Multinational Corporate Entities Essay Example | Topics and Well Written Essays - 3000 words

Multinational Corporate Entities - Essay Example   A well governed MCE must balance the three groups in organisation which are shareholders, boards of directors and managers without compromising the monetary promises and other responsibilities to the stakeholders. Shareholders provide the capital so that they can achieve benefit from it and increase the organisation’s corporate worth. Shareholders possess rights and authorities to choose or to discharge directors and auditors, and employ, support or reject any kind of central changes for the sake of organisation’s wellbeing such as merger or alterations in investment structure . Managing External Corporate RelationshipsThe legal and regulatory obligations are portions of external incentive structure aimed at ensuring obligation of common business standards such as impartiality, transparency, liability, concern for protecting the shareholders, the customers, the employees, and avoiding offensive business practices which can impact on environment. National and interna tional organisations have developed several external aspects on best practices of organisation such as appropriate disclosure of financial statements, proper accounting and auditing principles, employment regulations, environment criterions and industrial product standards among others. Managing the external aspects is essential as without those an organisation can face acquisition from other firms . Shareholders, as company owners, have the right to enable corporate governance and govern the organisation directly.... Shareholders provide the capital so that they can achieve benefit from it and increase the organisation’s corporate worth. Shareholders possess rights and authorities to choose or to discharge directors and auditors, and employ, support or reject any kind of central changes for the sake of organisation’s wellbeing such as merger or alterations in investment structure4. Managing External Corporate Relationships The legal and regulatory obligations are portions of external incentive structure aimed at ensuring obligation of common business standards such as impartiality, transparency, liability, concern for protecting the shareholders, the customers, the employees, and avoiding offensive business practices which can impact on environment. National and international organisations have developed several external aspects on best practices of organisation such as appropriate disclosure of financial statements, proper accounting and auditing principles, employment regulations, environment criterions and industrial product standards among others. Managing the external aspects is essential as without those an organisation can face acquisition from other firms5. Rights of Shareholders Shareholders, as company owners, have the right to enable corporate governance and govern the organisation directly or by voted representatives. The shareholders are not likely to undertake duty for handling corporate actions as they are usually positioned for board and administration teams. Shareholders can instigate the business units to provide attention on specific major concerns such as vote of board members and any other ways for inducing the arrangement of the board, alterations to the organisation’s gradual brochures,

Nutrition Workout Log Essay Example for Free

Nutrition Workout Log Essay Did you meet your nutritional goal? Explain why you did or why you did not meet your goal. Yes I met my goal because I only drank one can of soda for dinner in a whole day. Usually I drink about 3 a day, so I’m trying to lower my soda intake everyday. Explain why your nutritional goal is important to maintain health. My nutritional goal is important to maintain good health because the acid is high in soda. I realized that soda eats the inner layer of your stomach and also eats the enamel off your teeth. Did you encounter any challenges as you strived to meet your goal? Yes, It was hard for me to reach my goal because im used to drinking soda multiple times a day. I started drinking more water so it got my mind off of drinking soda. Did pursuing your nutritional goal enhance your physical activity in any way? Why or why not? Yes, when I drank less soda I realized that I wasn’t as tired, and also wasn’t as hungry. When I worked out I had more energy and felt better about myself. Fitness Test Comparison: (worth 20 points) Repeat the body composition fitness test from the Getting Started lesson. Compare your original body composition result (body mass index or BMI) with your current body composition result(body mass index or BMI). Write out your original score and status, along with your current score and status. Original score ___26. 2_______ Current score ___24. 7________ Did your results improve? Why or why not? Yes my results improved since the beginning. I’ve been working out more and eating healthier food to try and make myself better off in the long run. Date Warm-Up Physical Activity Intensity (Light, Medium, or High) Cool-Down Mins 10/17/12 Body stretches Running Medium- High

A Critique of Endgame and Play Essay -- Plays

The mis-en-scene which is the arrangement of actors and scenery in a theatrical production is vital to the success of a play. Throughout this critique I will review two different plays and examine their use of costume, lighting, and set design to convey a message through a strong mis-en-scene. â€Å"Play† opens with three figures encased in large urns with only their faces visible. The urn as a prop is significant because it symbolizes the individuals’ being trapped by their own desires; doomed to repeat them. They can neither see nor hear one another. A spotlight, acting as a voiceless interrogator projected on the faces of the actors, swivels between them prompting each in turn to speak; when the light leaves, the faces fall silent. A man and two women (a husband, his wife and his mistress) are compelled by the light to recount the story of their love triangle. Through precise use of lighting, shadows, and props the audience is compelled to become fascinated with the story. As the bodies repeatedly recount their stories, various tones are used to describe/convey new details each time. â€Å"Play† begins with a humorous tone, but with each repetition the story becomes darker and wearier? However, the consistency of that single set makes for a po werful message and keeps the audience in tune and focused. The play â€Å"Endgame† opens by initiating the sole mise-en-scene of the play. It is early morning, and Clov has entered a barren room containing two trash cans (covered with an old sheet) and an armchair on casters (also covered with an old sheet). The light of the rising sun suffuses the room as this event takes place. Using a ladder, Clov begins his daily ritual of drawing back the curtains of two small windows (fir... ...ul boring being costumes, Hamm was dressed in red, this representing how he views himself about the universe and play. As a visual designer I gained the importance of what an individual set could do for a play, and how this is one of the main components. This play was the first time I had seen a play that can use one set, and it’s definitely a way to think about future projects and how having one consistent theme rather than integrating multiple ones can be powerful for a story, I also found it fascinating that the author of the play use a hobby of his and incorporated it into the play in a unique way. Works Cited A.C.T Theater. "Endgame And Play." Web. 22 May 2012. Class Reading. "Analysis of Endgame." Web. 22 May 2012. "Mise-en-Scene." What Is Mise-en-scene? Web. 22 May 2012. .

Changes in the twenty first century workplace Essay example -- Technol

It was once a common belief that if employees worked hard, showed up on time and followed the rules that they would be guaranteed a job for life. However, over the last decade there have been changes in the workplace. There are two main causes for this change. The changes in the work place in the twenty-first century are being caused by advancements in technology and expansions in globalization through the Internet. The advancement in technology across the world is a major cause of the changes in the workplace. For instance, the advancements in computers are astounding. Mainframe computers have given way to personal computers, then laptop computers, and now hand-held tablets. Findings of a study by IDC, a market research company, showed that by 2015 more people will be connecting to the Internet using tablets, smart phones, and other mobile gadgets compared to those who use the Internet through their desktop computers (Schroeder). Cell phones have also seen a revolution by becoming faster, more efficient and more feature-rich. It is even possible to check email on the way to work using a handheld device. A Nielson fact sheet outlining the usage of various devices in America shows that â€Å"there are 223 million cell phone users over the age of 13, and 25% of the mobile devices sold during Q3 of 2009 were smart phones. That is estimated to go up to between 40-50% during 2010† (Heimbuch). Individuals can text, status update, tweet, or reach other seamlessly by mobile devices that can fit in their pockets. Even the printed word may become obsolete according to Aaron Bradley, as outlined in his online article called â€Å"A Modest Proposal for Newspapers in the 21st Century.† In his article, he discusses how the printing of newspapers is be... ...in the new â€Å"flat world† individuals need to figure out how to become â€Å"untouchable.† He explains that â€Å"untouchables are people whose jobs cannot be outsourced, digitized, or automated† (184). He explains that in a â€Å"flat world† there is no longer a job based solely on geographic, but rather in most cases an available job â€Å"will go to the best, smartest, most productive or cheapest worker-wherever he or she resides† (183). He goes on to show that companies and individuals have to look at the global picture today in order to succeed (183). The work place has changed through the course of the centuries. Technology and globalization are the causes of the change in the workplace in the twenty-first century. Who does what work, when, and how will continue to evolve as technology becomes increasingly more advanced and communication across the globe becomes more seamless.

A Study of the Impact of Health Care Management and Health Care Delivery on the Health Status of Gabonese

