there are three major factors affecting idiom comprehension: semantic transparency, familiarity and context† (Fuste-Hermann, 2008: 6). The first one, the semantic transparency, deals with â€Å"the relative correspondence of an idiom’s literal and figurative meanings† (Nippold and Taylor 1995, quoted in Fuste-Hermann, 2008: 6). There can be a transparent and an opaque idiom, â€Å"a transparent idiom’s meaning matches closely with the image conjured up by that idiom† and in contrast â€Å"an opaque idiom conjures up an image that is not helpful in interpretation† (Fuste-Hermann, 2008: 6). For example, the idiom a piece of cake could associate with some enjoyable task, whereas beat around the bush has nothing to do with its meaning (ibid. ). Therefore â€Å"the previous studies have concluded that transparent idioms are generally easier to decipher than opaque idioms† (Nippold and Taylor 1995, quoted in  Fuste-Hermann, 2008: 6). The transparency of idioms can be also discussed â€Å"in terms of their decomposition† (Glucksberg, 2001, quoted in Fuste-Hermann, 2008: 6). Idioms that are decompositional â€Å"are able to be modified† – for example, â€Å"he broke the ice, she breaks the ice, after the ice was broken etc† (Fuste-Hermann, 2008: 6). Therefore â€Å"the noncompositional idioms cannot survive the same alterations† (ibid. ). In general â€Å"decompositional idioms are likened to transparent idioms, and less decompositional idioms are equated with opaque idioms† (ibid. ). The other factor is familiarity – â€Å"the frequency with which an idiom occurs in a language† (ibid. : 7). It is â€Å"relative and depends on such factors as geographical location, linguistic background [ ], culture and age† (Nippold and Rudinski 1991, quoted in Fuste-Hermann, 2008: 7). The main idea is that the more frequently the idiom is used, it becomes more familiar (Fuste-Herrmann, 2008: 7). The third factor is context – â€Å"contextual cues are imperative for comprehension of unfamiliar idioms in either the written or oral modality, particularly if idioms are more opaque in nature† (Qualls et. al. , 2003, quoted in Fuste-Herrmann, 2008: 8). According to Fuste-Herrmann, â€Å"in the last several decades many researchers have speculated about how idioms are interpreted† (Fuste-Herrmann, 2008: 8). The first hypotheses that she advances is the â€Å"Early Hypotheses† that implied the idea of idioms when encountered for the first time in spoken or written language, â€Å"the listener or reader tries to interpret the idiom literally†, thus, â€Å"when the literal meaning fails to make sense, the listener/reader hen accesses a mental idiom list, described as a sort of a mental idiom dictionary, in order to determine the figurative meaning† (Searle, 1979, quoted in Fuste-Herrmann, 2008: 9). Swinney and Cutler (1979) have â€Å"challenged the existence of a mental idiom list† and also proposed that â€Å"the meaning of idioms were processed simultaneously as figurative and literal† and â€Å"the most appropriate interpretation wins† (Fuste-Herrmann, 2008: 9). Idioms are quite hard to acquire when learning a second language and it is considered that their arbitrary nature makes it difficult for learners to learn them, thus they are not easy to translate. Translating multiword expressions requires that they are not the exact word-to-word translation, but a translation of semantic equivalence should be offered. Traditionally idioms are perceived as rather fixed expressions that learners have difficulties with, but more and more modern dictionaries include idioms as well as other multiword expressions in their word lists that facilitate the language comprehension. As idioms can be found in either separate or sub-entries, sometimes it could be quite hard to find its location in a dictionary. For this purpose electronic dictionaries could be more useful than paper ones as it is more easy to locate the necessary idiom. Bilingual dictionaries are meant for learning a new language, and as idioms constitute a substantial part of any language, they should be treated properly and with care.

Teaching Techniques for Different Learning Styles Essay example -- Ess

Teaching Techniques for Different Learning Styles As teachers we will be faced with many difficult tasks one of which will be finding creative ways to motivate the children in our classes to learn. There are so many teaching techniques it may be overwhelming for new teachers. With the emphasis on test scores and the â€Å"No Child Left Behind† Act many teachers may fear being creative in the classroom. This paper will attempt to explore some creative teaching techniques. Recently there has been much discussion about different learning styles. As teachers it is important that we try to teach to all the styles in order for the children in our classes to be motivated to learn. Flexibility and creativity can aid teaching different learning styles. According to an article in â€Å"Helping Children Succeed† there are 3 main types of learning styles, visual, auditory, and kinesthetic. Visual learners learn by watching, calling up images from the past when trying to remember, and picturing the way things look in their heads. Auditory learners learn by listening. Kinesthetic learns learn best through movement and manipulation. (Learning Styles, n.d.) Forty percent of the population is visual learners. Some tips for teaching visual learners include: - Written instruction for all assignments and tests - Use visual aids: handouts, outlines, charts, graphs, etc. - Make flashcards - Use lots of pictures - Provide examples In elementary classrooms teachers can have posters and charts that are relevant to the curriculum. Labeling items in the classroom is good for pre- and early readers. For older children watching age appropriate movies is helpful in history and social studies. Graphs and charts are helpful in math and sc... ...sed Teaching and Learning. Intervention in School & Clinic, 37 (4), 237-242. Kozminsky, E. & Kozminsky, L. (2002). The Dialogue Page: Teacher and Student Dialogues to Improve Learning Motivation. Intervention in School & Clinic, 38 (2), 88-96. Lenz, K., Graner, P., & Adams, G. (2003). Learning Express-Ways: Building Academic Relationships to Improve Learning. Teaching Exceptional Children, 35 (3), 68-71. Wilms, W. (2003). Altering the Structure and Culture of American Public Schools. Phi Delta Kappan, 84 (8), 606-616. Steele, M. (2001). Ambush or Seduction? Some Creative Approaches Towards Motivating Learners. Innovations in Education and Teaching International, 38 (2), 112-118. Rejskind, G. (2000). TAG Teachers: Only the Creative Need Apply. Roeper Review, 22 (3), 153-158. For the Classroom. (1994). Interventions in School & Clinic, 29 (5), 310-312.

