Citation of Error Analysis Essay

html http://www. accentsasia. org/1-2/kato. pdf . G o o g l e html . Page 1 Volume 1 Number 2 October 2006 Accents Asia 1 Citation Kato, A. (2006). Error analysis of high school student essays. Accents Asia [Online], 1 (2), 1-13. Available: http://www. accentsasia. org/1-2/kato. pdf Error Analysis of High School Student Essays Asako Kato Fudooka Seiwa High School IntroductionEver since the introduction of oral communication into the school curriculum in 1989, speaking has drawn attention as an important skill for Japanese students to master. A variety of speaking and listening practices have been experimented within high school English classes. Writing has also been included as an extensive practice. The 2003 revision of the Course of Study emphasizes â€Å"writing† as a vehicle of communication to convey messages according to the purpose and the situation (MEXT, 2003).However, in many of the university entrance exam-oriented high schools, writing classes are modified into grammar-centered classes; in other words, the students are accustomed to writing short sentences based upon the structures or the grammar points they are taught, and chances of writing effective essays are limited (Minegishi, 2005). It is true that grammar processing is needed for accurate production, but it is a challenge to teach how to write essays or even paragraphs within the available classroom hours, with the exception perhaps of some foreign language elective courses in select high schools.Under these circumstances, the English Composition Division of the Saitama Senior High School English Education and Research Association hosts writing contests, for the purpose of encouraging students to test their English knowledge and to enhance their production skills in the form of writing. The contest consists of two sections: a translation section and an essay writing Page 2 Volume 1 Number 2 October 2006 Accents Asia 2 section. In the essay section the participants are given topics and expected to write their opinions in about 200 words. They have 80 minutes to work on translation and essay writing.The translation sentences are assigned according to level, but the essay topic is the same for all. The translation part is marked and graded by Japanese teachers; the essays are evaluated by ALTs (Assistant Language Teachers) according to three criteria: creativity, organization and grammar. The winners are chosen depending on the total points of the two sections. In this paper, I will shed some light on the essays and analyze them with a view towards identifying problems students have, which will provide evidence of how English is learned and what strategies students are employing to construct their essays.The primary focus of this paper is on grammar in writing not creativity and organization, but some pedagogical suggestions for teaching and learning are also mentioned. Methods The data analyzed for this study are errors in students’ ess ays written in an essay competition held in Saitama Prefecture, Japan. In this contest, the participants were given the topic, â€Å"If you were to meet a celebrity, who would you like to meet? What would you like to ask him/her? What would you like to do with him/her? The errors in the essays were categorized based on Ferris’ (2005) Analysis Model (Fig. 1). Her â€Å"Common ESL writing errors† fall into four categories; morphological errors, lexical errors, syntactic errors, and mechanical errors. This model is based upon the â€Å"Description of the major error categories† (Fig. 2), which covers verb errors, noun ending errors, article errors, word wrong, and sentence structure (p. 92). According to James (1998), an error analysis model must be â€Å"well-developed, highly elaborated, and self-explanatory† (p. 95). Ferris’ model fulfills these needs.With this system it is easy to identify global and local errors (Burt and Kiparsky, 1972, cited i n James, 1998) which I added to Ferris’ model of major errors in Figure 1. Global errors are major errors in sentence structure, which makes a sentence difficult or impossible to understand, whereas local errors are minor mistakes, which do not cause problems of comprehension. In Ferris’ classification, syntactic errors are considered global errors. Mechanical and lexical mistakes, on the other hand, are local errors. Morphological errors can be global errors, Page 3Volume 1 Number 2 October 2006 Accents Asia 3 but when they do not hinder readers’ understanding of the content they are local errors. Figure 1 Common ESL Writing Errors based on Ferris’(2005) Model Morphological Errors > global / local errors Verbs: Tense, From, Subject-verb agreement Nouns: Articles/determiners, Noun endings (plural/possessive) Lexical Errors > local errors Word choice, Word form, Informal usage, Idiom error, Pronoun error Syntactic Errors > global errors Sentence structure, Run-ons, Fragments Mechanical > local errorsPunctuation, Spelling, Capitalization* * â€Å"Capitalization† is added in this study. Figure 2 Description of major error categories (Ferris, 2005) Verb errors All errors in verb tense or form, including relevant subject-verb agreement errors. Noun ending errors Plural or progressive ending incorrect, omitted, or unnecessary; includes relevant subject-verb agreement errors Article errors Article or other determiner incorrect, omitted, or unnecessary Word wrong All specific lexical errors in word choice or word form, including preposition and pronoun errors.Spelling errors only included if the (apparent) misspelling resulted in an actual English word. Sentence structure Errors in sentence/clause boundaries(run-ons, fragments, comma splices), word order, omitted words or phrases, unnecessary words or phrases; other unidiomatic sentence construction. Participants The essays analyzed for this study were written by 148 high school stud ents: 46 first year students, 58 second year students, and 44 third year students; 48 males and 100 females. The participants’ high schools consisted of twenty public schools and two private schools.Most of these Page 4 Volume 1 Number 2 October 2006 Accents Asia 4 schools are considered â€Å"academic† high schools in that they prepare students for university exams, which means the students tend to be highly motivated and are expected to be able to utilize their English grammar, structure knowledge and vocabulary in writing. Procedure All errors were marked and classified. They were first classified into global errors or local errors. The verb-related errors were considered as â€Å"verb errors†, therefore, they were considered morphological errors.However, confusion in the use of transitive/intransitive verbs was considered a global syntactic error because it affects the whole sentence structure. Also, tense errors were anticipated because the essay topic â₠¬Å"If you were to meet a celebrity†¦? † presumably requires the use of the conditional. As long as the errors did not interfere with the understanding of the sentence, they were put into tense errors, i. e. , morphological errors. It was sometimes difficult to draw the line between lexical errors and mechanical errors; that is, whether the word is a wrong choice or simply a spelling mistake.If the word had a separate meaning but exists as a word, then it was treated as lexical error; otherwise, it was marked as a mechanical error. However, if an inappropriate word choice disrupts the meaning in the whole sentence, it was considered a syntactic error. In short, the decision of error classification depends on each sentence. As for repeated mechanical errors in the same sentence, i. e. , spelling mistakes, punctuation, and capitalization, the multiple mistakes were counted as one. Findings and Discussion First of all, not all errors were easily categorized: some went beyond and across the categories.In each case, errors were carefully identified and classified according to the seriousness of the problem. If one major error included other minor errors, then together they were considered to be a major error. For example, a sentence â€Å"*And, I want to *go to abroad such as the UK, the US, *French, *Australlia and so on† was categorized as one syntactic error because the misuse of verb and adverb (go to abroad) causes sentence diffusion, even though this sentence included one lexical error Page 5 Volume 1 Number 2 October 2006 Accents Asia 5 (French) and one mechanical error (Australlia).Secondly, a danger with lists of â€Å"common† ESL/EFL errors, as Ferris (2005) herself points out, is that they may be over-generalized to all students. Of course, individual students have different language capabilities and learning traits; for example, one student constantly omitted articles and another student confused tense of verbs all through her es say. Although the statistics give a general picture of the problems, these do not apply to every student. While keeping these considerations in mind, the statistics provide interesting information.The total number of errors was 1518 (596 in 46 first year essays, 491 in 58 second year essays, and 431 in 44 third year essay). The average number of errors per student was 13. 5 for the first year students, 11. 2 for the second year students, and 9. 8 for the third year students. Considering the short length of the essay, these were not small numbers, although the average number of errors decreased according to the students’ year in school. As a total, syntactic errors dominated the rest at 29%, followed by lexical errors (21%), morphological errors in nouns and mechanical errors (18%), and morphological errors (14%).According to the school year, the most common errors observed in first year essays were lexical errors, which comprised 24% of the total, while syntactic errors compr ised most errors in second and third year essays, which amounted to 35. 2% and 31. 1% respectively. Among the first years’ lexical errors, â€Å"word choice† was the most common mistake (93 in total). As for second year and third year samples, as many as 158 and 121 errors were made respectively in â€Å"sentence structure. † These findings indicate that first year students did not have sufficient vocabulary while the second and third year students did not use it adequately.Page 6 Volume 1 Number 2 October 2006 Accents Asia 6 Table 1. Common EFL Writing Errors in Japanese High School Students’ Essays Percentage of Total Errors Marked (%) Error Type 1st year 2nd year 3rd year Average Morphological Errors Lexical Errors Syntactic Errors Mechanical (Verbs) Tense Form Subject-verb agreement Total Verb Errors (Nouns) Articles/determiners Noun endings Total Noun Errors Word choice Word form Informal usage Idiom error Pronoun error Total Lexical Errors Sentence structure Run-ons Fragments Total Syntactic Errors Punctuation Spelling CapitalizationTotal Mechanical Errors 5. 87 5. 87 0. 67 12. 4 10. 6 8. 22 18. 8 15. 6 1. 51 1. 01 3. 19 2. 68 24. 0 15. 3 1. 34 3. 19 19. 8 5. 7 14. 4 4. 87 25. 0 8. 96 1. 22 2. 65 12. 8 11. 0 5. 91 16. 9 13. 6 4. 07 0. 61 1. 02 3. 87 23. 2 32. 2 0. 61 2. 44 35. 2 1. 43 6. 11 4. 28 11. 8 11. 1 2. 09 4. 64 17. 9 9. 98 8. 12 18. 1 9. 51 3. 25 0. 23 1. 16 2. 55 16. 7 28. 1 1. 86 1. 16 31. 1 1. 86 11. 4 3. 02 16. 2 8. 66 3. 06 2. 65 14. 4 10. 5 7. 42 17. 9 12. 9 2. 94 0. 62 1. 79 3. 04 21. 3 25. 2 1. 27 2. 26 28. 7 3. 0 10. 6 4. 05 17. 