This research paper is aimed to show the impact of the health care management and health care delivery on the health status of the Gabonese.The study, impact assessment of health care management and health care delivery profile will builds up from previous work and is expected to serve as a future building block that advances the conceptualization and practical understanding of how to evaluate the competence of health care management and delivery in Gabon.Throughout Gabon, there is a growing consensus about the nature and importance of health care management and delivery competence a necessary component to accessible, responsive and high quality health care (Gerardi, 2004).Nevertheless, the pursuit of competence in health care management and delivery institutions is somehow constrained partly by the health industries’ deficiency of a systematic procedures and instruments for assessing competence in relation to health care status.The health care management and delivery will be gauged on its presence, quality level as well as its contribution to good health and health care of the entire population of Gabon.The particular aims of the research are to develop an analytic framework for accessing the impact of health care management and health care delivery in the health care delivery organizations, point out specific indicators that can be used in connection to the framework as well as assessing the importance, feasibility and practical implication of the framework and its indicators.The health status indicators in Gabon will mainly be focused on quality of provision of primary health care, general mortality rates for both adults and children and the effects of health care management and delivery on average life expectancy of the people of Gabon (MSH, 1991).Problem of the StatementTo study the impact of health care management and health care delivery in Gabon, the research team will apply various methods to reach these objectives.   The research team will so licit inputs from individuals with wide expertise on issues related to health care management and delivery.These individuals will share information, insights as well as opinions throughout the research period on ongoing basis through meetings and written commentaries.   The research team will also receive inputs from a wide range of key informants in private and public sector who have knowledge on health care management and health care delivery in Gabon.Further, the research will also include inputs from workshops with the public in different zones.   Finally, the research team will make visits to best practice settings in the health care delivery institutions that have been recognized by the public for their creative and innovation in the health care delivery.Visits will be made to both public and private health care facilities.   The sites to be visited should be varied in size, population served, auspices as well as history and scope of health care management and delivery c ompetence activities.   These visits will offer opportunities to get experience-based practical views about the impact of health care management and health care delivery in Gabon.The research intends to use an interactive process in developing the research findings.   Initially, there will be preliminary assessment of guidelines and initial set of indicators’ needs to be developed in literature review.This will be followed closely by refining the preliminary framework, set of indicators and related assumptions.   This will be done by considering the feedback from the key informants, input from the professionals in the health care industry as well as findings from site visits.Finally, the framework and indicators resulting from this refinement will further be revised based on the wide range of inputs from the experts as well as various persons contacted during the site visits.   The final report of the findings of the research will be compiled and presented for analysi s and evaluation.   For this research purposes, the health care management and delivery will be referred to as behaviors, policies and attitudes that combine in a system among professionals and/or agency in agency in facilitating the above to work effectively in improving the health status of the Gabonese. To develop tools to access the impact in the context of health care, the research team is to concentrate on organizational level only.The organizational structure in health management and delivery is an integral part of systematic patient-centred and has the momentum to improve the access to care, quality of care as well as health outcomes (MSH, 1991).The organization normally serves as the driving force in the development and maintenance of individual health care provider competence by providing the managers, policies and systems that support the experiences they encounter.   Moreover organizational culture affects the service delivery and also serves as a mechanism for maint aining quality health care delivery.Historical Perspective of Health Care Management and DeliveryResearch and other studies have indicated that late neo-natal deaths are attributed to perinatally related experiences.   The survival of infants at 24-27 weeks gestation depends on the effectiveness of maternal and/or prenatal care (Weir, et al, 1993).   Although Gabon’s expenditure on health care provision is higher, infant survival rates are low relative to other developing countries.Lower child maternal rates in Gabon can be avoided by improving the policy of health care delivery mainly by focusing on process issues. Recent studies show that prenatal maternal rates in Gabon are approximately 82 per every 1,000 total births and there is gradual increase in rate over time (Weir, et al, 1993).Prenatal deaths are mostly caused by asphyxia, immaturity and macerated stillbirth.   The prevalence of low birth weight babies, multiple pregnancies and admitted patients are some of the major reasons for high mortality rates, particularly in Gabon.To reduce the current high prenatal maternal rates in Gabon, public education on danger signs of prolonged labour and regular training of health professionals as well as improving neo-dental facilities are very important.   Recent studies on global prenatal mortality figures show that between 6 and 7 million prenatal deaths occur for every 132 million births per year (MSH, 1991).It also shows that the dominant causes of those prenatal deaths were mainly caused by poor maternal health, early child bearing and most importantly, lack of appropriate and quality health delivery.   Although technology has provided medical service providers with life-saving practices, almost â…“ of mothers have no access to services during pregnancy and also do not have access to service for childbirth.Infectious diseases such as pneumonia, influenza, malaria as well as tuberculosis are the main causes of mortality in the 20th centu ry in Gabon (Gerardi, 2004).   In the same vein recently measles, cholera as well as intestinal infections are continually and regularly causing mortality in Gabon and many other parts of the world.There has been substantial reduction of prevalence and impact of the above-mentioned diseases due to current improved control of environment, personal hygiene, medical facilities, proper management of human waste as well as dispensation including proper vaccination.Due to the laissez-faires attitude of the populace and government in Gabon maternal health and infant mortality has been a very hot issue.   These problems are considered to occur as a result of ignorance, lack of commitment, corruption, illiteracy and apathy among medical health care delivery institutions.For the health of mothers and their new born in Gabon, racial differences play an integral part towards immunity to medical situations.   West Africans and their descendants normally have resistance from malaria and hoo kworms and to be specific, in the case of malaria, West Africans’ red cells do not have the Duffy antigen (Weir, et al, 1993). This antigen normally acts as a receptor where parasites attain entrance to the same.  Moreover, a relative resistance to more acute types of P. falcipanum such as cerebral malaria is normally displayed by haemoglobin carriers such as Sickle-cell traits and glucose 6-phosphate dehydrogenate deficiency.   Maternal antibodies protect the child from malaria in utero and initially after birth.   Research and other studies emanating from Gabon shows that malaria is the highest cause of mortality all over the country.On the other hand, measles infections which show symptoms such as rash and fever normally cannot be differentiated from malaria.   A lot of disability to children in Gabon in the recent past can be attributed to measles.   Polio is also a major disease condition in Gabon.   This is due to the many disabilities and deaths it has caus ed.   Survivors of polio always tend to turn out to be beggars, crippled and handicapped as well as devastated by the impact of poliomyelitis.In Gabon, another cause of high death rates is Diptheria.   In mothers and infants tetanus is also a major cause of mortality (Gerardi, 2004).   This is because they are exposed to bacterial infection at childbirth as well as wound injury.   Since this normally caused lock jaw and seizures in patients it results to high death rates.These diseases can be prevented by the introduction of health vaccination in Gabon.   Further, septic abortion, puerperal fever as well as threatened abortion which normally lead to streptococci entering the uterus at childbirth hence causing endomteritis is also a major cause of maternal morbidity and mortality in Gabon.   Ã‚  In short, HIV/AIDS, malaria, syphilis, gonorrhea, tuberculosis, measles among others are presenting a very challenging issue in general health status of the populace in Gabon.Main concern affecting the Health CareLack of education among women is one of the major factors concerning effective delivery of health care.   This is because it leads to individuals not to sufficiently understand the danger signs of adverse medical conditions as well as not being capable of following the prescription.Further, there has been discrimination in the provision of health care in terms of how wealthy one, is poverty status, race as well as nationality.   Also in the rapid increase in population, the health care costs are also increasing and this raises concern about the quality of health care delivery and financing, that is, in the case of public hospitals in Gabon.Changing facilities, participation of women labour force and increased divorce cases leads to little care to individuals with disabilities by relatives and thus increasing demand for the government design public and social program to take care of the affected (Weir, et al, 1993).   Also, diseases such as HIV /AIDS among other incurable diseases are of major concern to the health care fraternity.The impact of inadequacyPoor governance and in particular in health care management and health care delivery can lead to poor health status among the Gabonese people.   This is because it would lead to corruption where the medical facilities and drugs will be embezzled by some individuals for their own beneficial gains.   Also, inadequate governance can lead to discrimination in the provision of health care in terms of various individual orientation (Gerardi, 2004).These orientations can include economic status, level of literacy, ethnicity among many others.   This can in turn affect the general socio-economical development of the people of Gabon.ConclusionPoor health management and health care delivery impacts negatively on health status of any given populace.   In this modern era in Gabon rapid population increase as well as increased environmental disease conditions exposures the pros pects of population health in Gabon could be an acute national health public issue.   Serious and targeted health care management and health care delivery planning should be put into play to prevent medical situations catastrophe.This can be done well with first of all evaluating the current health status situation in Gabon.   Secondly it can also be done by designing best strategies towards effective prevention and management of the outcomes. It is critical that a concrete and realistic health care management and health care delivery policies should be put in place.   This can result to a remarkable improvement of health status of the Gabonese.ReferenceGerardi, D., (2004).   Using Medication Techniques to Manage Conflicts and Create Healthy Work Environments.   American Association of Critical Care Nurses Clinical Issues. 15.Management Sciences for Health (MSH). (1991). International drug price indicator guide.Weir, M. J., and Ogundiran, A. (1993). A Syndrome based STD su rveillance system for Nigeria. [Abstract]. In: 9th International Conference on AIDS/4th STD World Congress, Volume 1, Berlin, Germany.