Gandhi’s Philosophy of Non-Violence Essay

First there was hostility, blood, vandalism, looting, pillaging, and then there was Gandhi. Mahatma Gandhi was one of the most influential people in history and fittingly has a place in the pantheon of the visionaries who changed the world. His philosophies of ahimsa and satyagraha, meaning non violence and non violent resistance respectively as a form of civil resistance and disobedience is one of the most prominent and most renowned for its massive implementations throught history. This essay’s aim is to describe the basic principles of ahimsa (non-violence) as it was introduced by Gandhi and bring to light one very important aspect of his teachings, the fact that violence is not only its obvious and apparent physical form, but can also be economic, ethical, political, psychological and educational and the only way for these to be eradicated is through peaceful manifestations. Gandhi’s philosophy of non-violence (ahimsa) and non-violent action (satyagraha) is constitu ted by a number of fundamental principles. Thomas Berton, having dedicated his life being drawn into a dialogue between Eastern and Western religions and viewpoints, has made a lot of research on the matter. In his book entitled â€Å"Gandhi on Non Violence: A Selection from the Writings of Mahatma Gandhi† he insightfully states that â€Å"Ahimsa (non violence) is for Gandhi the basic law of our being† (23). Based on this notion, Berton argues that non violence is one of the most valuable beliefs when it comes to public action, because it matches up to man’s instinctive craving for peace, justice, freedom etc. (23). The main principles of Gandhian non violence are respect for other people, understanding, acceptance of the differences of others, appreciating and celebrating diversity, truth and truthfulness, dealing with untruth wherever one finds it, and soaking up pain and agony from any altercation with untruth. According to Berton, â€Å"[s]ince himsa (violence) degrades and corrupts man, to meet forc e with force and hatred with hatred only increases man’s progressive degeneration† (23). In practicing the relational values of non violence we seek to recuperate and renew ourselves, become the change we want to see in the world and eventually demonstrate that people, organizations and governments can move the world toward love and peace pro-actively. Ahimsa gives man the possibility to reinstate impartiality and social order and by no means usurp authority (Berton 23). One aspect of Gandhi’s philosophy that is universally unfamiliar is that of the multidimensionality of violence. Douglas Allen, in his article â€Å"Mahatma Gandhi on Violence and Peace Education† focuses attention on this feature. â€Å"Gandhi, of course is very concerned with violence in the more usual sense of overt physical violence† (Allen 295). However, as Allen correctly points out, such severe explicit violence only comprises a minute quantity of the violence that ought to be dealt with (295). â€Å"For Gandhi, non violence is more than the absence of overt violence; peace i s more than the absence of overt war†¦Ã¢â‚¬  (Allen 294). According to Douglas Allen, â€Å"interpreters of violence†, center on obvious demonstrations, such as murdering, injuring, rape etc. while Gandhi focuses on the diverse kinds of violence and how status quo, even when liberated from explicit violent disagreements, is undeniably very aggressive (294). â€Å"These many dimensions of violence interact, [and] mutually reinforce each other†¦Ã¢â‚¬  (Allen 295). Gandhi, as Allen rightly illustrates, is very considerate of affairs, in which some who own a lot of money are able to take advantage of and govern those deficient of such supremacy (295). This is a typical example of economic violence. Furthermore, Gandhi uses the term educational violence. â€Å"A professor may use the grade as a weapon to threaten, intimidate, terrorize, and control students, including those who raise legitimate concerns†¦Ã¢â‚¬  (Allen 296). Similarly, most political discipline would be analysed by Gandhi as being innately violent, as it actually engages us in a world of â€Å"antagonistic adversarial relations† (Allen 296). All these different kinds of violence, according to Gandhi, can be done away with only through peaceful manifestations and the employment of non violence. In conclusion, non violence is essential to people because it matches their innate will for peace, harmony, freedom and order. Any action of violence degenerates their progress. Violence has many faces, including political, economic, educational, ethical and psychological aspects. Gandhi focuses on such features, as he considers them the big piece out of the pie named violence. Non violence is based on tolerance, acceptance, truth and diversity and gives everyone the possibility to re-establish objectivity and justice, but that can only happen if everyone erases violence from his life. Works Cited Allen, Douglas. â€Å"Mahatma Gandhi on Violence and Peace Education.† Philosophy East and West 57.3 (2007): 290-310. JSTOR. Web. 30 May 2012. Merton, Thomas. Gandhi on Non Violence: A Selection from the Writings of Mahatma Gandhi. New York, NY: New Directions, 1965. Print.

