Essay, Comparing And Contrasting Different Techniques To Convey The Th

Essay, Comparing And Contrasting Different Techniques To Convey The Thesis, Used In: Women rights, still a controversial issue in todays equal partnership world, are the thesis of both essays. Both essay state a women role in the society, ?My Mother Never Worked? also states if a women's work is recognized or not. Donna Smith-Yakel, who wrote, ?My mother never worked?, describes her mother's as strong woman, housewife, mother and then a grandmother. ?I want a wife? written Judy Brady, also describes women's role towards the household compared to man, and the opportunities they are presented with in life. In ?My Mother Never worked?, a daughter remembering her mother's past, files for her mother's death benefit check. Yakel is asked for details of her mother, which she proudly states was a housewife. Yakel writes this essay in slouched but indignant tone, because her mother's work, as a housewife, is not recognized as Work by the Social Security office, as it denies her request. She writes this essay in protest of how society devalues ?women's work?. Yakel uses a lot of dialogue, when talking to the operator at Social Security Office; this is done to bring a sense a reality to the text and appeal to readers. Yakel also takes full paragraphs (Para 12) out of her mother's diary, to make an emotional connection between the reader and Yakel's mother. This also helps the readers directly relate to Yakel's mother by including dialogue that show exactly how her mother is feeling. Yakel also describes her mother's work in details, ? My town bred mother learned t set hens and raise chickens, feed pigs, milk cows (Para 13), to make the readers recognize, appreciates and even relate to her mothers work as Yakel does. And not discard years of service and hardship towards her family, as Social Security did. For the same reason she describes the most smallest of the details from her diary, ?She raised a new flock of baby chicks?500?and Yakel also includes all the dates, especially the years, so the readers can recognize or even relate to surrounding environment. Such as in 1931 (Para 16), Yakel's mother went through a drought, therefore people who had experiences such as this can relate to Yakel's mother's hardship. Not even once, Yakel describes or tells something that her mother did for herself. This is to reinforce the message that person, who spends their whole life tending to others, is told by the society, that her work is not recognized and appreciated. Even at old age, after being paralyzed by an accident, Yakel's mother ?From her wheelchair canned pickles, backed bread, ironed clothes(Para 24) again reinforcing the same message. As the flashback finishes, the operator on the other side comes back, to the phone. The Author highlights this text by including the exact dialogue that took place, therefore making a better impact on the reader. Then Yakel ends with the operator's dialogue, ?Well you see?your mother never worked?, (Para 32) leaving the readers in state of shock, because by this time in text, reader would probably agree with author that Yakel's mother should be rewarded for her lifetime of struggle to keep her family in order. Judy Brady, who is a homemaker, also heavily involved in women's movement, wrote the second essay ?I Want a Wife?, describing a wife's job in house which could have well been her personal experience as a homemaker. Brady wrote this essay, so that society realizes that equal partnership in a home is very important for a successful marriage and a happy home. This essay was also written with a secondary thesis in line with Yakel's essay, that even though women does so much work towards their home, they don't get any credit from our society. Brady, who is a wife herself, uses a sarcastic tone, saying she would like someone to tend to virtually every need of Bradys. As she mockingly describes what exactly she wants from a wife, she very successfully and effectively makes a connection with the readers, conveying the message of what was required from a woman in 1972. Brady very effectively uses repetition, ?I want a wife (Para 3), trying to drum in the thesis, and trying to change society's attitude towards, what

The eNotes Blog The Metamorphosis of a GraduatingSenior