7 Percentage of Total Errors Marked 14% 18% 21% 29% 18%Morphological Error: Verbs Morphological Error: Nouns Lexical Error Syntactic Error Mechanical Error Percentage of Errors by Year 0% 20% 40% 60% 80% 100% 1 2 3 Year Mechanical Error Syntactic Error Lexical Error Morphological Error: Nouns Morphological Error: Verbs Page 7 Volume 1 Number 2 October 2006 Accents Asia 7 The syntactic errors, the most prevalent errors, were mainly related to verbs, for example, the misuse of be-verbs, transitive and intransitive verbs, auxiliary verbs, no verb use, the word order in indirect questions, and tense confusion in relation to the conditional.From an English educator’s point of view, it was rather disappointing that many students made errors in the use of basic verbs such as â€Å"go†, â€Å"want† and â€Å"listen†, such as in â€Å"*I want to go my future†, â€Å"*I want become a doctor†, and â€Å"*I want to listen the story†. In the case of errors in conditional sentences, on the other hand, the structure was usually grammatically correct, but the meaning was irrational. For example, if a writer mentioned a celebrity such as a historical man/woman, movie actor, singer, athlete or an imaginary character, s/he had to make the sentence conditional.However, some used simple present tense. One of these examples is, â€Å" *If I ride Doraemon’s time machine, I can go everywhere†. This type of error was put into verb tense errors under morphological errors. As an explanation of Japanese students’ use of conditional, Thompson (2001) asserts that even when students have mastered the mechanics of forming unreal conditionals and wishes in all their complexity, the problem of concept remains. Additionally, it is difficult for Japanese students to use conditionals correctly, for there is a disparity in the use of conditionals in English and Japanese.Another characteristic in the syntactic errors stemed from interference from Japanese, their mother tongue (L1 interference). L1 interference is considered a major obstacle to second and foreign language acquisition (Ellis, 2003; Ferris, 2005; Lightbrown & Spada, 2002; Littlewood, 2002. Some examples from students’ essays are as follows: (a)* He challenged. ( ) (b)* They hit all over the world since 1984. ( 1984 ) In these sentences, t he writers used English equivalents for the Japanese words, i. e. , (a) chousen-suru=challenge, and (b) itto-suru=hit. Incidentally, the verbs â€Å"challenge† and â€Å"hit† are transitive verbs, which means these sentences are grammatically incorrect; therefore, they were classified as syntactic errors. Other syntactic errors from L1 interference are observed in Page 8 Volume 1 Number 2 October 2006 Accents Asia 8 relation to the choice of prepositions. The examples are: (c) *I will join to children’s network of UNICEF. ( ) (d) *I want to marry with him. ( ) The writers translated the Japanese prepositional particle â€Å"? [ni]† into â€Å"to† in example (c) and â€Å"? to]† into â€Å"with† in example (d). This type of error is common among Japanese students because transitive verbs include prepositions in their Japanese meanings; therefore it is hard to distinguish whether a verb is transitive or prepositional from the translat ed meanings. The second dominant error category was that of lexical errors, especially in first year student essays. Here again L1 interference was observed in word choices. (e) *I think his baseball soul is the biggest of all. ( ) (f) *I want to hear Murasaki Shikibu three questions. 3 ) In (e), â€Å"soul† and â€Å"big† do not match with each other in this context. The writer meant to say, â€Å"I think he has the strongest spirit in baseball. † In Japanese â€Å"soul† and â€Å"spirit† are given the same translation as â€Å"? ( )tamashii. † Besides, neither soul nor spirit can be â€Å"big† but rather â€Å"strong†. In (f), the verb â€Å"hear† is derived from the Japanese word â€Å" ( ) kiku†, which can also mean â€Å"listen† or â€Å"ask† in Japanese. These students seemed to have picked up words without thinking about content and collocation.Presumably, in English class, there is a tendenc y for students not to consult dictionaries for language usage but to look up word meaning only, then memorize the main translation of the word, and use this translation regardless of context. The third and fourth prominent error categories were noun related morphological errors and mechanical errors, especially spelling mistakes. In noun errors, article errors outnumbered the rest, accounting for as much as 10% of the total. The problem with articles stems from the fact that the Japanese language has no concept of articles and the countable and uncountable distinction.It is natural that Japanese students have difficulty in using them correctly. In addition, articles are introduced near the end in many of grammar textbooks, which in a sense is parallel to the language Page 9 Volume 1 Number 2 October 2006 Accents Asia 9 acquisition order described by Littlewood (2002) of a study of children acquiring morphemes in their native language. Plurals and articles have always been, and will continue to be difficult to teach to Japanese students, which is why some teachers wait until the end of school year to introduce them in class.Spelling mistakes, sorted as mechanical errors, comprised 10% of the total number of errors. This was partly because many students applied Japanese (katakana) pronunciation to English spellings. For example, writers who spelled *performence (performance), *calacter (character), and *confort (comfort) did not seem to spell according to his/her understanding of the pronunciation, but from how the words sound through the filter of katakana. Lastly the problem of organization as well as the use of conjunctions needs to be mentioned.Sentences starting with â€Å"because† were categorized as fragments which belonged to syntactic errors, whereas sentences starting with â€Å"and† and â€Å"so† were not treated as errors. â€Å"And† and â€Å"so† are taught as conjunctions that connect two phrases that carry equal weight in the sentence, whereas â€Å"because† is taught as a conjunction followed by a subordinate clause. However, the fact is that as many as 75 â€Å"and†s and 89 â€Å"so†s were observed at the beginning of the students’ sentences. James (1998) states that learners tend to overuse connectors to support logical relationships between propositions that just do not exist.It is probable that few students have learned how to organize English writing; that is, they do not know they should start with an introduction, followed by a main body, and then a conclusion, paying attention to the consistency of their thoughts. Those who were not familiar with English writing ended up listing items in order: who they wanted to meet, what they would like to do, and where they would like to go. Without cohesive devices such as paraphrasing and rephrasing, or markers that direct the logical flow of sentences, the writers could not communicate their ideas effectively.Conc lusion How, then, can teachers empower students to become better writers? Obviously the class time allotted for writing is limited, yet there are things teachers can do in order to improve students’ Page 10 Volume 1 Number 2 October 2006 Accents Asia 10 writing in other English classes. Judging from the fact that sentence fragments outnumbered other errors in this study, teachers need to draw students’ attention to the whole sentence structure and sentence combining when discussing verbs and other grammar points in class.The confusion between transitive/intransitive verbs and prepositional verbs can be pointed out in reading class, bringing awareness to the differences between English and Japanese. When students come up with a new verb, or even a familiar one, they should be aware of the conceptual gap between English and Japanese. One good example of a split between Japanese and English is the word (to see). There are many more English verbs for miru. In Japanaese mi ru is used when you perceive with your eyes, when you watch, look, view, overlook or investigate; when you take care of somebody like children or sick people, as in â€Å"kodomo wo miru†.You can even say miru when you try something, like ‘mitemiru’ or ‘yattemiru’, literally â€Å"try to see† and â€Å"try to do† respectively. Therefore, it is confusing for students to select the suitable equivalent of miru in English. They have to think about the context. Kowalski (2005) gives usages of in Figure 4: Figure 4 Different kinds of meanings associated with see (something that falls within your field of vision) look (intentionally at a stationary object) watch (something moving) Also, the gap between English and Japanese applies not only at sentential level but also to the lexical level.As I mentioned earlier, L1 interference affects both sentence structure and word choice. Underlying knowledge of usage and collocation enables students to choose the right words in right the places in their writing. Because of the avalanche of Japanese-English in the media, however, it has become even more difficult to eliminate these Japanglish words from students’ vocabulary. Teachers and learners should pay special attention not reinforce these words and phrases in the English language classroom. Page 11 Volume 1 Number 2 October 2006 Accents Asia 11Good writing, however, does not rely only on grammatical and lexical accuracy but also on the creativity in context and the logical flow of sentences. In order to write coherent, well-structured paragraphs and essays, the writers have to be creative and concentrate on the content as well. First, teachers can help students raise their awareness of how to organize English writing, and how units of sentences and paragraphs are connected with one another to form meaningful text. By recognizing the importance of coherency in their writing, the students can dedicate themselves to the i deas or message that they are trying to convey.I employ â€Å"process writing† for the improvement of this skill. In contrast to translation or guided composition, â€Å"process writing† emphasizes the processes such as planning, drafting, and reviewing (Johnson & Johnson, 1998 cited in Furneaux, 2000). In this contest, only a few participants seemed to employ this approach, possibly because of the time constraints of the competition. By reflecting on their writing process, students will internalize their grammatical and lexical knowledge and utilize it for production.Another effective approach to improve writing skill is to work on other language skills. All four skills are interconnected. Even though writing classes are not consistently available in school curriculums, compared to reading and oral communication classes, students can cultivate their writing skills by consciously reading or listening. Krashen and Terrell (1983) claim that speech and writing production emerges by focusing on listening and reading. Extensive reading outside of the class, for instance, will become a rich source for extensive writing.Exposure to authentic writing will help students expand their vocabulary and write well-organized, reasonably cohesive essays. In conclusion, I believe that Japanese students can become competent writers of English with the appropriate support from teachers. Quoting Kramsch (1993): â€Å"Teachers have to impart a body of knowledge, but learners have to discover that knowledge for themselves in order to internalize it† (p. 6). I suggest that teachers integrate the grammar focus while encouraging creativity and teaching organizational form.Learners, on the other hand, can enrich their knowledge of language by taking every opportunity to use it, developing learning strategies outside of the class, and reflecting on the writing process before, during and after they write. Page 12 Volume 1 Number 2 October 2006 Accents Asia 12 Referenc es Ellis, R. (2003). Second language acquisition. (8 th ed. ). Oxford: Oxford University Press. Ferris, D. R. (2005). Treatment of error in second language writing. Ann Arbor: The University of Michigan Press. Furneaux, C. (2000). Process writing.The University of Reading school of linguistics and applied language studies. Retrieved September 29, 2005, from http://www. rgd. ac. uk/AcaDeps/cl/slas/process. htm James, C. (1998). Errors in language learning and use Exploring error analysis. Essex: Pearson Education Limited. Kowalski, C. (2005). Translation in the writing class: friend or foe? In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds. ). JALT2004 Conference Proceedings. Tokyo: JALT Kramsch, C. (1993). Context and culture in language teaching. New York: Oxford University Press. Krashen, S. D. Terrell, T. (1983). The natural approach: Language acquisition in the classroom. San Francisco:The Alemany Press. Lightbrown, P. M. & Spada, N. (2002). How languages are learned. (2 nd. ed). Oxford: Oxford University Press. Littlewood, W. (2002). Foreign and second language learning. (17 th ed. ). Cambridge: Cambridge University Press. Minegishi, H. (2005, March). The questionnaire result. Saitama high school English education bulletin, 41. 49-59. Ministry of Education, Culture, Sports, Science, and Technology. The course of study for foreign languages. 2003, March). Retrieved November 20, 2005, from http://www. mext. go. jp/english/shotou/030301. htm Sonoda, N. (2005). A comparative study of two approaches to English writing: translation and process writing. In K. Bradford-Watts, C. Ikeguchi, & M. Swanson (Eds. ). JALT2004 Conference Proceedings. Tokyo: JALT Thompson, I. (2001). Japanese speakers. In M. Swan & B. Smith (Eds), Learner English: A Page 13 Volume 1 Number 2 October 2006 Accents Asia 13 teacher’s guide to interference and other problems. Cambridge: Cambridge University Press.