Education Essays – Curriculum Steiner Montessori

Curriculum Steiner MontessoriIntroductionAs with most things in instruction, there is no in agreement definition of ‘curriculum’ . The manner we understand and theorise it has altered over the old ages. A utile starting point for us here might be the definition offered by John Kerr and taken up by Vic Kelly in his standard work on the topic. Kerr ( Kelly 1999, p.10 ) defines course of study as ‘All the acquisition which is planned and guided by school, whether it is carried on in groups or separately, inside or outside school.’ There are many theoreticians who have studied kid development and have designed curriculum’s from their ain theories which they think will offer the best acquisition environment. This study will merely analyze three of assorted current course of study but offers an penetration of how there is no existent right or incorrect manner of how a kid learns. The study will take a expression at the ‘Steiner Method’ , the ‘Montessori Method’ , and eventually it will discourse the ‘High Scope Method’ , a more late developed method. It will besides supply illustrations on how some of the thoughts of these methods are being incorporated into other childcare scenes and course of studies.The Steiner MethodThere is over eight hundred Steiner schools universe broad. The Steiner method is based on the doctrines of Rudolf Steiner and the instruction emphasises personal duty and societal consciousness. The cardinal purpose of the instruction is to fit immature people emotionally, spiritually and intellectually, non merely to run into the hereafter but to play an of import portion in determining it. Harmonizing to Steiner’s doctrine, adult male is a treble being of spirit, psyche, and organic structure whose capacities unfold in three developmental phases on the way to maturity: early childhood, in-between childhood, and adolescence. Steiner instruction differs from the mainstream in a figure of ways. In a Steiner school there is no Hierarchy, instructors and parents work along together. Children do non get down formal instruction until they are six or seven old ages old and they so stay with the same instructor for seven old ages. The instructor works with the student’s parents, frequently sing the household place to let parental engagement. Classrooms are filled with natural and organic stuffs. In a Steiner baby's room, kids typically play with simple unfinished, wooden toys instead than bright plastic 1s, to let their imaginativenesss to develop. A Steiner schoolroom would hold few books and few computing machines. The Steiner doctrine dictates that screen images hinder the development of idea and imaginativeness. Colour is of import to Steiner ‘s educational doctrine for assisting kids ‘s imaginativeness to boom so students are instructed carefully as to how to continue through the coloring material spectrum ( Lewis 2001 ) . The immense difference between the Steiner method and other methods is that larning is directed by the instructor instead than the kid. There is a immense accent on creativeness and instructors will demo kids how and what stuffs they use. Teachers stress physical development through a ritualised dance signifier called eurythmy. Another primary rule of the Steiner method is kids do non get down reading until their grownup dentitions have erupted, normally around age seven, which, harmonizing to Steiner, shows the child’s preparedness to get down formal instruction. Delayed reading is one of the most controversial issues environing Steiner instruction, and there is concern from some pedagogues that kids may lose out on their literacy and reading â€Å"windows† ( Mogensen 2004 ) . The Steiner method is one that is enormously different to other methods used in Nurseries and schools ; therefore it is sometimes hard to see similarities in other educational establishments. However you can see similar theories in the Montessori Method. The usage of natural stuffs and the composure scene is one of the chief rules that link the two methods. I have seen this in topographic point at a Montessori primary school. The school was really quiet, and tonss of playthings and larning stuffs were made of wood and other natural stuffs. The school besides adopted some of the originative thoughts that Steiner follow. They let the kids make their ain narrative books alternatively of reading published books with ‘ready-made’ images, which encourages the kid to utilize their imaginativeness more widely. I think this is a great thought, as kids are non tainted by a peculiar image of a individual, animate being, object or environment. Kettle Nursery, who follow a 3-5 course of study, hold regular meetings with parents to inform them of their child’s development, and they besides give parents chances to detect their kid in the baby's room. This promotes parental engagement, which is another of Steiner’s chief rules.The Montessori MethodThe Montessori Method is an educational method for kids, based on theories of kid development originated by an Italian pedagogue, Maria Montessori. The method accommodates all ages of kids but it is applied chiefly in preschool and simple schools. It is an alternat e type of method that harnesses the child’s natural ability to larn and is built upon the thought that kids develop and believe otherwise than grownups. The Montessori Method supports all facets of the Childs personal and societal development. â€Å"From the minute the kid enters the schoolroom, each measure in his instruction is seen as a progressive edifice block, finally organizing the whole individual, in the outgrowth from childhood to adulthood. All focal point is on the demands of the child† ( Hainstock 1997, p.xiii ) . One separating characteristic of the Montessori at the preschool age is that kids direct their ain acquisition, taking among the subdivisions of a well structured and stocked schoolroom including practical life, sensory, Language, Math, Geography, Science and Art. The â€Å"Practical Life† country is particularly for the really immature kid and teaches them how to care for themselves and their environment. Here, a kid will larn to dress themselves, to pour, to rinse a tabular array, and to properly rinse their custodies, among other things. The â€Å"Sensorial† country allows them to utilize their senses to larn about the universe. Here, a kid will larn to judge different highs, lengths, weights, colourss, sounds, odors, forms, and textures. The linguistic communication, math, geographics and scientific discipline countries provide a kid with AIDSs for their rational development. Exercises in organic structure motion assist their physical development and their consciousness of their organic structure and what it can make. Many Montessori schools add such countries as music, art, dance, run uping, wood-working and foreign linguistic communications to foster enrich a child’s sum development ( Montessori 1912 ) . In a Montessori school, a kid teaches himself through their usage of the specially designed Montessori stuffs. These are attractive, by and large simple, child-sized stuffs that are self-correcting, that is, if a kid makes an mistake, they can see it