The Metamorphosis of a GraduatingSenior editorial intern just graduated from university! Wondering what its like to leave college and move on to the real world? Outlined here are the six phases of graduation and yeah, theyre just a little scary. But dont worry, youll get through it. I just graduated a week ago. So naturally, I’ve been thinking a lot. If I could paint you a picture of what my senior year looked like, I’d say it kind of resembled the Splash Mountain ride at Disneyland. I’ve summed it up with an acronym, â€Å"Yjecda,† which I’m pretty sure means â€Å"chaos† in Elvish, but don’t quote me on that. Allow me to walk you through. Stage 1: the YES phase Man, you are so excited. You just caught sight of the ride. The line is long. It must be good. Everyone says it’s good. You are getting on that ride. Nothing can stop you. Except for maybe churros. There’s always time for churros. Your face looks like this:   omgomgomgomg The start of senior year feels like uncontainable excitement. The thoughts bouncing through your head sound something like, â€Å"YES† and â€Å"THIS IS GOING TO BE THE BEST YEAR YET† and â€Å"YOLO† (for the bros).You’re amped. You know how everything works. You have your friends. You know the ins and outs and you’re just ready to make the most of them. The time is NOW. Like†¦right now. Stage 2: the Just no phase You get to the line, just as the time on that little board of dread changes to â€Å"70 minute wait,† and you hear the person in front of you yell something like, â€Å"I think the ride broke down.† SERIOUSLY. But you’ve already committed, so you just stand there sullenly, waiting. You look like this: Silent anger Yeah, you’re over it. It’s probably winter quarter. You don’t want to take any more midterms or finals. You don’t want to go to class because it’s keeping you from doing the things you want to do (like sleeping). The library looks like a black hole. You’re antsy (in extreme cases, this might mean you’re in a rut. Eek†¦) You feel like it’ll never end and you’re not sure how youve spent so many hours and years studying and studying and studying. This is just not acceptable. You may acquire forehead wrinkle lines from excessive frowning during this stage. Stage 3: the I’m Excited again phase You may have waited an hour and a half, but you’re about to get on the ride. There’s only one little girl and her father left in front of you, and you’re prepared to take them down if you have to. You’re so close, you can smell the damp walls. Mmm,victory. Your feel a little like this:   Maniacal enthusiasm You’re so close to graduation you can taste it. This might be spring quarter, or really any time around a month or so before you graduate. You’re just so pumped about all the potential opportunities that await you. You feel free and boundless like you can do anything you want. No more boundaries. You’re in charge of your life for the first time. AND YOU’RE REALLY EXCITED ABOUT IT. Stage 4: Confusion At this point, you’re on the ride. And it’s really dark. When you start moving, you realize you have no idea where you are or what you’re seeing. You’re sitting in a log and it’s not comfortable and you’re confused why they would design it that way. There’s noises. What are those noises? It sounds like water. Like a waterfall. â€Å"Oh my god am I going to die?† So many thoughts. You keep dropping every now and then when you least expect it and†¦what? Is that a rabbit? WHAT IS GOING ON? You’re all like this: Oh god.. This is usually how you feel about 2-5 weeks before graduating. How did you get here? You feel like a child trapped in some body that’s been wrecked by four years of undergrad. Those memories. All those memories! You were just a freshman, don’t you remember? You’re thinking about when you got accepted, and when you decided to go here. You’re thinking about your first friends. You’re thinking about first everythings. My god, has it really been four years? You don’t understand anything anymore. Nothing makes sense. You think about how time flies and it makes you want to hug things. What’s happening? Stage 5: Dread â€Å"The drop. It’s coming. It’s coming. I can tell. IT’S COMING. Maybe if I close my eyes. Oh my god. OMG.† It happened. Your face be like.. Meep. Well, you just finished your last college course. How’s that feel? Like crap. It feels like crap. What are you going to do? What’s your next step? Are you excited to move away from all of your friends? Are you stoked to have to assume real responsibility? Are you looking forward to leaving the university you’ve called your home for the past four years? Are you just going to love creating a whole, new life where everything’s different? At this point, the answer to all these questions is a fat no. A big, fat no. Stage 6: Acceptance Well, it happened. There’s nothing you can do about it. You’re soaked in the kind of water you’re not supposed to jump into for fear of illness or disease. You smell like dirt. Water is seeping into your jeans. â€Å"Why did I wear jeans?† Mistakes, so many mistakes. But it happened. Time to go eat some pineapple frozen yogurt and get over it. You’re going to enjoy the rest of your day because you’re at the happiest place on earth. Just got to dry off a little first. And you look like this So mature. So put together. You go. At this point you’ve accepted your fate. You’re done with college. But you know your life is going to lead you to lots of happy places. They’ll be different, but that doesn’t mean they’ll be bad. And you’re okay with it. You’re even a little bit eager to get started. It’s just going to take some adjusting, and you’re ready for that too. You’re proud of yourself because you conquered college, and you conquered it with style. So there you have it. The metamorphosis of a graduating senior.                        Ã‚   Bring it on, world.