Human Capital Theory

To what extent can Human Capital Theory provide a plausible explanation for inequalities in the labour market? Illustrate your answer with examples of labour-market segmentation tied to race or gender or social class. Introduction: Human capital theory can be identified as studies of organisations, individuals or nations which accumulates stock of productive skills and technical knowledge from study of investments (Becker, 1964). By following the judgement of human capital theory it can be said that it represents a path for the individual to develop his or her charisma to the labour market . Human capital theory is used as a analysis of theoretical frame , development of competence , formal education and job tenure probably are the crucial aspects for the individual’s perceived employability. As a result investment of individuals in these respects would be essential factors in identifying their perceptions of the possibilities that exist for gaining new employment (Judge and Bretz, 1994 et al, 1995). Efficiency losses and Gender differences: In recent times around 50 % of woman around the world are in the labour force officially, approximately 1/3rd of all workers are constituted by women’s. Work unpaid performed by females most of them because following the tradition of division of labour within nature of employment on family farms . Although it attracts pay, men’s work is valued more than women’s. Earnings of women is normally average around 2/3rd of men’s . In general, simply 1/5th of world’s wages accrue to women partly because they are engaged usually in low paying-jobs. Still in these jobs, payment is less usually to women compare to men instead doing comparable work (Bergmann, 1971), the result of discrimination and exclusion of women are solely the gender differences in labour market, to evaluate a method the output and wage are affected under conditions of discrimination it has been projected in the context of racial segregation, According to (Tzannatos, 1988) this method can be extended to apply in context of gender on the basis of assumption that men and women have same human capital and preference. This exercise is preceded in two steps, in beginning it estimate the output in present conditions, namely, when differences occupational and wage within industries. Secondly, output is re-estimated assuming within industries are eliminated due to occupational differences, Therefore differences between two estimates of output provided when there is maximum welfare gains indicated it can be achieved, but characteristic and preferences are same of women as compare to men and equally treated in labour market. For Example: UNESCO 1999 In India , women around 88 % in higher education opted to majors in arts and commerce but 1 % of women choose occupations like engineering . low paying jobs are choose by majority of women in Kerala like nurses , clerks , school teachers and typists. Dreze and Sen, 1996) Kerala which ranks first within states of India in Gender development and Human development Index, In fact female in Kerala enjoyed a better status in society than other females in rest of the part of India and although a male child is considered to be more valuable compare to female in India but in Kerala it is different case, women exceeds 1000 to males Except districts such as Wayanad and Idukki. According to census conducted in India, Kerala outnumbered men, the independence and pride among the women in Kerala has instilled in them (Jeffrey, 1987). In Some countries, women who are married are prevented from working due to law or by strong social customs, in late 1970s and early 1980s it was true in Korea and Japan in which women had to left their jobs due to marriage (Horton, 1994), although in Korea it is no longer to discriminate against women married in dismissal and promotion, hiring in discrimination is still un punishable due to law and remained sex stereotyped in Japan ,Discrimination against married women is still carried and permitted in Indonesia and due to the law husband is identified as the household head. Provisions such as results in working women or women workers being left with the last option that is into dead-end jobs, although first to lay off but still paid low wages, This overcome women’s incentive to remain in labour force to human capital. Treatment for the married workers in the family can be strengthen the traditional specialization of labour with in the statistical discrimination and household . From the perspective of Cigno (1994) there is existence of gender biases in various forms, more often in family treatment as a tax creates disincentives to work for women and taxation due to joint tends women to stay at home rather than separate taxation due to the higher marginal taxes that the earnings of worker which is considered secondary or usually, the wife attract . axation if separated may increase incentives of women while working and might result in greater participation as compare to the husband in domestic activities. Apart from this area Gustaffson (1995) believed that divorce laws not to oblige fathers to support their children. Additionally, the financial ability was lacked by women to access the courts . hile enabled legal provisions that equal sharing of responsibilities and child care among parents, on work constraints women’s are relaxed and eased so poverty declined among mothers for an example authorities in Sweden serious attempts are made to identify th e fathers to make them share the cost of finance for the child rearing die to this there is increase in price of children to men and indirectly there is reduction in the fertility which results in beneficial effects to welfare of women and work . Trzcinski and Alpert, 1994) maternity leave deals with which is physically demanded by new mothers and pregnant mothers and there is variation in the provisions maternity legislation among the developed countries for example in Canada there is 15 weeks leave where as in U. S. A only 6 weeks and provisions of maternity also differs such as private one or national system . here as in Philippines and Thailand the family extended has enables women to work after the family formation by giving the day care facility and in some South Asian countries and African Countries children are not constituted as a major barrier for female in labour force participation and neither there is reduction of potential duration of working life compare to men . Ther e are two types of legislations:- 1. Equity promoting legislations It is known as the requirement that women and men are paid equal wages or have equal opportunities. 2. Protective legislations In short it consist of maternity , hazardous and night work it is seen that this legislation is more valuable to women than was legislation to ensure the conditions exploited women faced during the industrialization. (Goldin, 1990) According Mason (1988) Protective legislation to women can lead to discrimination statistical against the group deem to benefit such kind of regulation usually helps out who are already working but hampers which are seeking for a job in the protected sector or it can create blockage between both covered and un covered sectors . For example restriction on night work from specific work can excessively reduce ability of women to compete effectively in the labour market. In countries like Britain, New Zealand, Canada and Greece female pay used to be prescribed as reference to male pay underpayment of women was depended in two things and first thing is man was considered usually to look after and support a family and be paid family wage by which he can support him and his family, secondly it was considered women working for her own as single and married for additional family income. MacDonald, 1994) Wage setting of this kind refection of existing norms. This type of wage setting was suitable for employers on the basis of short run-minimization of cost considerations. while the differential pay rates for men and women workers was removed from law and single wage rate was added in the law due to this gender pay gap was reduced in some of the cases. Previously female and male wage rates were replaced by rates for l ight and heavy work . According Ehrenberg and Smith, (1987) in the case of gender differences of pay by employment segregation instead of unequal pay in the same job or employment and overt wage is illegal and discriminative, Schemes such as job evaluation can be undertaken to check a cook or carpenter is worth in comparison, although it is true that both work requires same level of training , esponsibility and effort, possibly cook are mostly women’s and carpenter are men’s in this case labour market will first assign lower wage to cook than carpenter . It is not fair as two comparable workers in terms of human capital characteristics will be awarded differently and it has been proved by having a glance at evidence in U. S. A that it has adverse effects on employment by following the comparable worth principle. Conclusion: This concludes that a labour market perspective, and most important recommendations of this is that policies should treat reproduction and unpaid work as recognized economic activities, secondly the legislations are important timely but not be over designed and case of economies indicates that women workers faces risk of poverty that were traditionally borne by enterprises are now lost such family leave, day care, child allowances. It also explains the discrimination faced by women and inequality done in labour market segmentation tied to gender and race and also due to the unfair law followed in earlier times by many countries but in these some legislations proved to be successful such as equal payment to men and women in developed countries and facts such as comparison of labour resulted in unfair wage distribution found by evidence from U. S. A We also know that how women are considered less valuable in some countries in comparison to men and how it affects the women society and indirectly the human capital of women workers and moreover it can be seen that it is male dominated, certain action plan worked in developed countries but not in other countries and from example of India we can see the selection of work of women that is the low wage work selection due to this women are lacking behind because of decision-making ability compare to men ,Thus from the above essay we can see the inequalities and problems faced by women while surviving in the human capital labour market . References:- Becker, G. S. (1964). Investment in human capital: A theoretical analysis. Journal of Political Economy, 70, 9-49 Bergmann, B. (1971) The effect on white incomes of discrimination in employment. Journal of Political Economy 79(2), 294–313 Tzannatos, Z. (1988) The long run effects of the sex integration of the British labour market. Journal of Economic Studies. 15(1), 1–18 Judge, T. A. and R. D. Bretz (1994) ‘Political Influence Behavior and Career Success’, Journal of Management 20(1): 43–65 . Judge, T. A. , D. M. Cable, J. W. Boudreau and R. D. Bretz (1995) ‘An Empirical Inves- tigation of the Predictors of Executive Career Success’, Personnel Psychology 48(3): 485–519 UNESCO. Report of Expert Group Meeting on Training of Women Graduates in the Development Process, Thailand, February 1999 Dreze, Jean, and Amartya Sen. India: Economic Development and Social Opportunity. Delhi: Oxford University Press, 1996 Jeffrey, Robin. â€Å"Governments and Culture: How Women Made Kerala Literate. † Pacific Affairs 60 (Autumn 1987): 447–472 Cigno, A. (1994) Social security, the tax treatment of couples and the position of women. Paper presented at the Gender Symposium, World Bank, Poverty and Social Policy Department, World Bank, Washington, DC Horton, S. (1994) Women and Industrialization in Asia, Routledge, London Gustaffson, R. (1995) Single mothers in Sweden: Why is poverty less severe. In: Katherine McFate, Roger Lawson and William Julius Wilson (Eds. ), Poverty, Inequality and the Future of Social Policy: Western States in the New World Order, Russell Sage Foundation, New York Trzcinski, E. , Alpert, W. T. (1994) Pregnancy and parental leave benefits in the United States and Canada: Judicial decisions and legislation. Journal of Human Resources. 29(2), 535–555 Mason, M. A. (1988) The Equality Trap: Why Working Women Should Not be Treated Like Men. New York MacDonald, M. (1994) Social security policy and gender, Paper presented at the Gender Symposium, World Bank, Poverty and Social Policy Department, Washington DC Goldin, C. (1990) Understanding the Gender Gap: An Economic History of American Women. Cambridge University Press, Cambridge Ehrenberg, R. , Smith, R. (1987) Comparable worth wage adjustments and female employment in the state and local sector. Journal of Labor Economics 5(1), 43–62