by looking at the stuff itself in this manner ; no grownup is needed to indicate out their error and possibly wound their self-pride. The kid learns to work entirely and with others in a Montessori school. A kid learns to follow the category â€Å"ground rules† and may frequently remind other kids to follow them every bit good. Because they can take their ain work and make it at their ain gait, a kid has many chances for success ; the Montessori schoolroom is non-competitive. They will besides hold entree to workss and animate beings and will assist care for them. The Montessori schoolroom is an attractive topographic point in which a kid can be free from big domination and can detect their universe and construct their head and organic structure. The Montessori Method is alone. It is based on a reasonable balance between freedom and construction specifically designed for the immature kid. It provides a pleasant environment with carefully devised stuffs that meet the child’s natural demands. It provides the overall counsel of a thoroughly trained teacher. The function of the instructor is to present kids to stuffs and remain a â€Å"silent presence† ( Montessori 1912, p.371 ) in the schoolroom. Montessori gives a kid a strong footing, in their most formative old ages, for developing into a all-around, responsible, happy and fulfilled grownup. From my experience in Kettle baby's room, I can see how the course of study incorporates some of the thoughts that the Montessori Method follows. For case, the kids are to the full encouraged to make things for themselves, and take their ain drama and acquisition. The grownup is to merely function as an helper by back uping and widening their acquisition through drama. They are besides encouraged to clean up after themselves ; rinsing up their bite dishes, cleaning the tabular arraies and clean uping off stuffs one time they have finished utilizing them this is a really similar thought to the Montessori’s practical life thought. Another activity that allows kids to see practical life is when every bit shortly as they enter the baby's room they are expected to take their outside vesture and places themselves, and at the terminal of the twenty-four hours they are expected to set it back on themselves.The High Scope MethodThe High Scope course of study was developed in the United States of America in the 1960’s. It is one of the most common methods used at that place and in some other states. The thought behind High Scope is that kids should be involved actively in their ain acquisition. The grownups working with the kids should see themselves more as facilitators than supervisors. The High Scope method is an â€Å"active learning† attack. This means pupils have direct custodies on experience with people, objects, events and thoughts. Children’s involvements and picks are at the bosom of High Scope based plans. They construct their ain cognition through interactions with the universe and the people around them. Children take the first measure in the acquisition procedure by doing picks and following through on their programs and determinations. Teachers and parents offer physical, emotional and rational support. In active learning scenes grownups expand children’s believing with diverse stuffs and nurturing interactions. High Scope has alone characteristics that differentiate it from other early childhood plans. One is the day-to-day plan-do-review sequence. Research shows that be aftering and reexamining are the two constituents of the plan twenty-four hours most positively and significantly associated with children’s tonss on measurings of developmental advancement. This three-part sequence is alone to the High/Scope attack. It includes a short little group treatment during which kids plan what they want to make during work clip ( the country to see, stuffs to utilize and friends to play with ) . They are so given to clip to transport out their programs and so they meet up once more for another group treatment for reexamining what they have done and what they have learned. In between â€Å"do† and â€Å"review† kids clean up by seting off their stuffs or hive awaying unfinished undertakings. Childs are really active and purposeful during â€Å"do† clip because they are prosecuting activities that involvement them. They may follow their initial programs but frequently as they become engaged their programs shift or may even alter wholly ( High Scope Educational Research Foundation 2007 ) . The High Scope method besides operates group clip. ‘Small’ group clip is a opportunity for the kids to run into with an grownup to experiment with stuffs and work out jobs. Although grownups choose the activity to underscore a cardinal experience, kids are free to utilize the stuff in any manner they want during this clip. ‘Large’ group clip is the clip where kids and grownups come together for motion and music activities storytelling and other activities. Children have many picks and play the function of leader. In High Scope plans grownups are as active in the acquisition procedure as kids. A common spring and take relationship exists in which both groups participate as leaders and followings, talkers and hearers. Adults interact with kids by sharing control with them ; concentrating on their strengths, organizing echt relationships with them, back uping their drama thoughts, and assisting them decide struggles. Adults participate as spouses in children’s activities instead than supervisors. They respect kids and their picks and promote enterprise, independency, and creativeness. Because grownups are good trained in kid development, they provide stuffs and program experiences that kids need to turn and larn. Children and grownups spend at least half an hr outside every twenty-four hours basking vigorous and frequently noisy drama. They are free to do big motions running, jumping, mounting singing turn overing leaping yelling-all with energy. They collect and they garden. In utmost conditions they do big motor activity indoors. Transition times are the proceedingss between other blocks of the twenty-four hours including reaching and going times. The end is to do passages go through swimmingly since they set the phase for the following section in the days’ agenda. They besides provide meaningful chances themselves. Children may make up one's mind how to travel across the floor on the manner to little group clip. With a consistent day-to-day modus operandi, kids know what is traveling to take topographic point next. It is non unusual for them to denote the following activity and originate the passage. Snack clip allows kids to bask eating healthy nutrient in a supportive societal scene ( High Scope Educational Research Foundation 2007 ) . Some of these day-to-day modus operandis that happen in a high range baby's room are rather similar to other course of studies. The thought of the kid taking their ain acquisition is incorporated into the Montessori Method and the 3-5 twelvemonth Curriculum. I have seen this work good at Kettle Nursery. Another of import component that I have seen in working action was the importance of wellness. Snack clip at Kettle allows kids to see a healthy eating experience ; including sugar free bites, fruits and veggies. It seems to be that in the High Scope Method, the child’s wellness is a really of import facet of the course of study, which is really similar to the 3-5 old ages course of study. Kettle Nursery provides the chance for the kids to see play outside each twenty-four hours. They encourage an active life style which once more is really similar to High Scope. At the terminal of they twenty-four hours at Kettle Nursery, the Nursery Nurse besides spends a few proceedingss to discourse with the kids what they did that twenty-four hours, this is a small similar to the High Scopes thought of ‘reviewing’ .MentionsHainstock, E. 1997.The Essential Montessori: An debut to the adult female, the Hagiographas, the method, and the motion. New York: Plume Books. High Scope Educational Research Foundation. 