Contract & Procurement - Business outsourcing - Case study 3 Essay

Contract & Procurement - Business outsourcing - Case study 3 - Essay Example We have been considering their revenue and therefore we negotiate with them on the repayment. Our flexibility in terms of interest on loans has also been an admiration to many. Our institution have been offering different interest rate depending on the amount borrowed and the repayment time. The greater the sum borrowed, the less the interest charged. Also, the shorter the repayment time, the less the interest charged. We also offer monetary advice on venturing and savings. These additional services are also important to our customers since some of them may be willing to start a business but lacks the knowledge and how to begin. Our services are, therefore, outstanding, and we are getting new customers every day. We are, therefore, facing some challenges in coping with the ever increasing customers in some areas of operation. The areas include; finance and accounting, investment and management, and procurement (Davis & Heineke, 2009). There are many factors that affect the decision o f a firm to outsource some functions. The table below gives some of these factors. After a careful consideration, the firm management have decided to outsource this sector of operation. Accounting is one of the crucial department in any institution more so a financial institution. We are looking to make sure that our financial operations reach a professional height. The financial companies that are willing to work with us must have a reputable past. The reason is that we want serious company that will take our operations to a notch higher. The following are the requirements for the companies bidding for the post should possess. The company should have a professional human resource department that is approved by the professional accountancy authority in the country. They will, therefore, be a requirement of the approval certificate of the workers in the company. The firm should also be enumerated with the registry of the companies according

M3A2 Methods Speech or Presentation Example | Topics and Well Written Essays - 500 words

M3A2 Methods - Speech or Presentation Example Standard scores also offer room to analysts to convert scores from different data sets into scores that can be accurately compared to each other. A good scenario of where to use the z-score especially in the business environment is to measure the bankruptcy probability of a company. Say you are a statistician and you are given a mandate to check whether a company (may be a manufacturing or any other service) is either at a risk of corporate collapse or is at higher level of liquidity and earnings, which can be interpreted as having a smaller probability of bankruptcy. In this case, you need to check or determine signs of company bankruptcy. As an analyst you will have to look at various possible factors 9financial ratios) affecting the stability of a company. This may include; It is important to understand that these factors are unique from each other and have different story about the firm’s financial status. It can be a bit confusing to compare them. However, it becomes very easy to compare the different scores using z-score. In this case, when z-score value

Platos Lysis with Aristotles Nicomachean Ethics Essay

Platos Lysis with Aristotles Nicomachean Ethics - Essay Example Lysis is Plato’s dialogues discussing the nature of friendship whereas Aristotle’s Nicomachean Ethics also discusses the nature and concept of friendship and its importance in the lives of human beings. Plato and Aristotle are the Greek philosophers that have covered several important subjects in their writings. They contradict as well as support each others’ view point on certain matters however, the conception of friendship is perceived differently by these philosophers and they provide the understanding of the nature of friendship.The Aristotle’s Nicomachean Ethics has been regarded as Aristotle’s best work on friendship and ethics. It is the most important philosophical work that drew significant impacts upon the European middle age societies because the medieval philosophy was widely based upon the concepts presented in Nicomachean Ethics. The conception of friendship presented by Aristotle basically depicts his thinking about the nature of fri endship and why people need friends in their lives (Crisp, p76). He believes that there is no person that would like to live a friend less life because being a social animal man always like situations and circumstances where he has a friend. Plato Lysis also talks about the importance of friendship but he has not much focused upon the importance and role of friendship in the lives of people from social and emotional perspective (Cooper, p290). The dynamics of friendship are also explored by Plato in one of his most engaging puzzling dialogues Lysis. These dialogues are rich mixtures of stable arguments, theories and literature in which Plato presented his views regarding friendship. Plato discusses the nature of friendship in these dialogues using the main characters of Socrates and two boys and friends Lysis and Menexunun. Another character of the dialogue was Hipplothales who had unrequited love with Lysis. In Lysis, Plato explained the conception of friendship in detail and depth and says that true friendship is based upon four basic conditions. At first, friendship