Analysis of Program Prevent Diabetes Live Life Well

Analysis of Program Prevent Diabetes Live Life Well Introduction Live Life Well program is a health program that New South Wales Ministry of Health uses in preventing or delaying the onset of type II diabetes mellitus among adults.Advertising We will write a custom report sample on Analysis of Program â€Å"Prevent Diabetes Live Life Well† specifically for you for only $16.05 $11/page Learn More Since the incidences of diabetes in Australia are very high, it necessitates health promotion program, which helps people to prevent and manage their diabetic conditions with the objective of living a healthy and a happy life. Statistics show that, in Australia, diabetes mellitus accounts for about 5.5% of health burden, prevalent rates is approximately 8% among adults with ages of 16 and above, and 275 adults develop it daily in Australia. These figures show that type II diabetes mellitus is a serious health condition in Australia, which has led to the establishment of Live Life Well program. Given that type I I diabetes is common among adults, the program targets Australians aged between 50 to 65 years, who are likely to develop the diabetes. In this view, the report analyses Live Life Well program, a program that aims at preventing or delaying the occurrence of type II diabetes mellitus among adult Australians. Description of the Program Live Life Well is a preventive health program, which aims at preventing type II diabetes among adult Australians with ages between 50 and 65. The programs enable adults, who are risk of developing type II diabetes, to prevent or delay the occurrence of the diabetes in their lives.Advertising Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More In selection of participants, the program uses the Australian Type II Diabetes Risk Assessment Tool (AUSDRISK), which assesses the diabetic risk of adults between the ages of 50 and 65 years. Once assessed for the risk of develop ing type II diabetes, the participants go through a one-year program that guides them to perform a number lifestyle changes and monitors their progress. The lifestyle changes that the participants perform are reducing intakes of total and saturated fats, reducing weight, increasing physical activity, increasing intake of fibre, moderating alcohol, quitting smoking, and managing stress well (New South Wales Ministry of Health 2014). During the course of the program, general practitioners assess the progress of participants in line with the lifestyle changes that programs aim to achieve. Therefore, Live Life Well is a preventive program that focuses on lifestyle changes among adults in preventing or delaying the occurrence type II diabetes. Analysis of the programs indicates that it employs both primary and secondary preventive strategies, which aims at preventing or delaying the occurrence of type II diabetes among Australian adults with ages 50 and 65 years. National Public Health P artnership (2006) defines primary prevention as a strategy that reduces or eliminates risk factors that cause certain diseases and promote factors protect or sustain human health. Since Live Life Well program aims to reduce intakes of total and saturated fats, reduce weight, reduce alcohol consumption, eliminate smoking, and promote healthy lifestyles such as increasing fibre intake and physical exercise, it qualifies to be a primary preventive program.Advertising We will write a custom report sample on Analysis of Program â€Å"Prevent Diabetes Live Life Well† specifically for you for only $16.05 $11/page Learn More Furthermore, Live Life Well qualifies to be a secondary preventive program because it employs the strategies of secondary prevention. National Public Health Partnership (2006) also defines secondary prevention as a prevention strategy, which â€Å"aims to reduce the progression of disease through early detection, usually screening at an asymptomatic stage and early intervention† (p. 3). Live Life Well applies secondary prevention strategy because it assesses the risk of Australian adults to type II diabetes using AUSDRISK, a sensitive too, that detects type II diabetes at an asymptomatic stage. Moreover, the program applies comprehensive intervention measures to prevent or delay the onset of the type II diabetes among Australian adults, who have high risks. Characteristics of the Program Live Life Well is a prevention program that relies on behavioural changes among Australian adults. The program relies on behavioural changes in terms of lifestyles because type II diabetes is a lifestyle disease. Sharma and Majumdar (2009) state that type II diabetes is a lifestyle disease that emanates from physical inactivity and poor eating habits, which constitute behavioural factors. Excessive intake of total and saturated fats, smoking, lack of enough physical activity, overweight and obese, and excessive consumption o f alcohol are some of the behavioural factors that predispose people to type II diabetes.Advertising Looking for report on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since Live Life Well aims to reduce or eliminate these factors, it employs behavioural interventions. Vermunt et al. (2013) argue that behavioural change is a complex process because it requires the application of numerous interventions, which focus one health issue. This explains why Live Life Well program utilizes diet and major interventions of preventing or delaying the onset of type II diabetes. The analysis of the behavioural approach that the program uses indicates that it complies with health promotion values and principles. The values and principles of health promotion usually focus on the general population, the population at risk, or focus on both, depending on the determinants of health and target disease (Lardon et al. 2011). In this case, since the program focuses on the population at risk of developing type II diabetes, it applies health promotion values and principles that aim to prevent or delay the occurrence of the diabetes among Australian adults. Gregg and Oâ₠¬â„¢Hara (2007) assert that in health promotion, the overarching principles that are applicable among the populations, which are at risk of developing certain diseases, are empowerment and participation. Empowerment of the population at risk enables them to understand healthy and unhealthy lifestyles that predispose them to certain diseases and thus provide the basis for them to make informed choices about their lifestyles and behaviours. According to Heritage and Dooris (2009), participation is an important principle in health promotion because it â€Å"emphasizes on the necessity of participation, with actions being carried out by and with people, not to the people† (p. 45). In this view, the program applies participation the principle participation because the participants perform virtually all activities while lifestyle officers and general practitioners merely guides and monitors the progress of the participants. Appraisal of the Program Live Life Well has two strengths, which make it an effective health promotion program. The first strength is that Live Life Well program applies the principle of empowerment in enabling and strengthening Australian adults to prevent or delay the onset of type II diabetes despite their susceptibility. World Health Organization (2010) states that the health promotion principle seeks to enable the target population to enhance control of their lives and their health choices. Fundamentally, the program empowers Australian adults, who are at risk of developing type II diabetes to prevent and delay the diabetes. The second strength is that Live Life Well supports participation of Australian adults in the prevention or delay of the onset of type II diabetes. Fienieg et al. (2012) state that for health promotion program to be effective, it must have purposeful action and personal development. Appraisal shows that Live Life Well has clear action and personal development milestones, which drive Australian adults to participat e actively for a period of one year. The weakness of the program in relation to the principles of empowerment and participation is insufficiency of the time to conduct the program. Geense et al. (2013) assert that time is a barrier that reduces the effectiveness of health promotion programs because public health officers do not have ample time to educate and monitor progress of participants appropriately. Appraisal of Live Life Well reveals that general practitioners and lifestyle officers can interest with the participants for a period of about 10 hours per year, which is quite negligible when compare to the period of the program. Such a short period of education and monitoring reduces empowerment and participation, which are central principles of health promotion. Thus, the amount of time that the program allocates to the participants is not sufficient for education, monitoring, and assessment. Enhancement of the Program Since type II diabetes does not only affect the old adults, the program needs to reduce the threshold for young adults from 45 to 35 years. Song and Hardisty (2009) early onset of type II diabetes at the age of below 40 years result in serious complications. Centres for Disease Control (2014) has made a significant impact in the prevention of diabetes among Americans because it incorporates numerous stakeholders such as healthcare professionals, insurers, community-based organizations, employers, and federal agencies in promoting behavioural changes that prevent or delay the occurrence of type II diabetes. In this view, Live Life Well should enhance its impact in the prevention and delay of type diabetes by incorporating additional stakeholders and increasing the amount of time it provides for teaching, monitoring, and assessment of participants. Conclusion Analysis of Live Life Well indicates that it is an effective program in the prevention and delay of type II diabetes among Australian adults because it employs both primary and secondary preventive strategies. Live Life Well is a preventive program that relies on behavioural changes in reducing or eliminating risk factors of type II diabetes or promoting healthy lifestyle among Australian adults. References Centers for Disease Control 2014, National Diabetes Prevention Program. Web. Fienieg, B., Nierkens, V, Tokens, E, Plochq, T, Stronks, K 2012, ‘Why play an active role? A qualitative examination of lay citizens’ main motives for participation in health promotion’, Health Promotion International, vol. 27, no. 3, pp. 416-426. Geense, W, Glind, I, Visscher, T, Achterberg, T 2013, ‘Barriers, facilitators and attitudes influencing health promotion activities in general practice: An explorative pilot study’, BMC Family Practice, vol. 14, no. 20, pp. 1-10. Gregg, J, O’Hara, L 2007, ‘Value and principles evident in current health promotion practice’, Health Promotion Journal of Australia, vol. 18, no. 1, pp. 7-11. Her itage, Z, Dooris, M 2009, ‘Community participation and empowerment’, Health Promotion International, vol. 24, no. 1, pp. 45-55. Lardon, C, Soule, S, Kernak, D, Lupie, H 2011, ‘Using strategic planning, and organizational development principle for health promotion in an Alaska Native community’, Journal of Prevention Intervention in the Community, vol. 39, no. 1, pp. 65-76. National Public Health Partnership 2006, The language of Prevention. Web. New South Wales Ministry of Health 2014, Live Life Well. Web. Sharma, M, Majumdar, P 2009. Occupational lifestyle diseases: An emerging issue. Indian Journal of Occupational Environmental Medicine, vol. 13, no. 3, pp. 109-112. Song, S, Hardisty, C 2009, ‘Early onset type 2 diabetes mellitus: a harbinger for complications in later years: Clinical observation from a secondary care cohort’, International Journal of Medicine, vol. 102, no. 11, pp. 799-806. Vermunt, P, Milder, I, Wielaard, F, Baan, C, Schelfhout, J, Westert, G, Oers, H 2013, ‘Behavior change in a lifestyle intervention for type 2 diabetes prevention in Dutch primary care: opportunities for intervention content’, BMC Family Practice, vo. 14, no. 78, pp. 1-8. World Health Organization 2010, Milestones in Health Promotion: Statement from Global Conferences. Web.

U.S Constitution essays

U.S Constitution essays In 1787, a few years after America broke away from England, the constitution we use today was made. Before that, starting in 1777, the states operated under a government they called the Articles of Confederation. This government basically said that each state should have its own independence, and operate within their own government. After about 6 years, this government didnt work very well, because of civil unrest, bad trade, and inflation. A group of people led by George Washington, Thomas Jefferson, Alexander Hamilton, Benjamin Franklin, and others, believed in the constitution. These people were called Federalists. They believed that the states should be operated by one unified single government. The Federalists wanted to write a new constitution, and make a more efficient government, and they did. Anti-Federalists, such as Samuel Adams or Patrick Henry believed the opposite. In 1777, the articles of confederation were written. This was the first ever constitution in the United States. The Articles didnt really work very well, because of a few problems. They basically said that each state was their own government, and the 13 states werent really connected under the same government at all. They has their own system of money, laws, trade, and others, and this didnt work well at all. Each states currency had different value, which made it impossible to trade and sell stuff between states. Inflation was a big problem. The government was producing to much money. The amount in circulation was too much, and as a result, the value of money went down. This helped people in debt, because if they borrow something in a form other than money (like $10.00 worth of corn), and the value of money goes down, then it takes less corn to pay of the debt. The debtor gets a good deal that way, but the creditor (the other guy) gets a bad deal. A final reason is that the soci ety really didnt like the wa...