All that you need to know about Colloidal System

All that you need to know about Colloidal System A hetrogenius mixture in which solute particles are larger than molucules or ions but cannot be seen by naked eye is called colloidal solution. (Also, called colloidal dispersion, colloidal suspension.) An intimate mixture of two substances, one of which, called the dispersed phase (or colloid), is uniformly distributed in a finely divided state through the second substance, called the dispersion medium (or dispersing medium). The dispersion medium may be a gas, a liquid, or a solid and the dispersed phase may also be any of these, with the exception of one gas in another. A system of liquid or solid particlescolloidally dispersed in a gas is called an aerosol. A system of solid substance or water-insoluble liquid colloidally dispersed in liquid water is called a hydrosol. There is no sharp line of demarcation between true solutions and colloidal systems or between mere suspensions and colloidal systems. When the particles of the dispersed phase are smaller than about 10-3 ÃŽ ¼m in diameter, the system begins to assume the properties of a true solution; when the particles dispersed are much greater than 1 ÃŽ ¼m, separation of the dispersed phase from the dispersing medium becomes so rapid that the system is best regarded as a suspension. According to the latter criterion, natural clouds in the atmosphere should not be termed aerosols; however, since many cloud forms apparently exhibit characteristics of tr ue colloidal suspensions, this strict physico-chemical definition is often disregarded for purposes of convenient and helpful analogy. Condensation nuclei and many artificial smokes may be regarded as aerosols. The dispersion medium may be a gas, a liquid, or a solid. Smoke is composed of a solid dispersed in gas. Milk is a liquid dispersed in liquid. Pumic stone is a gas dispersed in solids. There are two forms of colloidal syatems. 1. Sol: A system composed of non-viscous colloidal solution is called sol. For example, milk. 2. Gel: A system composed of viscous colloidal solution is called gel. For example butter. The colloidal system can be classified into two general classes on the basis of their affinty for liquids:  · Lyophilic System: The system in which dispersed phase and liquid dispersion medium attaract each other is called lyophilic system.  · Lyophobic System: The system in which the dispersed phase and liquid dispersion phase repel each other is called lyophobic system. Types of Colloidal Dispersions Dispersed phase and dispersion medium can be solid, liquid or gas. Depending upon the state of dispersed phase and dispersion medium, eight different types of colloidal dispersions can exist. Eight Different Types of Colloidal Dispersions are: Foam Solid foam Liquid Aerosol Emulsions Gels Solid Aerosol Sol (Colloidal suspension) Solid sol (Solid suspension) It is important to note that when one gas is mixed with another gas, a homogeneous mixture is formed i.e. gases are completely miscible into each other. Colloidal dispersions are heterogeneous in nature and gas dispersed in another gaseous medium does not form colloidal system. When the dispersion medium is gas, the solution is called Aerosol and when the dispersion medium is liquid, the colloidal dispersion is known as Sol. Sols can further be classified into different types depending upon the liquid used.  · Properties of Colloidal System The colloidal system shows following properties. Adsorption: The tendency of molecules and ions to adhere to the surface of certain solids or liquids is called adsorption. Colloidal particles show a high tendency of adsorption. Thus, colloidal syatem provide a large surface area of adsorption of molecules and ions. Brownian Movements: Robert Brown in1927 observed that colloidal particles show random dancing movements. These movements were named Brownian movements. Tyndall Effect: The colloidal partcles scatter light. Ths is called Tyndall Effect. The path of light appears as a cone. It is known as Tyndall cone. This property helps to detect the presence of colloidal partcles. Precipitation: The additions of an electrolytr remove the electrical double layer present around the colloidal particles. As a result, the dispersed particles of a colloidal suspension will aggregate and precipitate. Electrical Properties: All colloidal particles carry same electric charge. This charge may be positive or negative. There is a adsorption of free ions in the dispersion medium. It produces an eletrical double layer around the colloidal particles. The electric charges on the colloidal particles stablize the colloidal system. Filtration: The colloidal particles cannot pass through a parchment membrance. This property of colloidal dispersions is used to separate them from true solution by a process called dialysis. Phase Reversal: The sol and gel form of colloidal system can be interchanged due to change in certain conditions. Certain lyophilic sols form gel undre certain conditions. For example, aqueous agar sols are cooled. It forms a jelly—like gel. The conversion of a sol to a gel is called gelation. If a gel of gelation or agar is heated, it will convert back to a sol. This process is known as solution. The property of colloidal dispersions is called phase reversal. 8. Surface Charge The most important characteristic of colloidal systems is surface charge on the particles. Keep in mind that a â€Å"particle† is a group of bonded atoms or molecules. Charged particles repel each other, overcoming the tendency to aggregate (the attraction force) and remaining dispersed. Particle size plays a major role in the capacity to bear a charge, and the colloidal size range is set by this capacity. In manufactured systems, the charge can be greatly increased over what might occur natu rally. Within the range, the smaller the particle, the greater the surface and the greater the charge that can be applied in manufacture. Only heterogeneous, highly dispersed colloidal systems, containing the smallest possible particles, have a well-developed surface area. Given a constant voltage applied to the system, particle charge is not automatically increased as the substance is made finer, but total charge in the system will increase. Already coarse particles will tend to fall out even if they have received an electrical charge like the smaller particles, because gravity will have a greater influence than the electrical forces which maintain the dispersion. Metallic particles have a great affinity for each other at the atomic level. They are magnetically attracted to each other and want to bond. But the magnetism of metals does not create an added difficulty of attraction against maintaining a colloidal system because of the superior capacity of metals to hold a charge. Given a constant particle size, the higher the concentration in a solution, the more likely the attraction force will overcome the repelling charge, creating larger masses. At some point, the mass will precipitate out due to gravitation. At lesser concentrations, the attraction force is insufficient for precipitative particle bonding, and groups are light enough that gravitation will not pull them out of solution. This is an ideal colloidal system. Biological Significance of Colloidal Systems 33333333333 Manufacturing Colloids and Systems At least five methods were used to manufacture colloids before 1938, including: (1) Grind, (2) Wave, (3) Liquid, (4) Chemical, (5) Electrical. For medical or health purposes, the FDA now allows both the grind and electrical manufacturing techniques to be used. Of these two methods, however, the electro-colloidal process is generally considered to be far superior. (The chemical method, described below, is restricted to industrial or commercial applications.) With the grind method, the inorganic or organic particles are usually no finer than four one-hundred-thousandths of an inch, or about one micron, which is outside the upper end of the ideal size range by a factor of 10. Such particles may or may not be electrically charged. Even if a charge is present, the size of the particles may be great enough that the repelling forces are unable to overcome the pull of gravity. Thus, particles will tend to settle to the bottom of the solution, and much of the effectiveness of the colloidal sy stem will be lost. While some sols owe their stability to particle size, charge and high dispersion, others employ a mechanical stabilizer added to the medium. Such stabilizers include gelatin, glycoproteins, and starch, among other things, which increase solution viscosity and cause the particles to settle much more slowly. The downside to this is that stabilizers tend to block the effects of the colloids, and the particles will still eventually settle if the solution is allowed to stand long enough. If the inorganic or organic particles are within the size range of 1 to 100 nm and are uniformly charged, no stabilizer is required to maintain suspension indefinitely in deionized water, as long as no disruptive influence intrudes. Thus, the integrity and power of a colloidal system is a factor of the interplay among size, charge, concentration, and interaction between particle and medium. It should be mentioned that shape is also a factor. In recent years, the chemical process has been widely employed to replace the inferior grind method, because it provides a convenient shortcut to the more difficult electro- colloidal process. But it also has drawbacks, one of which is the difficulty in getting the chemicals (acids) back out of the colloidal solution. Consequently, traces of the chemicals are frequently left in solution, which can cause unwanted effects, especially in nutritional/medical applications. After studying the health benefits of various forms of colloidal silver, Dr. Leonard Keene Hirschberg, A.M.M.D. (Johns Hopkins) concluded, â€Å"There are two principal ways of producing metallic colloids, viz., chemical and physical (electrical). The two methods yield widely different results, and from a therapeutic point of view I need only deal with the electric colloid metals, since only these present the necessary homogeneity, minuteness of granules, purity, and stability.† A simple illustration will suggest the immense power potential of a colloidal system. The total surface of a one-inch cube of iron is six square inches. By colloidal chemistry, the cube can be divided into particles having a total surface area in the range of 800,000,000 square inches, all expressing electrical energy. The total surface area of the particles in a quarter teaspoon is greater than that of a football field. The Ultimate Colloid The highest quality colloidal systems are produced by the electro-colloidal method, meaning the inorganic or organic particles and (usually) water have been completely â€Å"colloided.† This is simultaneous dispersion and bonding by a current sent through the combination. This is the only method that will create a true colloidal system by manufacture. Products that are simple mixtures of metal and liquid cannot possess nearly the potential of electrocolloids, and are therefore of questionable value. The proper electrical process allows inorganic or organic particles that are well within the colloidal size range to be drawn off an ingot. Animated by Brownian movement, they are able to remain in suspension in a liquid medium almost indefinitely. (Because many nutrients are best transported through the body in water, the best medium to use for ingested nutritional products is pure, de-ionized water.) All other things being equal, the number of particles varies inversely according to the cube of the size change, so if size is reduced 50 percent, overall number is multiplied by eight. This is a mathematical proof, and is determined by actual count using an electron microscope and by atomic absorption. Obviously, ideal size is element dependent. Size is controlled by frequency, amperage and micro-meshes, among other things. The ultimate colloidal sol contains ultra-fine and ultra-light particles in the range of 0.015-0.005 microns in diameter, and they will remain suspended in de-ionized water without need of any other ingredient. There is no visible accumulation of inorganic or organic particles either in the solution or settled on the bottom. Products that show visible particles in the solution or at the bottom of the container indicate that the particles are either too large or have not received the proper electrical charge. The metallic particles in a sol may vary in concentration, but more is not necessarily better, unless we have correspondingly smaller particles. In fact, the reverse is usually true- less is better, and in essence, less is more, functionally speaking, because as noted earlier, the higher the concentration in a solution, the more likely the attraction force will overcome the repelling charge. But even before this happens, effectiveness is reduced. The highest quality colloid will have a certain maximum number of particles. They will be of the minimum possible size, and ideally no more than a â€Å"handful† of atoms hooked together per molecule of water utilized, and in a negatively charged state. This will prevent further aggregation at that size.