could develop between the people that are similar and good man. Secondly, friendship occurs between dissimilar people. Thirdly, people who are neither good nor bad could also become friend and fourthly the relatives develop gradual friendship with each others because it is in the nature of the human beings to become friend of others (Annas, p532). The Lysis are often being regarded as philosophical failure because several arguments depicted in the dialogues are not convincing and due to these bad dialogues it has been regarded as a philosophical failure. It is found that Lysis fails to provide satisfying answers to certain important questions associated with the nature of the friendship. It is often been argues that Lysis actually didn’t answer the question that what friendship is. It shows dialogues between Socrates, Lysis and menexenus arguing about the friendship where Socrates asked Lysis and Menexunun that when a person loves another who is friend the lover

The Motivation Towards Learning English

The Motivation Towards Learning English English language is a required school subject in the Malaysian schools. Students experience 11 years of schooling prior to entering the upper educational institutions. Students in secondary schools spend five 40 minutes English periods per week. Regardless of the shift from the conventional teaching methods to communicative language teaching, most English language classrooms continue to be places to commit textbooks to memory rather than practice communication and English is still to be treated as a school subject that needs to be mastered and tested rather than a tool for communication. Students in Malaysia cannot get a degree from the institutions of higher education without passing the Malaysian University English Test (MUET). So, triumph in learning English might determine ones growing mobility and prospect. It is significant in mentioning that regardless of the great labors and pains being put forth in Malaysian secondary schools to educate English, one can barely encounter fluent and confident school graduates. Disadvantage in listening and speaking skills are obviously noticed since teachers are required to teach students in an approach which is directed to achieve the requirements of the exams (extensive vocabulary and grammatical rules). For the reason that the General Secondary Exam is not directed in the direction of the speaking and listening skills of students, the teachers of English discover themselves dispassionate in preparing their students for things which will never be tested in exams. Regrettably, loads of students in Malaysian secondary schools have an aversion to learning English and therefore they be present at the English training to pass the compulsory exams. Consequently, from my concise experience in the teaching turf, I found out that the majority of students hav e passive and inert attitudes in the direction of learning English because of the prior experiences, that English is tough to become skilled at and it is observed that students in the present school systems are feeling hopeless and vulnerable because they lack the skills needed to facilitate them build up motivation. The word motivation appears to be simple, straightforward and easy but its so complicated to describe. It seems to have been impracticable for theorists to reach agreement on a particular definition. Martin Covington (1998:1) states that motivation, like the notion of gravity, is easier to express in terms of its superficial, observable effects than it is to define. Certainly, this has not stopped people from trying it. A a small number of definitions were found for the duration of the research process. According to the Macmillans dictionary (1979), to motivate means to provide with a motive; move to effort or action. Gardner (1985) said that motivation is related to four aspects, which are the goal, effort, desire to attain the goal, and a favorable attitude toward the activity. Motivation is defined as the momentum and force to generate and maintain intentions and objective seeking acts (Ames Ames, 1989). Oxford and Shearin (1994) defined motivation as a craving to achieve a goal combined with the energy to work toward that goal. Keller (1983) states that motivation is the degree of the choices people make and the degree of effort they will put forth. Moreover, when we comprehend or take notice of the word motivation, many words and expressions are triggered in our minds, words like aim, aspiration, motivation, effort, purpose, vigor, perseverance, accomplish, encourage, and reward. Indeed, motivational issues consume a great part of our daily life. When we have a discussion about likes and dislikes, interests, or wishes we are in fact concerning ourselves with the most important motivational determinants of human. When we grumble and whine about stretched working hours, deprived salaries, rough colleagues, or instead when we are pleased by the acknowledgment of our achievements, promotions and munificent incentives, we are addressing issues at the core of the motivational psychology. 