Chlamydia in Teens essays

Chlamydia in Teens essays A major epidemic of sexually transmitted disease (STD) had developed during the last 30 years. In the 1960's, syphilis and gonorrhea, both easily treated with penicillin, were the only significant STDs. Today, there are over 20 diseases that causes 12 million newly infected persons each year. It is estimated that 1 in 5 Americans is now infected with a viral STD. Tragically, 63% of these infections occur in persons under the age of 25. Chlamydia is the most common sexually transmitted bacterial infection in the U.S. Its full name is chlamydia trachomatis. It is a kind of bacteria that can infect the penis, vagina, cervix, anus, urethra, or eye. The bacteria can move from one person to another through sexual intercourse or oral-genital contact. It can also enter the body through the eye: if a person touches bodily fluids that contain the bacteria and then touches his or her eye, he or she may get chlamydia. Additionally, Chlamydia can be passed from a mother to her baby during the babys delivery. However, in contrast to what people fear, a person cannot catch chlamydia from a towel, doorknob, or toilet seat. Chlamydia often produces no symptoms. According to Eng and Butler (1997) In up to 85% of women and 40% of men, chlamydial infection is asymptomatic-that is, it causes no symptoms. However, even when asymptomatic, chlamydia can result in serious long-term problems, principally damage to the female reproductive organs. Three million American women and men are infected with chlamydia every year. Chlamydia is: four times as common as gonorrhea, more than 30 times as common as syphilis. A person who has contracted chlamydia may see symptoms a week later. In some people, the symptoms take up to a month to appear, while many people never develop any symptoms. What does chlamydia causes? Chlamydia causes PID (pelvic inflammatory disease), sterility, and even death. Some common symptoms of chl...

Critique Internet Info on Health Subject Essay Example | Topics and Well Written Essays - 500 words

Critique Internet Info on Health Subject - Essay Example Marianne Sarkis organizes trainings for the pre-med students and family physicians concerning the FGC. She cooperates with the researchers and activists who work on this issue all over the world. The maintainers of the page state that it was created in 1995 as a personal webpage, as the amount of resources on this topic were scarce. They say that the project is not yet incorporated, but its status is going to be changed within the next few months. This site provides valid information for those interested in the issue. The detailed explanation of what FGC is, and about its typology, can be found there. It also contains the articles briefly researching the main reasons for existence of this custom. The materials hosted at this website also provide the information about the programmes designed to stop FGC. What is also important, they suggest the agenda for performing necessary changes in the communities that practice FGC. This website has been updated regularly with the fresh information about FGC. The last update is dated March, 4, 2006. This website also contains the data about peculiarities in performing, reasoning and struggling with FGC practices in different countries, where this custom exists

Analyse Anglo-American relations from 1917 to 1941 Essay

Analyse Anglo-American relations from 1917 to 1941 - Essay Example The United States originally held a neutral position when the Great War broke out. It wanted to continue its isolationist policy and was fearful of getting embroiled in European conflicts. Its industries were also heavily engaged with European markets. President Woodrow Wilson also pointed out that â€Å"The people of the United States are drawn from many nations, and chiefly from the nations now at war. It is natural and inevitable that there should be the utmost variety of sympathy and desire among them with regard to the issues and circumstances of the conflict†¦ Such divisions amongst us would be fatal to our peace of mind and might seriously stand in the way of the proper performance of our duty as the one great nation at peace, the one people holding itself ready to play a part of impartial mediation and speak the counsels of peace and accommodation, not as a partisan, but as a friend.†1 The British knew that American arms and support are vital to turn the tide in t he Allies’ favor. This neutral position was reversed with the occurrence of several events, including the sinking of the Lusitania and Germany’s declaration of unrestricted submarine warfare. American entry into the war on April 6, 1917 can be considered as the foundation and the beginning of a long and lasting friendship between the U.K. and U.S. The Allies now had relatively unlimited resources and men which tipped the balance against the Central Powers. The British and American forces cooperated under a unified command headed by Field Marshal Foch and the latter agreed to fight alongside their European comrades and partially relinquish command independence in its operations. The British prime minister, along with the prime ministers of France and Italy, also appealed for more troops in 1918. It was clear that the United States had the military and financial muscle needed by the Allies to gain

Falcon City in Dubailand Research Paper Example | Topics and Well Written Essays - 5250 words

Falcon City in Dubailand - Research Paper Example Falconcity of Wonders is a multi-use megaproject in Dubailand and features structures that are based on well-known sites as well as the architectural wonders of the world including the Leaning Tower of Pisa, the Eiffel Tower, the Pyramids of Egypt, the Taj Mahal and the Hanging Gardens of Babylon. Dubai Tower of Pisa: This will be an actual and precise duplicate of Italy’s leaning tower of Pisa. Dubai Hanging Gardens of Babylon: This building is designed to house a gorgeous garden that overlooks the Falconcity Mall, several restaurants and residences which are eco-friendly. Dubai Eiffel Tower: This structure is an exact replication of the Eiffel Tower in the French Capital and is intended to be the central point of the commercial sector of the whole Falconcity of Wonders megaproject. Dubai Eiffel Tower would be encircled by gardens, entertainment areas, residences, landscaped parks and a shopping arcade (Churchill, 2013). Dubai Grand Pyramid: This building upon completion of i ts construction would certainly be the largest pyramid ever constructed. The structure itself would be a multi-use project offering residences, offices as well as various venues for recreation. There will also be 2 other smaller pyramids which would be the address of Falconcity management facility and a commercial facility. Dubai Taj Mahal: This structure is designed to be a marvelous five-star hotel resembling India’s Taj Mahal. Dubai Taj Mahal would be one of the most excellent hotels within the entire Dubailand (Vidal, 2013). The Dubai Great Wall: A gargantuan wall would be constructed which would be similar to China’s Great Wall and it will feature a large jogging track. It is of note that the Dubai Great Wall would also serve as a buffer zone... As the discussion stresses  FCW is intended to bring the world together within 1 city. The project has been designed to appear similar to the United Arab Emirates (UAE) national emblem, the falcon, with its wings spread and symbolizes the spirit of outstanding qualities, pride as well as leadership. FCW harmonizes the vision of the Ruler of Dubai and Prime Minister and Vice President of the United Arab Emirates, Sheikh Mohammed bin Rashid Al Maktoum of turning Dubai into a principal global tourist destination. Falconcity of Wonders is a multi-use megaproject in Dubailand and features structures that are based on well-known sites as well as the architectural wonders of the world including the Leaning Tower of Pisa, the Eiffel Tower, the Pyramids of Egypt, the Taj Mahal and the Hanging Gardens of Babylon.  This study highlights that  Dubai Lighthouse  is intended to be an exact replica of the gigantic Pharos of Alexandria lighthouse that was constructed during the third century Before Christ on the Pharos Island in Alexandria, Egypt. In the 3rd century BC, Pharos of Alexandria lighthouse was viewed as 1 of the seven world wonders; the structure itself was the tallest building on the entire globe. In Dubai, the Lighthouse would serve as a landmark for Falconcity. It will have retail shops, residences recreational and commercial offerings.  Town of Venice  is designed to be a waterfront development that will contain a variety of shops, open-air cafes as well as provide gondola rides.

IMRAD Essay Example | Topics and Well Written Essays - 750 words

IMRAD - Essay Example Additionally, researchers have come up with three approaches that lead to employee’s empowerment. These include feministic theory, structural empowerment and psychological empowerment (Jeannette and Roland, 2009). Based on the fact that nurses are not included in the oppressed group, this study covers structural and psychological empowerment theories as theoretical framework. Aim of the research based on four key hypotheses The aim of this research was to investigate the relationship between structural empowerment as well as psychological empowerment and innovative behavior. This was undertaken using four hypotheses as indicated below. Hypothesis 1(H1): There is a positive relationship between innovative behavior by nurses and structural empowerment. Hypothesis 2(H2): There exist positive correlation between innovative behavior by nurses and psychological empowerment. Hypothesis 3(H3): Through psychological empowerment, structural empowerment leads to more innovation by nurses . Hypothesis 4(H4): The extent to which the psychological empowerment leads to innovative behavior is significantly influenced by structural empowerment. ... To ensure that adequate information was collected to come up with a proper analysis, this study collected data from the months of February and March 2007. This was followed by dividing the questionnaire that consisted of 58 items into four major categories. These included structural empowerment, innovative behavior, demographic data and psychological empowerment. To enhance the response from the interviewers, the research adopted various techniques that included cover letter, stamped envelops, follow-ups, in-house newsletters and book tokens. Confidentiality and ethics during the research were upheld by emulating the guidance of the ethics committee and the use of code numbers. By the use of the SPSS Version 12.0 the data was analyzed. This entailed the use of Q-Q plots also referred top as normal probability plots to identify whether the distribution was normal. According to the t Test that was conducted on the data collected, Jeannette and Roland, 2009 study indicated that 6.2% of the missing values differed statistically significant from the average obtained from the innovative behavior. The notable method that this study used to identify the relationship between variables was the bivariate tests of correlation. In the same way, a regression analyses and a one-way analyses of variance were conducted to test the hypothesis. Results The studies indicated that 92.6% of the respondents were female within the age of 41-44 years and those who were married with children. Additionally, 75% of the respondents indicated that they had worked in more than 5 years or more in the hospitals. By the use of the clinical specialty as one of the categories, 37.6% of the respondents had