Civil Rights Era Struggle Essay Example | Topics and Well Written Essays - 1000 words

Civil Rights Era Struggle - Essay Example However, with the landing of westerners in Africa, slave trade increased with the Africans having no apparent knowledge of the consequences it had on the slaves sold. This is because they had no way of knowing the conditions under which the slaves were kept, but knew only that it was good riddance. In the course of slavery, especially during the journey across the Atlantic ocean, slaves were mistreated, some died, and others fell ill while others were sexually violated. During the trip across the vast ocean, conditions in which the slaves were subjected to be far worse than they were in captivity, slaves were packed in the ships’ hulls and left to persevere hunger and dehydration. Through this treatment, some went overboard to deny the white man dominion over their lives; this was the first step in the struggle for survival and for their rights. Among the slaves taken captive, some made it alive and took charge of their lives by participating in resistance movements. They went on work slowdowns and even ran away in rebellion, while others like, â€Å"Quakers and other prominent persons- among them Anthony Benezet, Thomas Paine and Benjamin Franklin- publicly opposed slavery†2 (Thurgood and Autherine 4). ... These people included Phillis Wheatley the first African-America writer who published poetry and Benjamin Banneker who studied Astronomy and Mathematics. However, the other black American slaves could not get access to education in public schools despite being freed by their masters. This incited them even the more to rise against the oppressive rules and fight for their rights as equal men in the society. The fight against slavery went on, however, by the time of American Civil war, the population of African-American slaves was significant as it was about 4million and could no longer be ignored. Therefore, as a result of the proclamation of 1863, all slaves residing in the confederacy were declared free by Abraham Lincoln, which was a milestone. Consequently, the black slaves viewed this as another opportunity to take charge of their lives and freedom. During this period, slaves joined the union army to fight for the confederacy that had freed them. This in turn, brought the priorit ies, needs and issues of the 4 million slaves that were marginalized to the attention of lawmakers. However, a break came following the abolition of slavery in 1865 and an amendment granted blacks citizenship rights concerning protection by the rule of law. However, the struggle was not over following violence and lack of acceptance by radical citizens. These groups included the Ku Klux Klan that imposed threats, white supremacy violence and harsh economic conditions. In the case of African-Americans, this did not deter them from fighting for their due rights; they still were elected into local, state and federal offices despite the danger facing them. One renowned person in

EQUAL OPPORTUNITY EMPLOYMENT LAW EXERCISE Essay Example | Topics and Well Written Essays - 500 words

EQUAL OPPORTUNITY EMPLOYMENT LAW EXERCISE - Essay Example As a Chinese girl in America, these are some of the laws that in my opinion are likely to protect me as an employee in future. The U.S Equal Employment Opportunity Commission link shows the different laws which focus on discrimination of a person, based n the person’s gender, race, nationality and other differences. There are several important things I learnt from these two laws. Title VII act of 1964, is a law that shows it is illegal to discriminate a person such as a potential employee on the basis of their cultural or religious backgrounds. It is a law that makes it unlawful for a person to even the score with another person who made a complaint on discrimination. According to EEOC, under the Pregnancy discrimination Act, it is prohibited from discriminating a woman because of childbirth and other medical conditions related to pregnancy (U.S Equal Employment Opportunity Commission). Like the first law, it is against the law for a person to retaliate against a woman who complained of discrimination based on pregnancy related medical issues. Two most interesting things I learnt when exploring the site is that the Title VII law requires employers to accommodate an applicant’s religious practices which do not impose undue hardships on business operations. This is particularly interesting to me because I am a Buddhist and hope to have a future employer who will disapprove of me attending the major Buddhist holidays such as Vesak. It is interesting to learn that when I am employed in future I will have the chance to go for maternity and medical leaves without getting fired since in future I plan to raise a family and pursue my career at the same time. The two laws I reviewed connect to organizational justice in many ways. For example the Pregnancy discrimination Act focuses solely on specific triggers of unfairness perceptions (U.S Equal Employment

Comment To Peer Response Dq1 AND dQ2jb Essay Example | Topics and Well Written Essays - 250 words

Comment To Peer Response Dq1 AND dQ2jb - Essay Example A branding strategy is build through the passage of times by investing in marketing and public relations initiatives. It takes time to build a brand value. Coca-Cola has tremendous brand value because it has been in existence for over 100 years. Two factors that help develop a brand strategy are effective communications with stakeholder groups and effective use of distribution channels (Williams, 2012). Diversifying is a great strategy to remain competitive during tough economic times. Companies with greater product variety will attract more customers. I agree with you that diversifying can help boost profits. Two types of diversification strategies are related and unrelated diversification (Scribd, 2012). A second strategy that you mentioned in your response was mergers and acquisitions. Mergers and acquisitions help companies increase their market share in an industry. Some of the benefits of mergers and acquisitions include access to new market segments, new innovation opportunities, access to new revenue streams, and maximization of return on investment (Frost). I also liked your idea of seeking expansion by taking advantage of the internet. Customers are purchasing more goods and services online than in the past. In 2011 the e-commerce sales in the United States reach $188.1 billion (Plunkettresearchonline, 2012). Some of the most successful online businesses are EBay, Amazon, and

Room acoustics Essay Example | Topics and Well Written Essays - 2500 words

Room acoustics - Essay Example What many people do not know is that the room in which the sound has been set up determines to a certain and large extent the final sound that one hears from the sound system. Room acoustics looks at how the room as a component of sound can be structured in order to improve the dispersion of sound in a room (Rossing, p.303). Sound in any room is transmitted or reaches the listener in two distinct ways. The first way in which sound is transmitted is directly from the speakers. This is referred to as direct sound. The second way in which sound reaches the listener is through reflection of sound. The reflected sound is referred to as indirect sound. In a studio setup, the indirect sound is as a result of the direct sound being reflected by various surfaces in the studio or in the room. For example, sound can be reflected by walls, floors and the ceiling. From this description, it can be derived that the sound one hears in any room is a combination of direct sound, directly from the spea ker(s); and indirect sound - the sound from the speakers that is reflected. Indirect or reflected sound can be or is both good and bad. It is good because it amplifies sound to sound much fuller and louder. A simple experiment which can be used to prove this phenomenon is by placing speakers in an open field where there are no walls or barriers that can reflect the sound. In this experiment, the speakers will sound less powerful simply because the sound is directional. The bass of the speakers seems to be dull. However, when the very same speakers are placed in a room, the reflection adds some spaciousness to the sound that is projected from them. Reflected sound on the other hand is bad because it can lead to sound distortion. If the room is structured poorly, then there is a possibility that it will amplify certain sound notes which will mute others. Assuming that there is video footage that is accompanying the sound, the sound may be distorted and there may be a discord between t he image and the sound reaching the ear because the sounds reach the ear at different times. Room Acoustics are more important when building a recording studio as compared to the basic stereo or home theatre setup. The main reason why it is important is because any reflected sound that is distorted can compromise the quality of the sound, or music that is being recorded. It is therefore imperative for producers to have an understanding of how they can perfect the recording studios and structure them in a such a way that sound is propagated in the right amount. In other words, the surfaces of the studio should be built in a way that diffuses sound as opposed to completely reflecting it or absorbing it. The surfaces should therefore be made of a material(s) that is both reflective and absorptive, the result of which is a diffusive surface. Reverberation Time Reverberation can be described as the collection of reflected sound in an enclosed room, or auditorium. It can also be described as the persistence or sustaining of sound in a room after the sound has been produced. Reverberation time (RT60 or T60) on the other hand refers to the time taken for the intensity of produced sound to reduce by 60 dB from its original level. Reverberation time is a very important parameter in describing the acoustics or acoustic behavior of a room (Goldstein, 2007, p. 305) and it is affected or dependent on two factors. One of the

Project Evaluation Essay Example | Topics and Well Written Essays - 2750 words

Project Evaluation - Essay Example Net Profit: Total Revenue – Total Expenses Payback Period: Initial Investment Cost / Annual Operating Savings The formulas have been taken from the website of the Finance Formulas. Return over Investment: (Earnings – Initial Investment) / Initial Investment Net Present Value: (Initial Investment + (Cash flow 1st year) / 1.1 + †¦Ã¢â‚¬ ¦ Recommendation Keeping in view the above calculations, I believe that the project ‘Alpha’ should be selected for execution. The ROI and Net Present Value of the project ‘Alpha’ is greater than the other two projects. However, the net profit and payback period of the project ‘Alpha’ is a little less than the other two projects. ... It is pertinent to mention here that the Saturday and Sunday (two day weekend) have been set off in the MS Project. The critical activities have been represented by red lines (bars) in the Gantt chart and Network Diagram. These activities include: Analysis Module 1, Implemented Module 1, Integrated Module 1 , Document Module 1 and System Test. After reducing the completion time of activity ‘F’ (7 in the Gantt chart) by 50 %, the total duration of completing the project would be reduced by one (1) day. In this case, the project would be started on 13th May 2013 and completed on 31st May 2013. Moreover, the critical activities of the project would be increased from five (5) to nine (9). The critical activities include: Analysis Module 2, Analysis Module 3, Implementation Module 2, Implement Module 3, Integrate Module 1 & 3, Test Module 2, Document Module 1, Integrate Module 2 & 3, and System Test. Reducing the completion time of the project by applying more human and t echnical resources, the technique is known as project crashing (Sparrow, n.d). The screenshots of the Gantt chart and Network diagram of the Omicron project’s second case (reduced activity duration) has been shown below: Task 3: Testing Part ‘A’ – Block Box Testing Several aspects of the final product would be tested to ensure that the website of the New World Resources website is working properly and finding out the potential bugs in the website. The black box testing ensures the functionality of the website / software application without reviewing the code (HTML, PHP, etc.) and implementation details, keeping in view only the requirement specifications of the website provided by the

The Essence of Agape Love in the New Testament Essay

The Essence of Agape Love in the New Testament - Essay Example The majority of scholars have thought of this word to represent divine, self-sacrificing, volitional, unconditional, active, and thoughtful love. Despite the word not having a specific religious connotation, it has been used by a majority of ancient and contemporary sources which include the Bible authors and Christian authors. (Wahlde, 2010) In the Old Testament, the Hebrew used the word Ahab to describe love, it was also used in extensive ways and milieus as the English term: sexual love, love of humanity by God, love of spouse or child, friendship, and so on. In the New Testament, the word ‘agape’ was used without bringing in too much philosophical or theological baggage because the word was Greek. Thus, among the majority of early Christians, the word ‘agape’ was used to refer to the unearned love of God for humanity. This love is so immense that God sent his only son to agonize and pass away for the sake of the sins of mankind. The essence of agape love in the New Testament is, therefore, self-sacrifice. It does not denote the romantic or sexual love of English. It is unique and is distinguished by its characters and nature. According to the Book of John, it affirms that agape is love which is of and from God, whose exact nature is said to be love itself. The apostle affirms that God is love. This implies that God does not only love, but he is love itself. Therefore, everything that God does flows from His love. Therefore, agape has received a broader usage with the Christian writers. It has, however, been denoted to Christian love or charity or God himself. Agape has been expounded by on by various Christian writers some of which we are going to look at. The most common attribute of agape love that will be realized in their writings is that it is a high kind of love that is selfless, and contributes to a passionate commitment to the wellbeing of the other. With reference to 1 John 2 19-20, we try to realize the kind of commitment one is required to have in trying to demonstrate love to his community and faith in God. The book tells us that once we have a feeling of belonging to a community, family or part of any tradition, it is not worth to walk out of it. In this excerpt, the author writes to the Christian community trying to warn them of the advent of antichrist. It is not easy to tell when this book was written. However, it is known that it was written by John, one of the apostles of Christ at around A.D. 180. He refers to them – the antichrists – as opponents who depart or go out from the Christian community. According to the author, their departure means that they were actually never part of the Christian family. In order to understand the importance of this verse, one must first comprehend the setting and the background of the bone of contention that had been hugely reflected in John 1 and 2. 1 John 19 – 20 strongly suggests that there was – before the dispute at present à ¢â‚¬â€œ a time when those departing the Christian community considered themselves as part of the community. The antichrists have now departed from the congregation, the Christian community due to this cause of disagreement – disagreement over Christological doctrines.  