2007.Curriculum.[ Online ] Available at: hypertext transfer protocol: //www.highscope.org/Content.asp? ContentId=1 [ accessed 24 September 2007 ] Kelly, A. V. 1999.The Curriculum: Theory and Practice. Thousand Oaks: Sage Publications. Lewis, G. 2001.Rudolf Steiner. [ Online ] Available at: hypertext transfer protocol: //www.freedom-in-education.co.uk/Steiner.htm [ accessed 24 September 2007 ] Mogensen, K. 2004.Eyess Wide Open. [ Online ] Available at: hypertext transfer protocol: //www.aeufederal.org.au/Publications/AE/Atmn04pp26-30.pdf [ accessed 24 September 2007 ] Montessori, M. 1912.The Montessori Method.[ e-book ] New York: Frederick A. Stokes Company. Available at: hypertext transfer protocol: //digital.library.upenn.edu/women/montessori/method/method.html [ accessed 14 October 2007 ]BibliographyScots Executive. 2001.Curriculum Framework for kids 3 to 5.Dundee: Learning and Teaching Scotland. Tanner, D. 2006.Curriculum Development: Theory into Practice. New Jersey: Prentice Hall. Maria Montessori. n.d.Maria Montessori, MD.[ Online ] Available at: hypertext transfer protocol: //www.montessori.edu/maria.html [ accessed 24 September 2007 ]

Management of theories of success, leadership and communication Essays

Management of theories of success, leadership and communication Essays Management of theories of success, leadership and communication Essay Management of theories of success, leadership and communication Essay 2005 ) Execution: Agreement to ( Fixsen et al. , 2005 P.5 ) is known as specified set of designed to set into pattern an activity or plan of known dimensions . Through execution system are purposeful and enforced activity helps autonomous squad to observe its presence and strength in an administration. The value of execution is indispensable carry throughing good success consequence. ( Durlak and Dupre 2008 ) .Also implementation failure of success is due to miss of unequal preparation, inexperient forces and deficiency of resorts. ( Dalton et al. , 2007 ) Evaluation: Harmonizing to ( Rossi et al 2004 ) describes rating as societal scientific discipline activity trades to construing, analysing and pass oning information with respects to workings and effectiveness programmes of success in administration. Through rating determinations can carryout to enable continuity, spread outing and betterment lead to success. Evaluation helps for effectual direction, disposal and answerability in an administration. Besides Evaluation failure of success it is hard to mensurate sensitive alteration and existent consequence due to hapless designed and hapless comparing group. ( Wanderman et al. , 2005 ) . RESOURCE/SYSTEM SUPPORT: Modernization in administration involves system support. However, quality host is indispensable to implement programme and scheme. System support trades with proficient aid and preparation that lead to success in administration. Resources trades with successfully execution of proficient resources, financial resources, and human resources. ( Wanderman et al.,2000 ) . Besides, System failure of success is due to absence of institutional support for an engagement while resources failure is due to deficient installations, deficiency of fund and deficiency of human resources to implement quality policy in administration. ( Sarason, 1982 ) LEADERSHIP THEORIES: Leadership is one the most indispensable facet of direction work and of import for effectual direction in an administration. Besides leaders and directors helps people to make their purposes with the maximal application of its possible. ( Dixon, 1991, p60-61 ) Leaders in an administration are faced with certain challenges in leading manners and managerial accomplishments. Leadership is characteristic can be develop and pattern. Harmonizing to ( Hicks A ; esophagus 1981 ) all theory of leading is non surely as correct but it is obvious that eventuality theories are the chiefly capable. Leadership is about mission and vision of leaders. Different theories of leading are: Great MEN THEORY OF LEADERSHIP: This is the early phase theory of 19th century by Thomas Carlyle a Scottish. The theory is based on the legendary leaders have to born non made. The theory describes leaders as dandy and they were born with leading qualities. Besides the theory based that great leaders can originate when there is enormous demand. ( Bolden et al. , 2003 ) . CONTINGENCY THEORY OF LEADERSHIP: Fiedler s Contingency theoretical account presumes that single public presentation depends on the technique of leading in footings of undertaking motive and relationship motive. ( Fiedler 1964 ) .Among all the theories, eventuality theory is the lone theory that centred its construct on peculiar variable related to the environment and has important significance. Besides the theory focuses on situational variables that forecast effectual leading manner to suit particular job in an administration. ( Bolden et al. , 2003 ) . DEMOCRATIC THEORY LEADERSHIP: This is the type of leading that incorporate the members of the administration in determination devising and every bit good suggestion. This type leading tend to promote members dedication to the determinations and heighten the quality of determination in an administration ( Hicks A ; esophagus 1981 ) TRANSFORMATIONAL THEORY OF LEADERSHIP: This theory focuses on the relationship between the leader and followings and may besides alter leader in the moral agent. In this leading manner, the follower and the leader are changed for the better. This motivates and promote persons and assist the group to execute accurate when is used by the leaders. Transformational leading is non based merely on power or authorization, even though dissension and power has a function to play in the kineticss of leading ( Burns, 1978 ) . SITUATIONAL THEORY OF LEADERSHIP: This is system where direction take a peculiar leading that match a peculiar state of affairs in an administration. ( Hersey A ; Blanchard 1988 ) situational leading recommend that leaders should alter their manners of leading based the adulthood of the person they are taking and facets of undertaking. The theory is more normative and trades with intuitive entreaty. ( As cited by Shackleton, 1995 ) COMMUNICATION THEORIES: Communication theory is sample procedure that should work easy and expeditiously and required to explicate the message clearly ; utilizing