Christian Marrige Term Paper Example | Topics and Well Written Essays - 2250 words

Christian Marrige - Term Paper Example entire blame on themselves for anything going wrong, thinking they could have done something to avoid it and it was their own shortcomings that led the event to take place. On the other hand, persons with character-disorder will put the blame on everyone and everything other than themselves, thinking that it is their environment that caused things to go wrong and that they had no part to play in it at all. On a personal level, neurotic personalities suffer from a sense of inferiority, which leads them to become over-achieving individuals, who try to control everything around them and often over-compensate in all aspects of their lives, as they believe that they can, rather they should, always do more. Character-disordered personalities, however, have a sense of powerlessness; they feel that they cannot control anything and that no matter what they do, it is actually factors outside themselves that cause things to happen the way they do. Thus, the neurotics are constantly harming themselves by their actions, while those with character-disorder are harming those around them: the former blaming themselves and being hard on themselves, and the latter blaming those around them and being hard on others. On a grander scale of things, neurotics cause exasperation in those around them, however, with a little bit of help from their loved ones they can overcome this habit, as they are always open to growth; keeping in mind their low self-esteem, they are more open to the ideas and thoughts of others. Character-disordered people, however, are not open to criticism at all; they never apologize for their behavior as nothing is ever their fault – they always have some outside force to blame. Thus, it is very hard for the neurotics to fall in love as they find fault in themselves, whereas the character-disordered personalities simply cannot love because of their passive aggressiveness as well as due to their deflection of blame on those around them. The most marked

IMRAD Essay Example | Topics and Well Written Essays - 750 words

IMRAD - Essay Example Additionally, researchers have come up with three approaches that lead to employee’s empowerment. These include feministic theory, structural empowerment and psychological empowerment (Jeannette and Roland, 2009). Based on the fact that nurses are not included in the oppressed group, this study covers structural and psychological empowerment theories as theoretical framework. Aim of the research based on four key hypotheses The aim of this research was to investigate the relationship between structural empowerment as well as psychological empowerment and innovative behavior. This was undertaken using four hypotheses as indicated below. Hypothesis 1(H1): There is a positive relationship between innovative behavior by nurses and structural empowerment. Hypothesis 2(H2): There exist positive correlation between innovative behavior by nurses and psychological empowerment. Hypothesis 3(H3): Through psychological empowerment, structural empowerment leads to more innovation by nurses . Hypothesis 4(H4): The extent to which the psychological empowerment leads to innovative behavior is significantly influenced by structural empowerment. ... To ensure that adequate information was collected to come up with a proper analysis, this study collected data from the months of February and March 2007. This was followed by dividing the questionnaire that consisted of 58 items into four major categories. These included structural empowerment, innovative behavior, demographic data and psychological empowerment. To enhance the response from the interviewers, the research adopted various techniques that included cover letter, stamped envelops, follow-ups, in-house newsletters and book tokens. Confidentiality and ethics during the research were upheld by emulating the guidance of the ethics committee and the use of code numbers. By the use of the SPSS Version 12.0 the data was analyzed. This entailed the use of Q-Q plots also referred top as normal probability plots to identify whether the distribution was normal. According to the t Test that was conducted on the data collected, Jeannette and Roland, 2009 study indicated that 6.2% of the missing values differed statistically significant from the average obtained from the innovative behavior. The notable method that this study used to identify the relationship between variables was the bivariate tests of correlation. In the same way, a regression analyses and a one-way analyses of variance were conducted to test the hypothesis. Results The studies indicated that 92.6% of the respondents were female within the age of 41-44 years and those who were married with children. Additionally, 75% of the respondents indicated that they had worked in more than 5 years or more in the hospitals. By the use of the clinical specialty as one of the categories, 37.6% of the respondents had

Critical Asssignement Assignment Example | Topics and Well Written Essays - 1750 words

Critical Asssignement - Assignment Example Phoneme is considered as the basic unit of sound and phonology is the science of sound. Semantics denote the meaning of a language. In this regard, morpheme is the basic unit of sound to carry meaning. Another major components, which is pragmatics is the study of the use of language. Furthermore, it also deals with the intention behind the utterance. Again, the syntax is another component, which deals with the study of the organization of a language. The intention behind this is to create grammatically correct sentences (Evans, 2009). The implications of these parts or components are to produce a meaningful vocal activity that would lead to the understanding of the expression by the other person. The use of proper components leads to a meaningful communication and would lead to the effective sharing of thoughts and feelings (Byram, 1994). Moreover, it is also essential to considered that language depends significantly upon the situation in which it is used. If the situation is serious and involves the people who are unknown, then it is very likely to use the formal language. On the other hand, if the situation is casual and the people involved are known, then the use of informal language is often expected. It is also observed that people use more formal language while writing and informal language during speaking. Furthermore, language also depends upon the context in which the language is being used. In this regard, it is also been observed that words in different context have different meanings. In addition, it is also to be noted that language is used to understand and access to different cultures in the world. Also, due to the presence of diverse culture, the languages used by people of different culture also vary significantly. Furthermore, with the difference in age of people the language speaks by people tends to differ. It has been observed that the language that a child speaks is different from the language of an adult person. The

Benefits Of Family-Friendly Policies Essay Example for Free

Benefits Of Family-Friendly Policies Essay The past few decades, families in Hong Kong faced in undergone major changes, intense pace of life and hard work always affected families’ features. How to balance family life and work have become a social policy, in order to establish a family-friendly community, have implemented various measures to help employees balance their work and family lives, promote family relationship. In this essay, first I will explain these policies how to help with all aspects of employee, and then analysis of these measures on the employment benefit. Finally, pointed out that Hong Kong Government and the enterprises on how to implement these policies. Family-friendly employment may implement different policies to meet the needs of employees. Including the introduction of given family leave benefits, such as marriage leave, paternity leave, parental leave, compassionate leave, special casual leave and special long leave, etc (GovHK, n.d.). This measure will be through the height of the working environment and working arrangements to facilitate employees in taking care of family needs, such as the five-day working week, flexible work time and family-based work, and so on. The other hand will provide support to families, including child care services, counselling services, child custody etc. A Research Report prepared by the Department of Applied Social Sciences of The Hong Kong Polytechnic University is named â€Å"Family-Friendly Workplace† noted that Most respondents agreed or strongly agreed with implementing â€Å"family-friendly† policies. (Poly U, 2002) Family-friendly policies can also bring much benefits to company. In a supportive working environment, staffs will feel they are valued and employer will gain the benefit. Firstly, employer can reduce staff turnover and retain potential employee. On the other hand, many people were convinced that employees working flexible hours were more productive than those working traditional hours. This measure in addition to motivate employees, increase productivity, but also improved reputation and corporate image, therefore there are many large enterprises are involved in the implementation of these measures. In view of this, government and enterprises were organized a variety of measures and activities promoting family-friendly policies. The booklet prepared by the Labour Departments album â€Å"Good people management Family-Friendly Employment Practices† (labour.gov.hk, n.d.). Through a variety of good measures taken by the employer, may learn to provide for all instances. Research on Family-friendly Employment Policies and Practices in Hong Kong from The Equal Opportunities Commission (EOC) and the Womens Commission (WoC) (EOC 2006). They hope that through this survey, a better understanding in Hong Kong, companies or institutions can help employees balance their work and family roles provides programme needs. A Family-Friendly Employers Award Scheme 2011 was organised by the Family Council. The award scheme aims to give recognition to employers who attach importance to the spirit of family-friendliness (gov.hk, 2011). Through these activities, to undertake a study, to understand the profile of Hong Kong families, and building partnerships with Government, business and professional sectors, actively promote the industry cares family In this essay, I Have attempted to present suggest to implementation of family-friendly policies on families, or employers both have many favorable factors, together with the Hong Kong Government and the enterprises efforts, this measure would allow employers and employees there will be a win-win situation.