Tourism Case Study Example | Topics and Well Written Essays - 1000 words

Tourism - Case Study Example Television shows have also played a great part in popularising destinations. And what better example than that of the Australia Zoo; the zoo, located in the Queensland town of Beerwah, became a major tourist attraction by way of Steve Irwin's 'Crocodile Hunter' wildlife documentaries. The Australia Zoo, which started as a small reptile park, became a major tourist attraction thanks to Irwin's popularity as the Crocodile Hunter. (Debbie Olsen, Canwest News Service.) Tourism departments have woken up to the strength of movies in creating the hype about a destination. Though the incidence of movies being made to promote a destination is less usual, the fact remains that movies popularize travel without primarily intending to. When a recce is done to zero down upon a locale, the primary objective is to suit the requirement of the story. In Indian movies or what is more popular globally as Bollywood movies (these are the Hindi language movies that forms the biggest chunk of Indian movies), it is also important that the shot looks picturesque; to shoot a song sequence, the scene can ridiculously shift to the snow-covered Alps, even if the storyline goes nowhere near Europe. However, in the process, movies make certain locales popular and enhance tourism in that place. For example, the Indian film industry has increased the volume of tourism in Switzerland to such an extent that Lakes and Waterfalls are being named after Indian movie stars and produc ers. Tapping the Consumer Base It is a common phenomenon that tourism boards and local administrative bodies offer various incentives such as discounts in accommodation, food, permission for shooting and even cash incentives, to lure production units. (The Financial Express, 2005.) In India, movie making is big business. Over 1000 movies are released every year (the largest in the world), 3.2 billion movie tickets are sold each year (the largest in the world) and 10,000 music tracks hit the market every year. (Indian Entertainment and Media Outlook 2009 Report.) The Indian Tourism sector contributes 6.23 percent to the GDP and generates a total employment of 8.78 percent. In 2008, USD 100 billion was generated by the tourism industry and this is expected to rise to USD 275.5 billion by 2018. (Jaipur Hotel Deals Blog, 2009.) Watching movies in one-screen theatres (I am not talking here of multiplexes, which are expensive) is a relatively cheap form of entertainment in which millions of Indians indulge. Here films a re almost a way of life with the people and movie stars are demigods. The movie songs (no movie has less than five songs on an average) are an industry on its own. No festival or ceremony is complete without film songs. Television shows are churned out based on movies and their songs. No wonder such a huge consumer base is an attractive proposition and even if five percent of this can be converted and directed towards tourism, it would present a huge earning potential. This huge market is up for grabs for both the national and international tourism boards. It works out wonderfully for the producer who gets to save nothing less than 20 percent of the cost. Jaisalmer - the

Persuasive Essay Essay Example for Free

Persuasive Essay Essay At least 11% of women smoke during pregnancy. Many of these women smoke without knowing the significant negative effects smoking has on their babies before, during, and after the pregnancy. When a woman smokes during pregnancy, she exposes her baby to dangerous chemicals such as tar, carbon monoxide, nicotine, and other poisonous chemicals that travels through the bloodstream and goes directly to the baby. Nicotine restricts the oxygen through the blood vessels throughout the body, including those leading to the umbilical cord. There are more than 4,000 chemicals in cigarettes. Among these chemicals, there are life-threatening issues that can happen while smoking during a woman’s pregnancy and after the babies are born. Smoking while pregnant has many lasting effects on the mother as well as the child? On average, a smoker who smokes a pack a day will reduce about half a pound of baby weight. Stunning a baby’s growth while in the womb can have negative consequences that last a lifetime. With a baby being underweight at the time of birth could mean the baby’s lungs have not fully developed which would lead to their first few days or weeks of life on a respirator to help the baby breath. However, after the baby has the ability to breathe their still susceptible to asthma. The combined effect of premature delivery and low birth rate has shown ten percent of these babies suffer from Infant Respiratory Distress Syndrome. Infant Respiratory Distress Syndrome is when their lungs have not developed a normal surface tact coating and the air sacs collapse. One of the most serious effects and risks of smoking while pregnant is ectopic pregnancy. An ectopic pregnancy is an abnormal pregnancy that occurs outside of the uterus. In all cases the baby will not live if this occurs there are not enough nutrients for a fetus to survive anywhere besides the womb. When the detection of an ectopic pregnancy is confirmed, it is treated through medication and surgery. In both cases it is termination of the baby to prevent possible death of both the baby and mother. Placental abruption is another occurrence that happens from smoking during pregnancy. It is the separation of the placenta from the wall of the uterus. The baby is deprived of oxygen and nutrients when a placental abruption is detected. The mother can also experience life-threatening bleeding. A stillbirth is the death of a fetus that occurs after 20 weeks of pregnancy. It is also an occurrence that can happen from smoking during pregnancy. Stillbirth can be very painful emotionally because the baby still has to be delivered. After the pregnancy is over, and the baby has been delivered, the smoking may have still caused damage to the baby. Smoking during a pregnancy can have an effect on the baby’s brain. Children of mothers who smoked during pregnancy are likely to have learning disorders, behavioral problems and relatively low IQ’s. Children of smokers also have less muscle mass and fatter than a child of a non- smoker. Cleft is a gap in the body structure that results from incomplete closing of a specific structure during development. Clefts that occur from smoking during pregnancy usually occur orally. Cleft lip is a complete opening at the lip extending into the bottom of the nose. Cleft palate is an opening at the front roof of the mouth extending to the back of the mouth. Smoking during pregnancy can also cause babies to be born prematurely. Premature birth is a serious health problem. Long-lasting disabilities such as breathing problems, mental retardation, cerebral palsy, lung problems, hearing, and vision loss are health problems that can occur from premature birth. Mothers who smoke during and after pregnancy are more likely of losing their babies to SIDS (Sudden Infant Death Syndrome). SIDS is the sudden unexplained death of an infant younger than one year of age. Occurring without warning, SIDS can happen to babies who seem perfectly normal. In conclusion, once a baby is born with damages caused by smoking, it is too late. There is a lifetime of regret on the mother and the suffering of the child can be tremendous. Women should quit smoking before their baby is conceived. The sooner a woman quits smoking, the better her chances are of having a healthier pregnancy for herself and the baby. To quit smoking is a hard task to do, but the awareness of the effects of smoking during a pregnancy should persuade a woman to quit smoking before, during and after the pregnancy.

Why Purse a Master’s Degree Essay Example for Free

Why Purse a Master’s Degree Essay Due to the competitive marketing many are pursuing a higher education beyond their bachelor’s degree. My decision to purse a master’s degree has always been a personal goal, but with the change in the market I realized my bachelor’s degree would no longer be sufficient or marketable in a couple of years. Many would say that obtaining a master’s degree is only as valuable as how your current or future employer measures advanced education. There are many rewarding benefits of pursing a master’s whether for a personal goal, career change, or salary increase these are all convincing motives. This paper will explore the various motivations that resulted in my decision to purse a master’s degree. Initially a master’s degree will give me the added credentials needed to pursue a promotion or career change that I would not have been considered for with my current education level. The norm was that a company required you to have a bachelor’s degree to be considered as a candidate in the corporate world. This is no longer the case as employers are demanding candidates attain the life experience in conjunction with a master’s degree. Stronger economy and more company demands for management degrees have positively shifted the local and international market for candidates whom hold a MBA (Rebecca Kaplan (2008). â€Å"Demand for MBA on the Rise). This evidence confirms having a master’s degree significantly increases my marketability. Since only a small percentage of people in the United States have a master’s degree, holding one can put me ahead of the pack when competing for a job (â€Å"Jane Porter, (2006). â€Å"Forecast: MBA Hiring Up Again). Employers are leaning toward hiring more MBA candidates because they are looking for people with managerial and team experience (â€Å"Jane Porter, (2006). â€Å"Forecast: MBA Hiring Up Again). These facts indicates that companies value a higher education and are willing to provide more opportunities, greater compensation packages and greater chances for promotion. In 2007 Radford proclaimed an advanced degree will provide hopeful with a better professional network and insights into the working practitioners. Holding a master’s degree will also expand my knowledge in a specialized area and improve performance in many areas of my work and personal life. Following this path will allow me to utilize my bachelor’s degree foundation to gain a greater understanding and appreciation for my field of study. As a person high in conscientiousness, people may perceive me to contribute to a higher level of job performance. This personality trait is a strong focus behind my plans for a master’s degree. If I am going to be portrayed as person whom exerts greater levels of effort on the job, then I should have the knowledge and the degree to back my training and experience. Based on Jungian’s Personality Assessment, I am well suited for a management position. I am viewed as a person well organized who is open to learn new skills and updating current skills, which is a key area of interest for employers. A Master of Business Administration translates into salary increase, as with most fields. PayScale. com calculated the median salary by years of experience for a Bachelor of Business Administration and Master’s of Business Administration in the United States As noted in the below tables master’s degree holders makes an estimated 20k more in salary then a bachelor degree holder with the same years of experience. Median Salary by Years Experience Degree: Bachelor of Business Administration (BBA) (United States) Median Salary by Years Experience Degree: Master of Business Administration (MBA) (United States) An earnings increase is only part of the benefits. A college education enriches your life in ways that cannot be measured by dollars. Education is power, Frederick Douglass. Personally, earning a master has always been a goal. I first considered earning my master’s degree recently after I received my bachelor’s, but felt I need to take a brain break and experience the corporate world. After gaining eight years of work experiences I felt it was time to give it a try. Learning of my employee’s tuition reimbursement policy for the master’s program I soon realized it was a win-win for me and the company. If the company is willing to invest in my education, I believe the company is quietly endorsing that a master’s degree is valued and expected for high-level professional. Consequently, the benefits I will receive from this degree will give me self-assurance to know that I have the collective resources of knowledge, effective decision-making and skill sets needed to be successful in my personal and professional life, (Gary Radford, (2005). Having a master’s will give me a sense of future employment security and will allow me to gain qualifications that I may have missed in my earlier education. The school of choice also heavily weighed on my decision. I debate for several months whether online or classroom format would be suitable for me. After speaking with the University of Phoenix enrollment counselor I was excited about the learning environment. I understood that taking courses online allowed the flexibility I needed to sustain a work-life balance. There was also the fact that I would be communicating with different individual who I could openly share experiences and gain valuable knowledge that can not always be taught from a book or a classroom setting. A master’s degree is a good investment the evidence is clear. Yes, it will take time, dedication, and money to complete my degree, but the return on my investment is all worth the effort. In addition, the increased sense of achievement, career opportunities, new circles of friends and networks along with the new ranges of skills I will gain are some of the major reasons that confirmed my decision. Whether personal or practical, a master’s degree can be both life affirming and career enhancing. As stated by Dr Bruce Lewis, an education beyond a bachelor’s will put you in a better position to help your family, your community and give you the kind of life you dream of having. The more education you pursue, the better career options you will have. Ask yourself the following questions: 1) Do I want more career marketability? 2) Do I want to earn a higher income? 3) Do I want to increase myself assurance and workplace confidence? 4) Do I want to enhance my current skilled set? If you answered ‘yes’ to any of the above of, then you too need to purse your master’s degree. Reference: Kaplan, Rebecca. (2008). Demand for MBA on the Rise. Receive May 7 from www. thedailypennsylvanian. com Lewis, Bruce. (2002). Received May 9, 2008, from http://teach. fhu. edu Porter, Jane. (2006). Forecast: MBA Hiring Up Again. Received May 8, 2008 from BusinessWeek. com O. P John, â€Å"The ‘Big Five’ Factor Taxonomy: Dimensions of Personality in the Natural Language and in Questionnaires,† in L. A. Pervin (ed. ). Handbook of Personality Theory and Research(New York: Guilford Press, 1990) pp. 66-110; and D. L. Formy-Duval, J. E Williams, D. J. Patterson, and E. E Fogle, â€Å"A ‘Big Five’ Scoring System for the Item Pool of the Adjective Check List,† Journal Of Personality Assessment, Vol. 65. 1995, pp. 59-76. Radford, Gary. (2007). Received May 7, 2007 from www. fdu. edu Median Salary by Years Experience Degree: Master of Business Administration (MBA) (United States) table. Retrieved May 7, 2008, from PayScale. com.