1.1 Background of the Problem Kanfer (1998:12) explains that motivation is psychological mechanisms governing the direction, intensity, and persistence of actions not due solely to individual differences in ability or to overwhelming environmental demands that coerce or force action. In short, the concept of motivation is very much part of our everyday personal and professional life and few would ignore its importance in human affairs in general. Dornyei (2001:1). In fact learning and teaching English as a second/foreign language is no exemption or exclusion in this aspect. When we think of how to persuade and give confidence to slow learners to work harder, how to produce an attractive and eye-catching learning ambiance or how to recompense the hard-working students we deal with motivation without a doubt. Since motivation is one of the most noteworthy factors in language learning, it is not easy for the low motivated students to learn English as a foreign language. Dornyei (1994) obviously explains that motivation is one of the main determinants of second/foreign language learning. Amusingly, motivation is perceived by Dornyei (2001) as recurring, going up and down, affecting language accomplishment and being affected by it. He also claimed that a demotivated person is someone who initially has had motivation to accomplish an objective or to involve in an activity and has lost the motivation to do so because of unenthusiastic external factors which related to the surroundings in which learning takes place for instance the classroom and school. Nikolov (1999, in Dornyei, 2001) found that the most essential demotivating factors for all the age groups were related to the learning situations such as materials, the teacher or teaching techniques and he added further that these factors had great consequence on language acquisition and accomplishment. Therefore, understanding the students aspiration and motivation for learning English in addition to the demotivating factors assist the teachers, educational policy makers and curriculum planners to develop the students proficiency. 1.2 Problem Statement Motivational factors have an effect on students proficiency and advancement in learning English. Many studies (Krusdenier, 1985, Dornyei, 1994) have established that measures of proficiency in the second/foreign language are related to motivational distinctiveness of students. In this respect, Corria (1999) claims that a full understanding of students motivation is necessary to make the most of the English language results and positive outcomes. To put emphasis on the significance of discovering the students needs, he cites an example of students at the school of nursing in Holguin who rejected learning English because they did not find any relation between English and their own livelihood and learning some unrelated, irrelevant and distasteful material that wouldnt satisfy their needs. Purpose of the Study The research is designed based on one purpose which is: to investigate the motivational factors in learning English among lower secondary school students 1.4 Research Questions The following research question is considered in the study: Are the students motivated integratively or instrumentally in learning English? 1.5 Significance of the Study Realizing and comprehending the essential responsibility of motivation in learning English, in addition to the aspiration of school administrations and teachers to discern what affects the students motivation towards learning English and the lack of studies about motivation in Malaysian secondary schools forced me to bear this survey. Consequently, the main objective of this study is to distinguish the factors affecting Malaysian students motivation in the direction of learning English as a foreign language. It also focuses at exploring the students integrative and instrumental motivation for learning English. The study will first and foremost give information on motivation toward learning Second Language through literature review in two significant and pertinent areas: integrative (positive attitudes toward the target language group and a enthusiasm to assimilate into the target language community) and instrumental (practical reasons for learning a language, such as to achieve social recognition or to get a better job) motivation and factors influencing the motivation of L2 learners. 1.6 Limitations of the Study The study is being conducted at one school, which may limit the generalizability of the findings. The results of the study may again be limited in generalizability to a larger population because a convenience sample was being used, and because random assignment is not employed in the research design. Chapter 2 Literature Review To improve the understanding of students motivation in learning English as a foreign language; it is useful to analyze and focus the literature in two relevant areas: Integrative and Instrumental motivation, and also the factors affecting the students motivation as they are major determinants for language acquisition and achievement. 