Theories of Motivation for Second Language Acquisition (SLA)

Theories of Motivation for Second Language Acquisition (SLA) This paper is an attempt to understand the complex relationship between Second Language Learning (SLA) and motivation. The paper first develops some common theories in SLA and attempts to show the difficulties L2 learners have when learning a new language. The paper highlights these difficulties in relation to language acquisition and motivation. Motivation is discussed with reference to SLA learning and shows how our understanding of motivation can lead us to better equip the learner for success. The paper develops some language Learning strategies, used in relation to motivation, and how we can measure them for a better outcome in the classroom. MOTIVATION AND THE L2 LEARNER HOW CAN IDEAS OF MOTIVATION IN L2 ACQUISITION LEARNING BEST EQUIP THE TEACHER-STUDENT RELATIONSHIP FOR SUCCESS? There are many reasons why somebody would learn a new language. This paper attempts to show that the relationship between Second language learner and motivation plays a key role in this desired success for learner. The paper discusses some common themes in Second Language Learning (SLA) and shows how learners face their own difficulties according their decision as to when to start to learn a language. With these difficulties recognised the paper goes on to show how early theories of motivation and its relationship to SLA provided a foundation for language learning strategies to develop. These developments, it will be argued, have lead to a greater understanding of the effects motivation have on the L2 learner. The paper moves on to discuss some common learning strategies theories that equip the teacher to provide better motivational strategies within the classroom. The strategies for the teacher are discussed in relation to different kinds of motivation. The importance of motivation and SLA: Many researchers have used, to some extent, a social-psychology model of learning in conjunction with the Second Language Acquisition model. The cognitive Social Learning Theory (SLT), which stems from the Social Cognitive Theory was extensively cited and empirically tested by Bandura (1989). Banduras work focused heavily on behavior and methods that stimulated behavioral change. His theory has three guiding principles: understand and predict individual and group behavior, identification of methods where behaviors can be modified or changed, and the development of personality, behavior, and health promotion (Bandura, 1997). The aspect of self-efficacy and self-perceptions led to the understanding of self-regulation when it came to adult modification of behavior (Zimmerman 1990). In a study of second language learning, Prinzi (2007) explained the importance of motivation. He posited that there is a very close relationship between motivation and second language learning. With low motivation, students may idly sit by and miss valuable learning experiences. This may limit their success and that can lead to increased frustration and in a loss of even more motivation (3). Motivation in second language learning was defined by Gardner (1985) as referring to the extent to which the individual works or strives to learn the language because of a desire to do so and satisfaction experienced in this activity (10). Motivation is not a simple concept to explain. Motivated second language learners exhibit many other qualities in addition to effort, desire, and positive effects. Motivated individuals have specific goals to achieve. They show consistent effort, strong desire, and effects. They also may experience satisfaction when they are successful and dissatisfaction when they are not (Gardner, 2001: 9). Second Language Acquisition: The second language acquisition classroom is unique in that it emphasizes oral and written communication, strives for authentic information and cultural interaction, builds vocabulary, and focuses on comprehension (Brecht, 2000). It is unique in comparisons to other classrooms in that the student learns and acquires information in a language other than the primary language. However, in order to grasp a better understanding of second language acquisition, a definition and an understanding of how acquisition occurs is required. There are various definitions of Second Language Acquisition. The definitions stem from many cross-disciplinary fields: applied linguistics, social psychology, educational philosophy, behavior psychology, and so on. The terminology for second language acquisition stems from the field of applied linguistics, the rationalist way of describing language learning (Brecht, 2000). Acquisition of a second language requires an individual to process subconsciously the sounds and utterances of the target language (Krashen, 1985). In language acquisition, the learner concentrates on the communicative act and not on the form or correctness of the language (Krashen, 1985). According to Krashen, acquisition of a language is very similar to the way children learn their first language and constitutes a simple but natural way of language acquisition. According to Chomsky (1986) and Krashen (1985), people are born with the ability to learn their first language. The first language learned as a child or your primary or mother tongue, is considered Language one (LI). In Universal Grammar, children are born with an inborn code to learn LI from birth, which is called the innate Language Acquisition Device (LAD). This device is believed to play a significant role in adult acquisition of L2 (Chomsky, 1986; Krashen, 1985). On the other hand, second language learning requires the formal instruction of language, and is comprised of a conscious process of factual knowledge about the language. Learning differs from acquisition in that the individual makes a deliberate and conscious effort, focusing on the correctness and accuracy, to speak the language; thus, at times, hindering fluency. Therefore, when one is introduced to a language at an older age, it is first learned, coupled with comprehension, and then acquired. Acquisition of a second language by adults occurs similarly to children if the adult student is not fixated on correctness of the language and accepts errors (Krashen, 2004). The acquisition of a language requires one to feel through a language and allow for trial and error. When trial and error occurs, the student may not be in conscious awareness of it but feels his/her way through the language, sensing correctness, thus birthing comprehension in the language (Krashen, 1985; Krashen, 2004). Krashens second language acquisition theory (1985) is comprised of five hypotheses: the Acquisition-Learning Hypothesis, the Monitor Hypothesis, the Natural Order Hypothesis, the Input Hypothesis, and the Affective Filter Hypothesis. The Acquisition-Learning Hypothesis, as described in the previous paragraph, makes a distinction between the conscious learning process and the subconscious learning process. According to Krashen, what is consciously learned through the teaching of grammar and rules does not become acquisition of the target language. Krashen views second language acquisition as an informal venue, focusing on the input of messages, which can be understood in L2 and then acquired. By contrast, Ellis views language learning as an integral, important aspect of second language acquisition (Ellis, 1985). The Monitor Hypothesis claims that learnt material acts as a monitor device to edit output materials. According to Krashen, we acquire language through trial and error. When we attempt to transmit a message and fail, we continue through trial and error until we arrive at the correct utterance or form. The conscious learning of a language, through formal instruction, provides rule isolation, which can only be used as a monitor or an editing device, which normally occurs prior to output (Krashen, 1985, Krashen, 2004). The Natural Order Hypothesis states that we acquired the grammar rules and regulations of a language in a natural order (Krashen, 1985). To truly acquire a language, individuals must comprehend the message being sent or received, which is known as comprehensible input. Comprehensible Input (CI) is seen as the central aspect of Krashens Input Hypothesis (IH). Krashen believes that IH is the key to acquiring a second language because it is completely embedded in CI. Input plus the next level along the natural order equates CI (i+1) (Krashen, 1985, Krashen, 2004). Krashen views CI as the road to acquisition. Many other second language acquisition theorists agree with comprehensible input but do not completely agree with Krashens model of Input Hypothesis, which places Learnt Knowledge towards the end or after CI. Ellis (1985) found Krashens model posed some theoretical issues pertaining to the validity of the acquisition-learning distinction (p. 266). When input or instruction is just above the level of the student, coupled with instruction rooted in a meaningful context, it invites modification, interaction and collaboration. Input is not to be construed as intake. Input is what the teachers are contributing; intake is what the students take in from the teacher. Comprehensible input can be blocked by Affective factors-factors that deal with an individuals emotion (e.g. fear, anxiety, self-perception) (Erhman Oxford, 1990). Lastly, Affective Filter Hypothesis is viewed as blockages for CI to occur. The learner may not be able to use CI if there is a block that prevents the full use of profiting from the comprehensible input. Yet, once the comprehensible input hits the LAD and is then processed, the knowledge of the language is acquired. The conscious aspect of the language starts to act as a monitoring device before the output occurs. Krashen sees focusing on the conscious aspect of language learning (specifically grammar accuracy) as a hindrance to the acquisition of a second language (Krashen, 2004). Krashen believes we have an innate ability to acquire language with involvement from our surroundings, thus enhancing the utterances and nuances, which develop childrens language into adulthood. Yet, many researchers feel that acquisition doesnt occur or occurs less, in young adolescents and adult second language learners (Felder Henriques, 1995). McLaughlin (1992) explained the difficulties adults face when trying to acquire a second language, and why children seem to learn a second language more easily than older learners (McLaughlin, 1992). First, adolescent and adult second language learners are not placed in situations where they are forced to speak the target second languages, unless they are in the target language country. Second, the requirements to communicate for children are different than those of adults. Adult and adolescent language-learners have difficult words to communicate and a richer, more developed language vocabulary than do children. According to McLaughlin (1992), once these issues are addressed it is possible for an adult to acquire a second language, and to achieve competence and fluency in a second language. Motivation and Language Acquisition A number of factors have been shown to influence performance in the second or foreign language classroom. Gardner (1985) found motivational components such as attitudes towards learning the language, motivational intensity and desire to learn the language had a positive influence on performance in the language-learning classroom. Researchers have confirmed motivation as an influence on performance in the second or foreign language-learning classroom, with attitude as a situational support (Gardner, 1985; Gardner, Masgoret Tremblay, 1997). The motivational construct, which is derived from the two types of motivation, are motivational intensity, the desire to learn a language and the attitude one has towards learning the language (Gardner, 1985). Gardeners motivational propositions, which is comprised of intergrativeness, attitude towards learning the language, and desire to learn the language, instrumental orientation, refers to an interest in language learning for pragmatic reasons, and language anxiety, referring to the anxiety reaction of the individual when called upon to use the target language (Gardner, 1985). These propositions have been shown to have an effect on second language learning. These constructs were shown to have an affect on second or foreign language achievement (Gardner, Masgoret Tremblay, 1997). The socio-educational second language acquisition model was a catalyst for the development of the Attitude Motivation Test Battery (AMTB), which was created to assess various individual variable differences within the second or foreign language-learning classroom (Gardner, 1985; Gardner, Masgoret Tremblay, 1997; Hashimoto, 2002). The model described by Gardner was seen as a good start to understanding motivation within the second language acquisition classroom (Dornyei, 2005; Hashimoto, 2002). Although Gardners proposition have been used, cited and extensively supported, it has practically gone unchallenged until the 1990s (Dornyei, 2005). In addition, the many facets of motivation within a second language acquisition classroom was suggested to be very robust to be limited to just intergrativeness and instrumentation (Dornyei, 2005). Researchers find that Gardners model excludes some variables, and that limited concepts of cognition, and self-efficacy are mentioned (Dornyei, 2005; Maclntyre, MacMaster Baker, 2001). One study to test Gardners propositions was conducted by Gardner et al. (1997), who conducted an exploratory/explanatory study about the predictive validities of different measures to determine the underlying dimensions of the relationships among constructs used such as language attitude, motivation, anxiety, self-confidence, language aptitude, learning strategies, field independence, and measures of achievement in the target language. Although many of the relationships between some of these constructs had been investigated, there had not been a study that considered all of these constructs together (Gardner et al., 1997). The literature review consisted primarily of empirical studies testing the relationship between each of the above-mentioned constructs and their effect on language-learning achievement (Gardner et al., 1997). Gardner et al. (1997) identified a shortage of empirical studies concerning the relationships between the constructs and L2 achievement in terms of a causal model and the predictive validity of those constructs on second language academic achievement (Gardner et al., 1997). A random sample of 102 (82 females and 20 males) university students enrolled in introductory French was studied. Participants were tested in two stages; the first stage was a questionnaire containing the constructs of attitudes, motivation, achievement and self-rating scales of French Proficiency, and the second stage was a short language history questionnaire (Gardner et al., 1997). Data collection procedures were clearly described. There was no indication of whether or not the study was IRB approved. Reported Cronbachs alphas for the three subscales that make up the Motivation construct were .86 for Attitudes towards Learning French, .78 for Desire to Learn French, and .76 for Motivational Intensity (Gardner et al., 1997). To investigate the factor structure of the instrumentation, Gardner et al. (1997) conducted exploratory factor analysis, and specified an eight-factor varimax factor analytic solution. Eight values were required to be more than 1.0. Regardless of the different theoretical models, they grouped together into five independent clusters. These five factors were identified as: Self-confidence with French, Language Learning Strategies, Motivation to Learn French, Language Aptitude, and Orientation to Learn French (Gardner et al., 1997). Results indicated that some of the variables were more highly related than others to