Environmental impact

Environmental impact Environmental impact assessment is a tool used in identifying and evaluating the environmental effects that are likely to arise from a major proposed project (Morris Therivel, 2009). The purpose of EIA is to supply or aid decision makers in making appropriate decision regarding the environmental impact of proposed projects. In order words, its aim is to provide decision makers such as the Local Authority a systematic examination of the environmental implications of a proposed action and sometimes alternatives before a decision is taken (Jay et al, 2007). Also, environmental impact assessment aim, in the United Kingdom, is to assist in the formulation of development actions and it is an instrument for providing sustainable development (Jay et al, 2007). This essay is a critical review of the process of environmental impact assessment in the UK. Environmental Impact Assessment has been implemented in the UK since the 1980s through secondary legislation involving regulations and guidance, the most important being the Town and Country Planning (Assessment of Environmental Effects) Regulations 1988 (Statutory Instrument 1199, DoE, 1989), which constitutes the principal means of implementation of Directive 85/337/EC (Piper, 2001). Under these regulations, Environmental Impact Assessment is carried out at local level, within the planning system, where the Local Planning Authority (LPA) is the competent authority playing the central institutional role (Piper, 2001). Currently, Town and Country Planning (Assessment of Environmental Effects) Regulations 1988 has been replaced by Town and Country Planning (Environmental Impact Assessment) Regulations 1999 (Amended) (Salvador, Glasson, Piper, 2000). The process of environmental impact assessment in the United Kingdom involves various stages such as screening of projects, scoping, establishing environmental baseline, impact identification, impact prediction, evaluation and mitigation, participation, presentation and review, monitoring and auditing after review (Morris Therivel, 2009). The people involved in the process of environmental impact assessment in the UK are the Local Authorities which are the planning department, the property developers, statutory consultees, central government, non statutory consultees and the public(Morris Therivel, 2009). First stage of environmental impact assessment is the screening of projects; it seeks to focus on projects with potentially significant adverse environmental impact (Glasson et al, 2005). The next step after the screening of project is the scoping process. Scoping is the process of identifying and assigning priority to the issues associated with a project for the purpose of focusing the impact assessment to be conducted. In summary, scoping is a process that determines what significant issues the nature and extent of ecological data to be collected and assessed (reference it). Establishing environmental baseline; this process includes both the present and likelihood future state of the environment assuming that the project is not undertaken, taking into account changes resulting from natural events and from other human activities (reference). Impact identification brings together project characterization and baseline environmental aim of ensuring that all potentially significant envi ronmental impacts are identified and taken into account (reference). Impact prediction, evaluation and mitigation is the heart of environmental impact assessment, its objective is to provide the basis for assessing significance, assess the relative impact of the significance and to put measures to avoid, reduce and if possible remedy significant adverse effect (reference). The next process is the participation, presentation and review of environmental statement; it is aimed at providing information about a proposals likely environmental impacts to the developer, the public and decision makers so that a better decision is made (reference). Since the introduction of environmental impact assessment in the United Kingdom, there have been great achievements towards reducing the environmental effects of projects but there are still arguments regarding the way environmental impact assessment process in the UK is practised. Weston (2000) was of the view that screening process of EIA in the UK is not clearly defined. According to Weston, the UKs 1988 environmental impact assessment procedures established a threshold approach to determine whether a development project should be subject to environmental impact assessment. Firstly, there is a Schedule I to the Regulations which lists all those projects which are above set thresholds and are of regional or wider importance and for which EIA is mandatory in all cases and secondly, there is a Schedule II list which sets out all those projects which only require an EIA to be carried out where there are likely to be significant environmental effects and where the Local Planning Authority have deemed it necessary for the developer to submit an Environmental Statement with their planning application. However, Weston (2000) argued that the term Significant is rarely defined in the context of the UKs legal system and its use has caused problems. The next step after the screening of project is the scoping process. Portman (2009) stated that scoping is frequently viewed as the most important stage in determining the quality of the assessment of EIA, but it has also been identified as EIA most problematic phase and has been under researched. Currently, scoping process in environmental impact assessment is not a legally mandated process in United Kingdom (Morris Therivel, 2009). Some inefficiency of scoping process has been identified by researches conducted on scoping activities in the UK. According to Glasson (1999), environmental impact assessment scoping process is supposed to include various actors such as the developers, the general public and the regulators at various levels of government, but in the UK, scoping process is too developer oriented, thereby limiting the role given to the public. Glasson was of the view that developers are unlikely to predict that the project they are proposing to develop might be an environ mental disaster since they are more concerned about saving cost. Studies carried out on the limitations of public participation on scoping exercise in the UK, showed that poor provision of basic information of a proposed project to the public by the developers was a barrier to effective public participation in decision making (Wood Hartley, 2005), United Kingdom Environmental Impact Assessment Regulation was also blamed for the cause of ineffective public participation in scoping exercise. For instance, in a complex waste project, UK EIA regulation requires a period of 21 days for public comment, which according to Wood and Hartly is perceived to be too short to allow the public participate effectively (Wood Hartley, 2005). Results of investigation carried out by Wood, Glasson and Becker on the assessment of scoping activities in England and Wales, showed that the Local Planning Authorities (LPAs) which are the authorities with power of regulation are often under resourced and lac king in experience of environmental impact assessment activities (Wood, Glasson Becker, 2005). The results of the investigation showed that it is a particular case for non metropolitan district councils which receive very few request for scoping opinions each year. Wood, Glasson and Becker (2005) concluded that the lack of developers consultation with competent authorities and the general public is the principal limitation to effective EIA in the UK. Environmental Impact Statement presentation and review is a vital step in the process of EIA in the UK and if done badly, may result in negating of the good work (Glasson, Therivel Chadwick, 2005). A review of environmental impact statements produced for a variety of development type in Britain from the period of 1988-1993 demonstrated that there are number of shortcomings in the assessment of ecological impacts for EIA. The results showed that most environmental impact statement did not comply with EC directive (85/337), which clearly states a requirement to consider impacts on the flora and fauna associated with proposed development (Thompson, Treweek Thurling, 1997). According to the review of environmental impact statements in the British forest sector from 1988-1998, the results showed that the standard was generally poor and the environmental impact statement presented limited useful additional information to decision makers. A fundamental recurrent issue was the failure to a dequately scope assessments, leading to unfocused baseline data collection, inadequate identification of impact, and inadequate determination of impact significance (Gray Edward-Jones, 2003).

Critical Analysis of Theme for English B Essay -- American Literature

When I first read Langston Hughes' poem "Theme for English B", I did not particularly like it. But after reading it a second time and discussing it in class, I came to appreciate the poem on several levels. The way Hughes describes the setting of Harlem/New York is brief, but evocative. He also gives us insight into the thoughts and emotions of the main character, the young "colored" student, and ends the piece with several thought provoking passages. In the first stanza we find the student, who is also the narrator, having gotten his homework assignment to write a paper, is returning home to Harlem. The school he attends is "on the hill" (line 9), and apparently is in a "better" part of town, so he has to travel through the various areas of the city. The streets he crosses are named, and then he gets "to the Y" (line 13). The usual meaning of a "Y" is a point in a road that splits in two directions. In this case, though, it refers to the YMCA, where the student lives. I think the author is aware of this double meaning, because in the next line he clarifies the term by...

We MUST Keep Repeat Offenders in Jail :: Sentencing Argument Argumentative

We MUST Keep Repeat Offenders in Jail   Ã‚  Ã‚  Ã‚  Ã‚  Why do killers, rapists, and child molesters go free? A large portion of early release prisoners commit serious crimes after being released. In fact, "in a three year follow-up of 108,850 state prisoners released in 1983 from institutions in 11 states, within three years sixty percent of violent crime offenders were re-arrested. More than half of those charged with violent crimes were discharged within two years."(from Truth In Sentencing by James Wooton). These criminals are sent right back to the streets to cause trouble again. The laws and justice system has to stick to their guns when it comes to prison terms. If some person is charged with armed robbery and sentenced to 15 years in prison, why should they be released in five years or less? We must make criminals pay for their crimes. If individuals are incarcerated for the full length of their given sentence, I believe that there will be less repeat offenders and an overall smaller crime rate.   Ã‚  Ã‚  Ã‚  Ã‚  Some say that if we cut down on prison terms we will save loads of tax money. There will be less need to build, maintain, and expand existing staff if there are fewer prisoners. But how much more can we cut these sentences, aren't they short enough already? The average jail sentence is seven years and eleven months, but the actual average time served is two years and eleven months. I think there are better ways to save money. For example, we should cut back on the funding of foreign governments. We have plenty of our own problems in the United States that we need to take care of. We should take care of our own before we try to help others. The money we would save would not affect us directly either. The money the government would save would not reduce our taxes or anything like that, they would take the money and invest it in something else important, like maybe giving themselves a raise. How can you put a price on your child's safety? When a repeat rapist is released early and rapes your daughter or sister, how important is that saved government money going to be?   Ã‚  Ã‚  Ã‚  Ã‚  There should be no tolerance for repeat offenders. I agree that everyone makes mistakes, but you must pay for those mistakes and learn from those mistakes. When criminals make the same mistakes over and over they should pay heavily for these repeat crimes. But criminals know that our justice system is soft, they know they will never serve their full sentence, if any at all.