2.1 Sources of Motivation Without knowing where the roots of motivation lie, how can teachers water those roots? Oxford Shearin (1994: 15). Fisher, (1990) points to three major sources of motivation in learning, which is the learners natural interest (intrinsic satisfaction), the teacher/employment and etcetera (extrinsic reward), and success in the task (combining satisfaction and reward). Intrinsic motivation is mainly about acts or behavior performed to experience enjoyment or fulfilling ones inquisitiveness, while, extrinsic motivation relates to the behavior and actions to obtain a little extrinsic reward (e.g. -good grades, employment) or to avoid punishment and it can function as a temporary source of motivation for a demotivated learner. Ryan Dec (2000) reveals that intrinsic motivation is the most vital kind and it is defined as the yearning to engage in an activity for its innate satisfaction rather than for some divisible consequences. To encourage intrinsic motivation, many characteristics as challenge, control, inquisitiveness and desire should be vacant to reflect the learners enthusiasm to learn (Lepper Hodell, 1989). Small (1997) stated that intrinsically motivated learners habitually demonstrate intellectual curiosity, regard learning as enjoyable and keep on in quest of knowledge even after the formal classes and this is the major goal of education. The lack of intrinsic motivation among the learners not only discourages them, but it also upsets the teachers who are the keystone of the educational practice. Luce (2002:1) explained that over the years I have watched them (teachers) collapse, falling hard into vinyl seats of the faculty bun, heard them grunt the oh. hell and damn that come from the experience of working with students who wouldnt learn. I have listened to the sighs of frustration and then the discussion of the fact that students are largely unmotivated, unwilling slugs taking up my time and best performances. Littlejohn (2001) think that not many students have a sense of intrinsic satisfaction. Some teachers strive to affect positively the pupils sense of intrinsic satisfaction by means of games or puzzles. This has momentary impact. So, natural interest of the learners is undependable to produce constant motivation in language learning. Vroom (1995) originated the Expectancy theory in which motivation is almost certainly to take place when learning is significant to the learner (valence), the endeavor to learn will be practical and useful to the learner (instrumentality) and the learners effort and hard work will be rewarded by the learners expected result (expectancy). Realizing these facts, many teachers choose to prefer the extrinsic reward and the extrinsic punishment. In the classrooms, teachers may reward good students with good marks or flattering words or penalize other students with low marks. Therefore, the reward system itself can be exasperating and demotivating for the weaker students. The third source of motivation is the most important and crucial one. For the weak and failing students, we, as teachers have to develop their sense of success and a feeling that they can do something, rather than a feeling that they cant. (Littlejohn, 2001:4) 2.1 Motivation and Attitudes in Second Language learning Numerous theorists and researchers have discovered that it is vital to take a look at the construct of motivation not as a single entity but as a multi-factorial one. In relation to the learner attitudes toward the target language, it was indicated by Gardners results (1959, 1983, 1985) that Second Language learners with positive attitudes towards the speakers and culture were more thriving in learning the language than those who had negative attitudes. Gardner (1983) argued that, because language is the fundamental part of culture, the learning of a second language is dependent upon the learners eagerness to recognize with the culture of the target language and to fit in aspects of the target- language culture, including linguistic repertoire into his or her own behavior. In addition, Fasold (1984) stressed the function of learners attitudes in language growth or perish and he stated that the notion of language attitudes not only includes attitudes towards speakers of a particular language, but it as well includes all kinds of behavior relating to language to be treated. Captivatingly, achievement in learning Second Language for the most part depends on the social relation among the First and Second Language communities. Wong-Fillmore (1991) suggested that accomplishment in learning a second language is dependent on the presence of the following conditions: (a) motivated students who realize they need to learn the target language, (b) target-language speakers who support the second- language learners, and (c) frequent social contad between target-language speakers and learners. Regarding the outcome of learning a foreign language ones own culture, Kramsch (1995) writes about how language plays an imperative function not only in the building of culture but also in the surfacing and emergence of cultural change. Kramsch (1995: 85) also claimed that social change occurs slowly, but inevitably at the edges of dominant cultures. This is true also of the change that we might want to bring about by teaching people how to use somebody elses linguistic code in somebody elses cultural context. Educating members of one society how to talk and how to behave in the context of another community potentially changes the social and cultural equation of both communities, by ingeniously diversifying mainstream cultures. The intensity of the relationship between students own cultural background and the background anticipated by the target community culture usually affects their attitudes and motivation toward learning Second Language. Lambert (1990) differentiated between two types of bilingualism: additive and subtractive. In additive bilingualism, the Second Language learners believe that by learning a new language, something new to their knowledge and experience is added without taking anything away from what they already know. But, in subtractive case, the learners feel that learning