indices of achievement based on measures of specific skills taken more or less at the time when these other variables were assessed. Furthermore, most measures demonstrated comparable correlations when criterion was a more global measure, such as French grades, that reflects competence in a number of characteristics over a long period of time. Nevertheless, most of the variables in this study (except for the measures of Learning Strategies and Field Independence, and to some extent Language Attitudes) were found to be significantly related to measures of L 2 proficiency (Gardner et al., 1997). These results led Gardner at al. (1997) to conclude the following: 1) there are some functional relationships among the measures, and that even these categories are not mutually exclusive; 2) when achievement is assessed by relatively objective measures taken at the same time as the other measures, indices of language anxiety, self confidence, and can-do evidence much higher correlations with achievement than do indices of Language Aptitude, Motivation, or Language Attitude (Gardner et al., 1997). Results provided strong support for the causal model, suggesting that the model permitted a way to understand how variables interrelated and complemented one another (Gardner et al., 1997). The authors suggested that further research might benefit from investigating the possible confounds of all the variables, with self examination of French proficiency, as well as feelings of anxiety, which might further assist language educators in developing new ways to improve L2 achievement (Gardner et al., 1997). Language-Learning Strategies and Second Language Acquisition According to OMalley and Chamot (1990), much of the prior research in second language acquisition focused on the teacher creating information that would enhance comprehensible input. Very little research actually focused on the process of the learner intake or what goes on with the learner. The focal point was placed on how information is stored and retrieved for future use but not on the enhancement of learning. To arrive at a definition for learning strategies, Chamot and OMalley (1990), thought to identify the process by which strategies were stored and retrieved. Thus, the definition used for learning strategies stemmed from Andersons (1983) cognitive theory, which focuses on how information is stored and retrieved (Chamot OMalley, 1990). The cognitive model of learning indicates that learning is active and presents learners as active participants in the learning process. In the cognitive model learners select information from their environment, organize it, relate it to prior k nowledge, retain what is important, and retrieve it when necessary (Anderson, 1983; Chamot OMalley 1994). According to many experts in the field of language acquisition, active learners are better learners than those who do not actively participate in their own learning processes (Chamot OMalley 1994; Krashen 1985). Metacognitive strategies have been seen as the most important and extensively studied of all the strategies due to the need for students to gain some control of their second language acquisition process. Metacognition has been used by many in the field of second language acquisition to refer to knowledge about cognition or the regulation of cognition (Chamot OMalley, 1990). Metacognition is very much needed in order for students to understand what their cognitive processes are and to guide their learning processes (Chamot OMalley, 1990; Zimmerman Risenberg, 1997). A branch of metacognitive strategy, which social psychologists and educational researchers call self-regulated or self-directed learning, involves goal setting, regulation of efforts to reach a goal, self-monitoring, time management, and physical and social environment regulation (Zimmerman Risenberg, 1997). Since students need to learn to manage the knowledge they receive, it has been noted that students should become more aware of their cognitive learning processes and strategies in order to use and apply metacognitive strategies. Metacognitive strategies aid in providing the learner with self-guidance towards the learning processes, which requires manipulation of the cognitive aspect of learning. Cognitive strategies operate directly on incoming information, manipulating it to further enhance learning (Zimmerman Risenberg, 1997; Chamot OMalley, 1994). Thus, teaching strategies within the academic foreign language classroom, or any content, supports the learner in gaining an important perspective on learning, seeing the relationship between the strategies used and his/her own learning effectiveness, and planning and reflecting on learning, to gain greater directedness or autonomy as a learner. Language-learning strategies are techniques or steps taken by the student to improve their own learning. The term language-learning strategies is used extensively in Oxfords research study to involve naturalistic practice that facilitate the acquisition of language skills, noting guessing and memory strategies are equally useful to both learning and acquisition (Chamot OMalley, 1990; Oxford, 1990). Many researchers sought to classify the language-learning strategies in general, but Oxford (1990) created the most comprehensive classification assessment of strategies called the Strategy Inventory for Language Learners (SILL), which contains six types of strategies, classified into two sub-groups of direct and indirect. The three sub-scales classified as direct language learning strategies are Memory, Cognitive, and Compensation, and the three sub-scales classified, as indirect language-learning strategies are Metacognitive, Affective, and Social strategies. Oxfords development of the Strategy Inventory for Language Learning (SILL) was originally developed to assist with the improvement of foreign language learning for the department of defence and other governmental institution. The original development of the SILL consisted of 121 strategies. The strategies were revised and the current of 80 and 50 items, version 7.0, is the most comprehensive and widely used language-learning strategy inventory to date (Oxford, 1990). Oxfords language learning strategy theory is embedded in the SILL. The two main parts of the SILL consist of direct and indirect strategies. The direct strategies are strategies that deal directly with learning mental processes such as Memory, Cognitive and Compensatory strategies. The first mental process of Memory is a strategy used to assist the learner in retrieving and storing information for later use (Oxford, 1990). This strategy works along with the Cognitive strategies, which are skills that involve manipulation or transformation of the language in some direct way, such as the following: note taking, functional practice in natural setting, reasoning, analysis, formal practice with structures and sounds Oxford, 1990). Cognitive strategies tend to be linked to individual tasks. Learners, who use Cognitive strategies, use many methods to manipulate information mentally through elaborating, image making, or taking notes and physically grouping (Chamot OMalley, 1990; Oxford, 1990). The next three strategies are described as indirect strategies, which are Metacognitive, Affective, and Social strategies. These indirect strategies are behaviors and techniques used to assist the learner with acquiring the second language. Metacognitive Strategies are seen as higher order executive skills that involve planning, monitoring and evaluating the accomplishment of the learning objective. Metacognitive strategies are also seen as actions used for centering, arranging, planning, and evaluating ones learning (Chamot OMalley, 1994; Oxford, 1990). According to Chamot and OMalley (1994) and others, such as Oxford (1990), models can be created for assessing strategies that request metacognition. This strategy is important if learners desire to gain executive control over the learning process and understand their own learning approaches (Oxford, 19990). Affective strategies and Social Strategies are significant in second language acquisition, as presented in Krashens model The Affective Filter, due to its focus on cooperative interaction and control over affects (Krashen, 1982). These strategies are further described, categorized and classified together in the CALLA handbook by Chamot and OMalley (1994). The Affective and Social strategies are not as developed as the other categories in the context of foreign language acquisition due to the nature of individual emotions and attitude towards the topic. This normally falls under the research of social psychologists that look at the affective factors as a possible predictor or hindrance of foreign language achievement (Chamot OMalley, 1990; Krashen, 1985; Oxford, 1990). As a driving energy or reason for someones action or behavior, motivation is an important factor in L2 achievement (Norris-Holt, 2001). Masgoret and Gardner (2003) stated that in the case of second language learning, people understand that motivation inspires language learners goal-directed behavior. One can use a number of individual features to measure motivation. In his study, Song (2002) showed that motivation for foreign language learning involved two further components: the need for achievement with goal-directed behavior and attributions regarding past failures. If heritage students have goals or reasons for learning the language, such as communication with non- English-speaking family members, recognition of their identity, and better career building, they can expect to learn at a higher rate of proficiency. Learner-centered Education One of the most effective educational theories for heritage language education is learner-centered education. According to Tran (n.d.), learner-centered education is a philosophy based on a fundamental change in orientation from the traditional teacher or content centered education. This teaching method focuses on the following characteristics: Goal of learning focused on production rather than knowledge conservation; Focus on learners needs, skills, and personal interests; Focus on individual processes and on personal and interpersonal relationships, beliefs, and perceptions that are affected or supported by the educational system as a whole; and Focus on balance of personal domain, content domain, organizational domain, and technical domain. Focus on self-evaluation and reflection of teaching and learning process In other words, students personal needs are the focus of the learning procedures. Teachers need to maximize learners productivity, knowledge acquisition, skills, augmentation, and development of personal and professional abilities. To accomplish these educational goals, teachers utilize various instructional strategies and educational tools. The educational efforts of learner-centered education facilitate the exploration of meaning and content knowledge through personal and interpersonal discovery. Chickering Gamson (1991) stated the following seven principles of good practice in learner-centered education: Frequent student-faculty interaction should occur Cooperative learning activities should be interspersed among other engaging instructional formats. Students should be actively involved with learning. Instructors should provide prompt, constructive feedback on student performance. Instructors must keep students focused on learning, not on the fear of embarrassment or other distractions. Teachers should communicate high expectations. Teachers must respect diverse talents and ways of learning. (4) Constructivism Constructivism, one of the basic educational theories, is a good and effective paradigm for teaching and learning in this language-learning model. Developing a proper definition of constructivism is the first step to understanding the constructivist learning theory. Hein (1991), defined constructivism as the term [which] refers to the idea that learners construct knowledge for themselves-each learner individually (and socially) constructs meaning-as he or she learns (1). In the constructivist model, learning or education is constructed. This concept is the main characteristic of constructivism. In the actual field of education, constructivism posits that students come to the educational setting with their previous knowledge or experiences and existing ideas. Students can build up a new structure of knowledge with existing information and previous experiences because these are the raw material. In other words, students can construct their own understanding from formulated knowledge and previous experiences. According to Thanasoulas (2004), constructivism in the field of education usually emphasizes students active attitudes in learning. In the constructivist classroom, learning activities require the students full support and active participation. The most important part of the learning process is students reflection and discussion of problem solving methodologies. Notably, reflection is one of the major characteristics of constructivist learning. Students have the ability to control their own learning process to solve the problem, and they lead the way by reflecting on their previous knowledge and prior experiences. While constructivism heavily stresses students own opinions, it also considers integration or collaboration an effective strategy for developing students. In a practical setting, constructivist learning depends upon collaboration among students. The major reason constructivism uses collaboration so extensively is that students learn from their classmates, who have different ideas and experiences. When they share, review, and reflect on their subject together to solve the problem, they can adopt ideas and specific strategies from one another. According to Jaworski (1996), in a constructivist setting teachers try to help create situations where students feel safe questioning and reflecting on their own learning process, in a private or group setting. Teachers also support students with activities for reflecting on their existing knowledge from education and experiences from the past. Constructivist teachers usually have their own roles, which are to coach, facilitate, suggest, and provide the student space to think, criticize, experiment, ask questions, and attempt new things that may or may not work. Teachers encourage students with challenging ideas when they ask for help to set their own goals and means of evaluation or assessment. Constructivist teaching requires inquiry-based activity for problem solving. To encourage students, teachers need to use inquiry methods to start solving the problem. They also need to investigate a main theme or topic and use a variety of materials to find answers. Students may sometimes have incorrect answers, inaccurate solutions to the problems, or unsuitable ideas to explain. These educational procedures are valuable temporary steps to integrating knowledge and experience through exploring the problem. Vygotsky (1986) stated that constructivist teachers also encourage students to constantly assess how an activity is helping them gain understanding of the contents, because teachers believe that students can build up their own comprehension and construct knowledge of the world through experiencing things and reflecting on those experiences. In other words, constructivist learning requires students to take duty and responsibility for their own learning by using questions and analyzing answers (Carvin, n.d.). There are many different understandings and definitions of motivation. Donoghue and Kunkle (1979) described it from three different perspectives behavioristic, cognitive, and constructivist: The behavioristic point of view of motivation is understood in matter of fact terms. This perspective places emphasis on reward. Driven to acquire positive reinforcement, and by previous experiences of reward for behavior, we act accordingly to