right medium that will supply easy feedback the information ( chlson et al. , 2005 p207 ) .Communication is really indispensable component of direction. Exclusive of communicating directors perchance will non carry through their assorted undertakings in an administration. Communication trades with an exchange of information system and thoughts in an administration with the environment. Successful communicating inside houses is really necessary and helps to link other parts of direction procedure. Through communications directors can transport out their other functions of commanding, planning and organizing ( Dixon, 1991p84-88 ) . Anita cited ( undertaking direction institute criterions committee,1996, p103 ) stated that undertaking communicating direction trades with the process to guarantee seasonably, storage, aggregation , airing, and important deposition of undertaking information. Under the theory of communicating there is intrapersonal and interpersonal communicating. Harmonizing to ( Dainton A ; Zelley, 2005 ) describes intrapersonal communicating as communicating within one s ego, it deals with how persons analyze others attitudes, behavior and messages to delegate intending to a given event. ( Millar 1978 ) defined interpersonal communicating, as communicating between two persons when they are close in propinquity, able to accomplish immediate feedback and utilize multiple senses cited by ( Dainton A ; Zelley, 2005 ) UNCERTAINTY REDUCTION THEORY OF COMMUNICATION: Harmonizing to ( Dainton A ; Zelley, 2005 ) cited Berger and Calabrese stated that uncertainness decrease theory explain and predict when, why and how single usage communicating to minimise their uncertainties when interacting with one another. This is guided by three rules that states that ( a ) retain that the primary end of communicating is to minimise uncertainnesss that persons have about the universe and dwellers ( B ) the suggest that persons acknowledge uncertainness invariably and the acknowledge of uncertainness is an unpleasant 1. ( degree Celsius ) recommend communicating as the primary medium for cut downing uncertainness. This type of communicating belongs to intrapersonal communicating. EXPECTANCY VIOLATION THEORY: Harmonizing to ( Dainton A ; Zelley, 2005 ) cited Burgoon stated that anticipation misdemeanor theory describes persons attribute to the misdemeanor of personal infinite and besides gestural of misdemeanors of physical infinite. Expectancy deals with people expectancy of what will go on on peculiar state of affairs and based on thought of societal norms. This type of communicating theory belongs to intrapersonal communicating. POLITENESS THEORY OF COMMUNICATION: Harmonizing to ( Dainton A ; zelley, 2005 ) cited Brown and Levinson stated that niceness theory simplifies how we pull off our ain and other persons individualities through interaction, by using niceness schemes. This theory determines WHY, WHEN and how interpersonal interaction is constructed through or from absence of niceness. This type of communicating belongs to interpersonal communicating. SOCIAL EXCHANGE THEORY OF COMMUNICATION: Harmonizing to ( Dainton A ; zelley, 2005 ) describes this theory as a wide attack used to explicate and foretell relationship care in an administration. This theory is invented by Thibaut A ; Kelly 1959.Social Exchange Theory simplifies when and why persons constant develop some personal relationships while stoping others. With respects to the name of theory suggests, an exchange attack to societal relationships is much like an economic system based on the comparing of costs and wagess. This theory belongs to interpersonal theory of communicating. SOCIAL PENETRATION THEORY OF COMMUNICATION: Harmonizing to ( Stolar, 2002 ) describes the theory as communicating procedure of accomplishing greater grades of intimacy or familiarity with another person. This theory increases understanding of why and how some relationships become close and other relationships do non. This theory was invented by Irwin Altman and Dalmas Taylor in 1973.This is really significance theory to research on because it gives inside informations why people form the intimate relationships that the bash and why and how this procedure occurs over clip. This theory belongs to interpersonal communicating theory. RELATIONAL DIALECTICS THEORY OF COMMUNICATION: Harmonizing to ( Montgomery A ; Baxter 1996 ) describes relational dialectics theory as form of believing about human relationships that is extremely influenced by dialogic thought. From the point of position of relational dialectics theory, a societal life exists in and through people s communicative patterns, by which single gives voice to multiple opposing inclinations. ( baxter A ; Montgomery 1996 ) . This belongs to interpersonal communicating theory. 1: ( a ) CRITICAL REVIEW ON ALAN SUGAR S OPINIONS ON SUCCESS From Sir Alan Sugar, secrets of success he reviews success as a support on traveling procedure and the understanding towards your failings and strengths, instead than being defensive about them. Besides he said, the love of what you are making is the key to success and recommends continuity in larning what you do, even when the traveling is tough. He acknowledged difficult work and hungriness as indispensable to success. Besides focuses on flexibleness and continuity as cardinal to success. Finally, he mentioned willingness to larn, stamina, self-belief and enthusiasm as manner of accomplishing his success in administration. From my ain point of position, in term of flexibleness in concern, during early yearss he engaged in many concerns such as doing ginger beer, selling to neighbors and concern of under developed camera movies, selling to school friends. He was the president of the Computer Company and major in Tottenham Hotspur Football nine. Harmonizing to ( Upton, 1994 ) flexi bleness is the capableness to alter or respond with little punishment in clip, public presentation or attempt cost. Besides that, ( Mensah, 1989 ) describes flexibleness as capableness to react and accommodate to altering concern status within and outside administration. So Sir Alan sugar was the laminitis Amstrad that stand as Alan Michael trading and subsequently grown to international consumer electronics, telecommunications and Computer Empire. He pointed out stiff attack as a job to concern and urge flexibleness as the best with respects to workplace success. Furthermore, difficult work and hungriness was the key to secrets of success of Sir Alan because he refuse to give up, no affair how difficult things are. From my apprehension, dedication and doggedness are really indispensable to administration. Most the successful concern work forces have internal venue of control and difficult work and thoughts. Then, he commented on willingness to larn, this deals with attempt and want toward your end. Based on his position on enthusiasm, harmonizing to ( Koch,1994 ) stated that the most successful persons in concern are non the most intelligent and success is all about finding, motivated and enthusiastic for cause. So enthusiasm is linked to his success. Finally, He besides illustrated self -belief and staying power as