Second Language threatens what they already achieve for themselves. So, it can be said that additive circumstances lead to successful Second Language learning and integrativeness. Obeidat (2005) conducted a study to inspect Malaysian students attitudes who were studying in Jordan Universities, toward learning Arabic as a foreign language. He concluded that the students were integratively motivated and their integrative orientations could be credited to the shared belief in Islam which made them prone to expand their scope and construct up their character in the course of learning Arabic. Besides, attitudes of the foreign language learners may be affected by the apprehension that participation with the target language group may effect in estrangement from ones own group. For example, opinions that English is in rivalry with Arabic, may have a negative affect on attainment of English in the Arab World. Pennycook (1994:204-10) stated that that whether or not tension exists between Western and Islamic knowledge , there is a strong feeling that English is linked to forms of culture that threaten an Islamic way of life. Consequently, an analysis into learners attitudes is a technique by which language teachers, education planners, syllabus designers and researchers can boost better insight into the language teaching and learning process. 2.2 Integrative and Instrumental Motivation Motivation and needs are strongly related. On one hand, motivation is perceived as the realization of needs, and on the other, human needs function as drives or incentives which shift one to a particular action. The best well-known theory of human needs is Maslows (1970) hierarchy of need. Maslow put together a fivefold hierarchy of human needs which begins with biological needs and advance upward to psychological ones: physiological needs, as well as the need for food and water; the need for safety; social needs, as well as belongingness and love; esteem needs, e.g. the feelings of self-respect and positive acknowledgment from others; and self-actualization, which means the need for a sense of self-fulfillment. In relation to the foreign or second language learning, the need for safety indicates that the Second Language learner needs to be protected that learning the target language and culture doesnt affect negatively his/her own culture or language. Furthermore, openness in general and learning languages in particular needs a secure and an unstressful atmosphere to facilitate language acquisition. Admiration and social needs also indicate that the learner needs to be a educated person who is capable to communicate and assimilate with others by learning their language. Failure to suit students needs is prone to hamper their risk-taking and motivation. Psychologically self-doubting Second Language learners can be awfully anxious (Macintyre Gardner, 1991) and if this happens, Second Language learners relapse in their needs, motivation, and achievement in the classroom. Motivation for learning a second/foreign language is defined as the learners point of reference with regard to the objective of learning a second language. (Crookes Schmidt 1991). To investigate and realize the effect of motivation on second language acquisition, the two basic types of motivation (integrative and instrumental) should be identified. Integrative motivation is characterized by the learners optimistic and positive attitudes towards the target language society and the aspiration to join together into the target language society. Instrumental motivation contains the purpose of gaining some social or economic incentive through Second Language achievement, consequently, referring to a more functional reason for language learning (Gardner Lambert, 1972). To evaluate a variety of individual differences variables based on socio-educational model, Gardner developed the Attitude and Motivation Test Battery (AMTB) which consists of these five categories: integrativeness, instrumental motivation, motivation, anxiety and attitudes toward learning situations. Gardners model has been used in many motivational studies (e.g. Tremblay Gardner, 1995, Masgoret, 2001). It is acceptable to say that Gardners model place too much stress on the integrativeness and the responsibility of learners attitudes towards L2 group in learning the second language. Regardless of the fact that both kinds of motivation are crucial fundamentals of success in learning the second/foreign language, much debate and disagreement among researchers and educators have been happening about which kind of motivation is more important for the second language learners. Lambert (1974) perceived integrative motivation as being of more importance in formal leaning environment than the instrumental one and it was a more influential forecaster of linguistic accomplishment. Falk (1978) agreed with Lamberts allegation by pointing out that students who are most thriving when learning a target language are those who fond of the people that speak the language, have a high regard for their culture and have a longing to become familiar with the society in which the language is used. On the other hand, Lukmani (1972) found that an instrumental motivation was further significant than an integrative one among the non-Westernized Students of Second Language (English) in Bombay, India. Dornyei (1990) opposed Gardner by claiming that instrumental motivation and the learners need for accomplishment