Speaking From Within: A Discussion on Our Innate Ability to Learn Languages :: Biology Essays Research Papers

Speaking From Within: A Discussion on Our Innate Ability to Learn Languages For years since I moved to the United States after the age of nine, I've always been frustrated at the lack of improvement in my ability to speak English without a trace of foreign accent and my ability to write without any grammatical errors. It always seemed to me that learning languages is unlike learning anything else, I can logically understand the pronunciation of the a word or the rules of grammar, but for reasons unknown, I always found it hard to incorporate logical knowledge of language into the actual speaking and writing of English. I started to surf the web in attempt to find the reasons to why, even after spending more than half of my life in the U.S, I still cannot speak and write as well as people who were born or came here at a much younger age. At first I though the answer would be something to the extend of finding a region of the brain that is specialized for the learning of languages and that region is more developed in people other than I, who are good at linguistics. However, it turned out that the answer entails more than specialized regions in the brain, while there are regions in the brain that are specific for processing languages, what I found more interesting is that there is much evidence that supports the selectivist theory, found by Noam Chomsky that the ability to learn language is innate. Here innate means that  ¡Ã‚ °the language template is pre-organized in the neuronal structure of the brain, so that the fact of being an integral part of a given environment selects the borders of each individual neuronal structure without affecting its fine organization, which pre-exists. ¡Ã‚ ± (1) In this paper, I wish to point out evidence that supports this theory of the innateness of language, and to exam how the l anguage template develops. In conclusion, I wish to gain a better understand of my own language learning process in light of these new findings. One evidence that points to the innateness of language is the accuracy and speed at which humans process language and the accelerating rate at which children acquire language.  ¡Ã‚ °Ã‚ ¡Ã‚ ­ the average speaker produces approximately 150 words per minute, each word chosen from somewhere between 20000 and 40000 alternatives, at error rates below .1%. The average child is already well on her way toward that remarkable level of performance by 5 years of age, with a vocabulary of more than 6000 words and productive control over almost every aspect of sound and grammar in her language. Speaking From Within: A Discussion on Our Innate Ability to Learn Languages :: Biology Essays Research Papers Speaking From Within: A Discussion on Our Innate Ability to Learn Languages For years since I moved to the United States after the age of nine, I've always been frustrated at the lack of improvement in my ability to speak English without a trace of foreign accent and my ability to write without any grammatical errors. It always seemed to me that learning languages is unlike learning anything else, I can logically understand the pronunciation of the a word or the rules of grammar, but for reasons unknown, I always found it hard to incorporate logical knowledge of language into the actual speaking and writing of English. I started to surf the web in attempt to find the reasons to why, even after spending more than half of my life in the U.S, I still cannot speak and write as well as people who were born or came here at a much younger age. At first I though the answer would be something to the extend of finding a region of the brain that is specialized for the learning of languages and that region is more developed in people other than I, who are good at linguistics. However, it turned out that the answer entails more than specialized regions in the brain, while there are regions in the brain that are specific for processing languages, what I found more interesting is that there is much evidence that supports the selectivist theory, found by Noam Chomsky that the ability to learn language is innate. Here innate means that  ¡Ã‚ °the language template is pre-organized in the neuronal structure of the brain, so that the fact of being an integral part of a given environment selects the borders of each individual neuronal structure without affecting its fine organization, which pre-exists. ¡Ã‚ ± (1) In this paper, I wish to point out evidence that supports this theory of the innateness of language, and to exam how the l anguage template develops. In conclusion, I wish to gain a better understand of my own language learning process in light of these new findings. One evidence that points to the innateness of language is the accuracy and speed at which humans process language and the accelerating rate at which children acquire language.  ¡Ã‚ °Ã‚ ¡Ã‚ ­ the average speaker produces approximately 150 words per minute, each word chosen from somewhere between 20000 and 40000 alternatives, at error rates below .1%. The average child is already well on her way toward that remarkable level of performance by 5 years of age, with a vocabulary of more than 6000 words and productive control over almost every aspect of sound and grammar in her language.

Marianne Boruchs Year in Hawaii :: Marianne Boruch Year Hawaii Essays

Marianne Boruch's Year in Hawaii In her poem, â€Å"Year In Hawaii,† Marianne Boruch effectively portrays the feeling of an endless, motionless setting. This lyric poem attempts to transcend time by working with timelessness. The key lines to the poem take place at the very beginning, â€Å"The ocean takes so long/to think about.† Immediately the reader is met with mixed sensations of timelessness as well as restlessness. There’s a dreamy, sluggish feel to her wording. Using the ocean is perfect for evoking this, as looking out at the water, â€Å"Distance stops; one sees the endless line/of something.† So much empty space rolling out and out until it meets the sky. Boruch goes on to make her stance even clearer, â€Å"I was a toad/there, a river thing that got lost.† She places herself as a small, tiny creature that has no grasp of how big its surroundings are. After setting the mood in this tropical haven, Boruch makes a point to explain, â€Å"I never had a vision/about the place. I never thought: this/is the beginning of the world.† Boruch lets the reader know this is not a dream world, this is not something that can be conjured up in the mind and cradled whenever desired. Her time in Hawaii is something that she could have never imagined. This helps the flow of the poem, as she then depicts how easily pleased humans are. â€Å"You’ve seen/the postcards. People buy them thinking/everything worthwhile comes/through a camera lens, and they put them/in a pocket or down the dark throat/of a mailbox someone later opens/with a key.† Finding themselves in this unimaginable tropical island, humans try to capture the unexplainable on a piece of paper and bring it home to their safe comforts. Going back to the running theme of restlessness, Boruch portrays the human desire to be able to see the beauty of this landscape and the resulting unawareness of how unattainable it is. Amazed, they get there and think it is a material thing, believing that a simple postcard will do justice to their paradise. Even though she seems to be depicting a ‘paradise’ mind, Boruch immediately switches over to an ‘everyday’ mind. She describes the natives, â€Å"wanting just to live there, thank you,/going off to work and coming back, normal/things.† It’s as though the natives bring the poem back into time again, while the tourists had been stuck in timelessness.