indispensable to success. CRITICAL REVIEW ON ALAN SUGAR S OPINIONS ON LEADERSHIP: This critical reappraisal shows Sir Alan Sugar political orientation of leading and shows the strengths and failings. Sir Alan describes leader as they tend born non made up and besides describes leading as holding personality and personal appeal qualities. Besides that, for effectual leading you need to be disciplined in self -management and you have to actuate others. However, the ability to deputation in workplace and have the qualities of inspiration. From my apprehension, I disagree with Sir Alan and Thomas ( laminitis of Great adult male theory of leading ) that said leaders are born non made. Harmonizing to ( Adair, 2009 ) quoted, Field Marshal Lord Slim There is no cipher who can non better their powers of leading by a small idea and pattern . The effectual degree of operation and stableness can alter persons to be a leader. Besides ( Adair,2009 ) quoted, that Field Marshal Montgomery, the other, great British born leader , was every bit positive that leading could be devel oped. Harmonizing to Adair, a immature lieutenant said that, by developing he increased his morale and powers to leader his platoon, and later his company. However, I believe that leading can be developed by preparation and besides some person have inherent aptitudes and qualities of leading than others. From Sir Alan Sugar critical reappraisal he said, that he is great truster in doing certain everyone knows what is traveling on and recognition is given when it is due. Judging from above he applied democratic theory of leading in his direction where the employees are involves in determination devising and every bit good suggestion. Harmonizing to ( Hicks A ; Gullet 1981 ) stated that democratic leading tend to promote members dedication to the determinations and heighten the quality of determination in an administration. ( Wilcken, 2010 ) cited ( rock A ; Patterson, 2005 ) transformational leading theory trades with advancement and development and suggest single to work together to make greater development of the administration. Furthermore, Sir Alan acknowledged deputation and motive as indispensable to his leading manner. To be good a leader, is critical to depute your program decently and actuate your staffs. Harmonizing to ( Fiedler, 1964 ) Contingency theory presumes that single public presentation depends on the technique of leading in footings of undertaking motive and relationship motive. Dixon ( 1993 ) cited Adair, stated that, there are variables in any work state of affairs such as undertaking demands, group demands and single demands. Obviously Sir Alan Sugar exercises his undertaking demands and group needs expeditiously to accomplish his concern dream. Harmonizing to ( Dixon,1993 ) deputation is the bosom of direction procedure. During Sir Alan yearss in the company, conveyance subdivision is taking most of his clip ; he decided to depute it to another person with respects to undertake most of import elements. Finally, harmonizing to ( Shackl eton,1995 ) stated that personal appeal is indispensable but non sufficient constituent of transformational leading. Most people like, film stars are magnetic but have no to transformational effects on bulk of follower CRITICAL REVIEW ON ALAN SUGAR S OPINIONS ON COMMUNCATION: Harmonizing to Sir Alan sugar point position on communicating, he describes communicating indispensable to good leader in a workplace. He farther, describes communicating to be concise, precise and to the point. Besides that, he focus on facial look and organic structure linguistic communication when base on balls communicating. He besides commented on, feedback and dialogue accomplishments during communicating. Besides through the usage of e-mails Sir Alan was able to pass on his staffs. Furthermore, observed continuity and self-belief and power of silence in dialogue during communicating. Harmonizing to Sir Alan Sugar, to pass on good is cardinal good if you are to be a good leader and rise to the in the administration. This means you must be able to pass on expeditiously and rapidly in an administration. ( Wilcken, 2010 ) cited David Collinson that stated relational dialectics theory of communicating, as dialectical position can ease new manner of believing about complex, switchi ng kineticss of leading ( p1422 ) .However, Sir Alan said, message demand to be concise, precise at the point and this applicable utilizing e-mail to convey information for concerns. Based on this point, harmonizing to ( Green, 2006 ) recent public dealingss communicating pattern focuses entirely information like characteristics, facts, brief, inside informations to the topic and information content in your message should play a encouraging function in your message, and the amount of the message. From above, uncertainness decrease theory of communicating trades with when, why, and how single usage communicating to minimise their uncertainties when interacting with one another ( Dainton A ; Zelley, 2005 ) cited Berger and Calabrese. Harmonizing to Alan sugar, is indispensable to be alert of your facial look and organic structure linguistic communications during acquiring the message across. However, the word communicating from Latin point of position communicare means to portion together . So communicating challenge begins with cognizing your audience demands and besides you need be receptive and sensitive to other person s organic structure linguistic communication. Besides you to be witting of signals and actions during conveying message to audience. Harmonizing to ( Green, 2006 ) as cited Albert mehrabian ( 1972 ) stated the 52 per cent of information about single from organic structure linguistic communication, while 35 per cent from their tone of voice and merely 7 per cent from the words they use. Beside, in term of feedback, communicating minutess are between peers and non peers, so is necessary to take of comparative position of spouses in the relationship and impacts on the communicating ( Green, 2006 ) .so, feedback played a good function to Sir Alan direction system. Then, dialogue accomplishment is necessary, through this method Sir Alan was able to get the better of jobs his company and mundane life. Decision: However, good direction depends upon good communicating and leading in an administration. So, many barriers prevent good communicating such as deficiency of lucidity in message, the different background of people and deficiency of openness to information and suggestions. The communicator should be cognizant of all these barriers and deduction of actions. Harmonizing to ( chelsom et al, 2005 p204 ) describes communicating as critical interaction of persons to group of people set abouting a assortment of activities and most peculiarly to seeking to organize their work towards a common aim. Besides, many the leading theories concentrate about entirely upon the leader and follower relationship and give small attending to sidelong and upward directed interaction. A choice leading is one the most indispensable factors on finding the success and endurance of groups and administrations. Leadership is about acknowledging a end and being to influence