My Favorite Place Essay -- Place Essay

My favorite place as a child was County Park Lake. When we had family picnics because we all got together and there was great food and kids playing and the adults playing horse-shoes and could tell there was love for one another. There was no other place like this when I was a child. Some of my fondest memories was at that picnic site we should all have memories likes those. The entire family got together and it was always a last minute thing but no matter what was going on we all decide we would go up to County Park Lake to have family time. There would be my grandma and my Aunts and Uncles and their kids when we pulled up to the parking lot. Under the shade trees the women would be sitting trying to stay cool and the older men of the family stand around a grill they would be sitting up the charcoal pyramid to lite to start grilling the food while the kids where at the tot lot playing the equipment you could hear the laughter of the kids playing . Also the mean talking about which is the best way to grill. The women would be laughing at the guys arguing over which way was bett...

Interpersonal Skills Essay

Interpersonal skills are very important to have and develop in life, they are the foundation to the relationships we make throughout our existence. We are interacting with people on a daily basis, even if for a brief moment in time and, those interpersonal skills are the tools we need to make those interactions as positive and effective as possible. This is especially true with our workplace interactions. Throughout our work experience, we will constantly collaborate and interact with others on all aspects of work in order to get the job done. There are many different dimensions of interpersonal skills that include verbal and non-verbal communication, effectively delivering feedback and being open to accepting constructive criticism, efficiently dealing with disagreements, and understanding how technology has an effect on theseskills in the workplace. By understanding these types of interpersonal skills we can more positively influence and support each other, create an encouraging work environment and collectively work together to thrive in our employment. These interpersonal skills will determine our degree of success in the workplace. Furthermore, the absence of these interpersonal skills will hinder our other talents and knowledge and result in a dysfunctional work environment. Interpersonal Skills When thinking of a person we like to be around, it can be difficult to pinpoint the exact reasons why we enjoy their company. A common reason is that they are good communicators. It’s easy to talk to them, they relate well to you, they have a positive attitude and are generally pleasant to be around. Similarly, we all know someone who has difficulty communicating with others. Maybe it’s your coworker, a longtime friend, the clerk at your favorite store or a family member. Everyone is different and interpersonal communication skills vary depending on how well they are in tune with themselves and others. Interpersonal communication is simply the way people communicate with each other (Interpersonal Skills, 2013). Whether interactions are of a social or professional nature, having good interpersonal skills will improve those interactions. The messages sent to others while communicating are both verbal and nonverbal (Adler, 2010). The words being spoken, the listener’s perception of their meaning, the body language of the communicators involved and the environment where the communication is happening are factors of interpersonal communication (Adler, 2010). With all of these moving parts it’s easy for misunderstandings to occur. Often times there is a disconnection between what a speaker actuslly says, what the speaker intended to say and the meaning the listener applies to what the speaker said (Adler, 2010). Linguistic theorists C. K. Ogdfen and I. A. Richards are famous for creating the triangle of meaning. This model shows that there is no direct relationship between an idea, process or other referent and the word (or other symbol) used to represent it. Rather, the pathway to understanding – or misunderstanding – passes through the mind of the sender or receiver. (Adler, 2010, p. 92) Speaking with clarity and removing equivocal terms, or terms with two different, but equally acceptable meanings is one way to mitigate inevitable misunderstandings (Adler, 2010). By eliminating the use of slang in a professional setting and being cognizant of the use of jargon communicators can also help to reduce misunderstandings (Adler, 2010). There is an appropriate place and time for everything and being aware of the audience and how messages will be received can keep verbal messages on a direct path of understanding to the listeners. Nonverbal communication often affects the way information is received more than verbal messages because, as the timeless phrase tells us, it’s not lways what you say, but how you say it that can leave a lasting impression. Nonverbal communication is anything other than the words coming out of your mouth (Adler, 2010). If your boss has a slouched posture and disinterested expression on their face, this may make an employee feel discouraged about bringing forth important concerns. If a colleague is making poor eye contact and constantly checks their watch, this may a message of disinterest to a coworker. People that often encroach upon others’ personal space can find that this affects the attitudes of others towards them. Most times you cannot control if your intended verbal message is received properly, but you can control if you are fidgeting and the amount of focus you are portraying to anyone you communicate with. Verbal and nonverbal communication skills go a long way towards improving overall interpersonal skills. One can improve their interpersonal skills and facilitate optimal communication by developing better networking, team work and leadership qualities (Interpersonal Skills, 2013b). Networking skills are exemplified when an individual is self-confident, communicates effectively and never stops building connections in their personal and professional networks (Interpersonal Skills, 2013b). People with great interpersonal skills can easily act as the ‘go-to’ person in their social circle or professional organization. They can connect the dots for others because they relate well to others and move through various interpersonal environments effortlessly. Collaborating well with others and working towards a common goal illustrates good team work. Individuals with interpersonal prowess cooperate with others to achieve the group’s goals. They value the ideas and contributions of each team member by actively listening and encouraging each and every team member to participate. Strong leadership skills require highly developed interpersonal skills. A leader with confidence, an open mind and who readily gives due praise can motivate others to work harder and achieve more (Adler, 2010). Using one’s expertise to delegate appropriately and mentor those who need it are natural characteristics of a leader (Interpersonal Skills, 2013b). Poise, grace and charisma also play a large part in the impression left after any interpersonal interaction. Those with robust interpersonal communication skills understand not only themselves, but also those around them with a fluid flow of cause and effect.. Dealing with Criticism One cause for communication that relies heavily on interpersonal skills in order to attain a successful outcome is criticism. Dealing with criticism from any aspect can be tricky, if not handled in the right way this kind of conversation can quickly go awry very quickly. While giving and receiving praise is easy and pleasurable to manage, encountering criticism is inevitable. Whether speaking out about a complaint or being the one to receive another’s dissatisfaction, criticism can spread like a wildfire of negative emotion and can result in a workplace climate where people are defensive. With the right tools though, someone can effectively deliver and respond to constructive criticism as well as use that information to develop and grow more. Offering constructive feedback can be more stressful than receiving it, because we know that we may offend others by telling them something they may not want to hear. Anticipating the confrontational nature of the encounter is unnerving, but can be best minimized by having a good attitude, carefully planning the message and being well prepared in the delivery. A good attitude is imperative to fostering development in others, positively influencing work relationships, and most importantly, will also help make others feel more receptive to the constructive feedback you may have. The essence of a more positive attitude is respect†¦that comes from how we construct messages; how we speak and act can be more important that the words themselves, as well as paying close attention not only to what you say but also to your nonverbal behavior, including your vocal tone and facial expression, when expressing yourself. (Adler, 2010) In addition, part of having respect and demonstrating equality for others is showing a genuine concern for them and being honest in communicating, which also gives others a feeling of being valued and appreciated. Planning your constructive feedback content is also essential n making your message most effective, and minimizing a defensive reaction (Adler, 2010). â€Å"Organize your thoughts or the sequence of events that you would like to discuss†¦and might even wish to refer to note card†¦as it ensures you get the information correct and can offer the impression that you have carefully considered your comments† (Garne r, 2006). Your message should define the problem clearly with sufficient detail, stay concise, accurate and on topic. The message should address one topic so as to not overwhelm the receiver and potentially cause the individual to become defensive. A good idea, would be to include any ways in which the recipient will benefit from heeding your feedback. When receiving criticism, a respondent will be more accepting if their strengths and positive actions are acknowledged. Finally, the delivery of your feedback should be in a way that is most conducive to convincing the receiving individual. The use of descriptive statements, or â€Å"I† language, refocuses evaluative statements on the speaker instead of judging the other person because they clearly state the reason for bringing up the matter as well as the speaker’s feelings (Adler, 2010). Avoid using â€Å"you† statements that can very easily make the situation take a turn for the worse by making the individual defensive. Pay close attention to your nonverbal communication, so as to avoid demeaning the other person, such as speaking loudly, sounding condescending or pointing your finger (Adler, 2010). Finally when giving constructive feedback, it’s most important to deliver your criticism privately (Adler, 2010). There is nothing worse than feeling embarrassed and belittled, because you feel like you’re being scolded in front of others. Reacting in defense is very easy to come by when you’re on the receiving end of constructive criticism. â€Å"Receiving criticism can actually trigger the flight-or-fight response†¦feeling the desire to withdraw (flight) or retaliate (fight)† (Garner, 2006). Luckily, there are many strategies that can be implemented to help in listening non-defensively and might leave you more open to the feedback. Some strategies include recognizing your body’s physical response to criticism-prone situations, keeping an open mind, recognizing there may be truth in the criticism, and viewing it as an opportunity for personal growth. As you realize that you are being criticized you may feel your heart race a bit, your blood pressure rise, your mouth become a bit dry, and your skin temperature may change†¦however, it may be best to simply realize that these are somewhat instinctual responses and succumbing to them may not best serve your long-term goals† (Garner, 20 06). We learn something new every day from the people around us, especially in the workplace where there are a wide range of skills and knowledge spanning different departments (Adler, 2010). By keeping an open mind and listening thoughtfully, you may learn something useful. While it can be hard to listen sincerely when being criticized, asking for examples or clarification, paraphrasing and even keeping notes of your critic’s comments can give you something to do besides defend yourself†¦and will show your critic that you take his or her comments seriously† (Adler, 2010). Doing these things, they may allow you to be more open to recognizing there might be some validity in your critic’s feedback, especially if this is an opinion others may share. You must avoid excuses, rationalizations and blaming others so as to deviate from the situation. Being honest with yourself is most important and taking the opportunity to develop and grow will benefit you in the long run. It is both the critic and the recipient’s responsibility to work together as a team to focus on finding a cooperative solution that meets everyone’s needs. â€Å"The goal of critical communication is to ensure that there is a dialogue†¦important information may be missed that might help better assess the particulars of the situation† (Garner, 2006). Both party’s perspective should be heard with respect and with as much of a non-judgmental attitude as possible. New information can potentially be uncovered that may influence one’s view of the circumstances, that would otherwise remain undisclosed if the other’s case is not fully heard. Finding someone to place fault on is counterproductive and will not work for satisfying both individuals. A more gainful approach is focusing on finding an effective solution is most beneficial to everyone involved (Adler, 2010). The goal is not to have a winner and loser, but to have a mutual understanding about the topic and how things can change for the better (Garner, 2006).