and actuate single towards achieving it. Fi nally, to ease success in an administration, there is demand to choose Numberss possible early successes and work on them to find the hereafter success. REFERENCE/ BIBLIOGRAPHY Adair J. ( 2009 ) Effective leading.London, Pan MacMillan Ltd. Nathan birnbaums, J. M. ( 1978 ) , Leadership, Harper and Row, New York, NY, . Bolden, R. , Gosling, J. , Marturano, A. and Dennison, P. ( 2003 ) . A reappraisal of leading theory and competence framework.UK Chelsom.J. , Payne A. , Reavil L. ( 2005 ) Management for Engineers, Scientist and Engineers: 2nd erectile dysfunction, England ; John Wily A ; Sons Dalton, J. , Elias, M. , A ; Wandersman, A. ( 2007 ) .Community psychological science: Linking persons and communities ( 2nd ed. ) .Belmont, CA: Wadsworth. Daiton M. A ; Zalley E. ( 2005 ) Using Communication Theory For Professional Life. USA, Sage Publication Dixon R. ( 1991 ) Management Theory and Practice. England. Calys Ltd ( p84-88 ) Durlak, J. A. , A ; DuPre, E. P. ( 2008 ) . Execution affairs: A reappraisal of research on the influence of execution on plan results and the factors impacting execution. American Journal of Community Psychology, 41, 689-708 Fiedler, F. E. ( 1964 ) , A Contingency Model of Leadership Effectiveness, in Progresss in Experimental Social Psychology, edited, pp. 149-190, New York. Academic Press. Fixsen, D. L. , Naoom, S. F. , Blase, K. A. , Friedman, R. M. , A ; Wallace, F. ( 2005 ) . Implementation research: A synthesis of the literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network. Gordon J. ( 2004 ) successful communicating skill-building tool.USA, toilet Wiley A ; boies, Inc p85-86 Green A. ( 2006 ) Effective Personal Communication Skills for Public Relations, Britain A ; USA, Kogan page Hicks G. A ; Gullett, C. ( 1981 ) . Management. 4th erectile dysfunction. Singapore: McGraw -Hill, Inc. p477-500. Koch R. ( 1994 ) The Successful Boss s First 100 yearss. Britain, Pitman publication Montgomery, B. A ; Baxter, L. ( 1996 ) . Associating: Dialogues in dialectics. New York: Guilford. Mensah, K.E. ( 1989 ) , Measuring information systems undertakings: a position on cost-benefit analysis , Information Systems, Vol. 14 No. 3, pp. 205-17.Available From: lt ; www.emeraldinsight.com/0263-5577.htm gt ; [ Accessed 24 November 2010 ] Rossi, P. , Lipsey, M. , A ; Freeman, H. E. ( 2004 ) . Evaluation: A systematic attack ( 7th ed. ) , Thousand Oaks, CA: Sage. Sarason, S. B. ( 1982 ) .The civilization of the school and the job of alteration. Boston: Allyn and Bacon Shackleton V. ( 1995 ) . Business leading, London, Routledge. Stolar D. ( 2002 ) Social Penetration Theory. Upton, D. ( 1994 ) , The direction of fabricating flexibleness, California Management Review, Vol. 36 No. 2, pp. 72-89.Available From: lt ; www.emeraldinsight.com/0263-5577.htm gt ; [ Accessed 24 November 2010 ] Wandersman, A. , Goodman, R. M. , A ; Butterfoss, F. D. ( 2005a ) . Understanding Alliances and How They Operate. In M. Minkler ( Ed. ) , Community forming and community edifice for wellness ( 2nd ed. , pp. 292-313 ) . New Brunswick, NJ: Rutgers University Press. Wandersman, A. , Imm, P. , Chinman, M. , A ; Kaftarian, S. ( 2000 ) . Geting to results: A results-based attack to answerability. Evaluation and plan planning, 23, 389-395. Project Management Institute Standards Committee. , ( 1996 ) . A usher to the undertaking direction organic structure of cognition ( 1996 ed. ) . North Carolina: PMI Publishing Division. Pederson, D. and Hartley, J. ( 2008 ) , The altering context for public leading and direction: deductions for function and kineticss , International Journal of Public Sector Management, Vol. 21 No. 4, pp. 327-39.

2013 Hurricane Names

2013 Hurricane Names 2004 | 2005 | 2006 | 2007 | 2008 | 2009 | 2010 | 2011 | 2012 | 2013 | 2014 | 2015 Below you will find the listing of hurricane names for the Atlantic Ocean for the year 2013. For every year, there is a pre-approved list of tropical storm and hurricane names. These lists have been generated by the National Hurricane Center since 1953. At first, the lists consisted of only female names; however, since 1979, the lists alternate between male and female. Hurricanes are named alphabetically from the list in chronological order. Thus the first tropical storm or hurricane of the year has a name that begins with A and the second is given the name that begins with B. The lists contain hurricane names that begin from A to W, but exclude names that begin with a Q or U. There are six lists that continue to rotate. The lists only change when there is a hurricane that is so devastating, the name is retired and another hurricane name replaces it. The 2013 hurricane name list is the same as the 2007 hurricane name list with the exception of three names that were devastating hurricanes in 2007 and thus retired. Dean was replaced by Dorian, Felix was replaced by Fernand, and Noel was replaced by Nestor. 2013 Hurricane Names AndreaBarryChantalDorianErinFernandGabrielleHumbertoIngridJerryKarenLorenzoMelissaNestorOlgaPabloRebekahSebastienTanyaVanWendy

Addiction to Cell Phones Research Paper Example | Topics and Well Written Essays - 500 words

Addiction to Cell Phones - Research Paper Example is a nation addicted to their cell phones. However, how do we decide whether our cell phone usage is normal, or if it is a real addiction that needs to be tackled in the same way? There are suggestions that cell phone addiction is an addiction like any other, so we need to apply the same conventions to this as we would for a drug or alcohol abuse problem. These include increased tolerance (needing more cell phone time to achieve the same result), an inability to cut back on use (an inability to leave the phone at home for a day or to enter a no signal area), and a reduction in competing behaviours (Hyman, 2013). Arguably, many cell phone users do have a cell phone addiction based on these criteria, because it can be difficult to be without a phone when those around you are consistently using theirs. Additionally, there are now situations in which we rely on a cell phone for social behaviours, which should be seen as positive. This is not the same negative consequence as would come from a reliance upon drugs and alcohol. Much of the language that people are using to describe this issue is quite biased. Whilst there are some scientific sources which tackle the issue from a psychological perspective (Hyman, 2013), news sources tend to side on hysterical (Carbonell et al, 2009). Mozes (2012) describes cell phones as an example of â€Å"materialism† and â€Å"impusiveness†, which are traditionally negative traits. This article suggests that much of the problem with cell phones could be compared to the actions of peacocks when they display their lek behaviour (Jenaro et al, 2007). This is backed up with some serious fact s and figures about the issues, as over 90% of students at U.S. colleges have a cell phone, and an average of 3200 texts are now sent per month by young adults. Arguably, this does signal a problem for those who use cell phones. 3200 texts are now sent by young people a month, which means that they must spend a lot of time on their cell