are more essential than the integrative motivation. Brown (2000) stated that second language learners hardly ever select one form of motivation when learning a second language, but rather a mixture of them and he cites the example of the international students in the United States. However, in response to calls for the implementation of a wider image of motivation, Tremblay Gardner (1995) included other motivational variables into the socio- educational model and they acknowledged that other factors as instrumental orientation, attitudes toward the teacher and the course, learning strategies and self confidence might contribute to motivation. In relation to the Malaysian circumstances, second language learners might conserve their identity by instinctively selecting to be motivated instrumentally. Desire related to integrative motivation might affect their Malaysian identity and the dread of identifying with English (Western) culture and values may be related to the colony or to the latest American campaign against some countries in the area. In sense of review of the literature available in the area of students motivation for learning foreign languages, loads of studies try hard to investigate the learners integrative and instrumental motivation. Oller et al (1997) studied educated Chinese speaking ESL students and he realizes that those who perceive Americans as helpful, sincere and friendly perform better in a cloze test of English as a second language. Man-Fat (2004) have the same opinion with Oller when he explored the motivation of English language learners in Hong Kong (grade10) and his study reported the noteworth y association between integrative motivation and language proficiency. Conversely, instrumental motivation was found more important in some situations particularly where there appears to be modest amount of desire to assimilate. Fu Lee (1980) found out that Chinese students in Hong Kong were instrumentally motivated and Second Language linguistic achievements correlated more with instrumental motivation. Dornyeis study (1996) of Hungarian secondary school learners of English exposed that instrumental motivation is a innermost element of motivation where comparatively down-to-earth benefits are actually reachable for the learners. He also claimed that foreign language learning in a classroom doesnt involve attitudes towards the Second Language community because learners have little or no contact with members of Second Language group. In brief, as it is understood from the above discussion, the researchers and educators havent resolute on what the most important kind of motivation a second/foreign language learner should have. The 1970s studies (Gardner, 1972, 1979, Lambert, 1974) have shown that integrative motivation is more important for success in Second Language acquisition and instrumental motivation did not seem to relate to successful language learning. However, the following studies (Gardner McIntyre, 1991, Dornyei 1994, Oxford, 1994) discovered that integrative motivation may not be the strongest forecaster for language learning and the issue of motivation may not be as straightforward as integrative-instrumental dichotomy. They recommended that other mechanism such as aspiration for knowledge need for accomplishment, intellectual inspiration and personal challenge can also play important roles n second language learning. 2.3 Factors Demotivating Foreign Language Learning The similarities of concern between most foreign language classrooms where the language in question is a compulsory school subject, is the problem of demotivation. Nevertheless, the disadvantage of English language learners in general has been attributed to an assortment of factors such as teaching methodology, lack of the target language environment and the learners demotivation (Mukkatash, 1983, Zughoti,1987). For that reason, it is vital for the teachers at least to be conscious of the possible factors that may be disturbing their students motivation. With those factors in mind, they may be able to build up strategies to help unravel the problems that take place relating to students motivation and aspiration to learn English as a foreign language. A great deal of research has been conducted on language learning motivation but a lesser amount of research is being done on the demotivating factors in learning the second language and a few studies have addressed them. Dornyei Otto (1998) dont distinguish motivation or demotivation as a stationary occurrence. In contrast, they are considered as dynamic, increasing and declining, affecting language accomplishment and being affected by the neighboring learning environment. The demotivated learner is defined by Dornyei as the one who is originally motivated and lost his/her motivation because of negative outer factors. Some studies have shown relatedness between demotivation and the learning environment such as classroom environment, teaching methods and curriculum (Gardner, 1985, Skehan, 1991, Sivan, 1986). Gorham Christophel (1992) examined the factors that students identify as motivators/demotivators in college classes in West Virginia University. The study compared students perception of the demotivating and motivating factors. As to demotivating factors, the factors related to teachers behavior were the most common, 43%, those under limited control of the teacher were second in occurrence (e.g. assessment and choice of text books), 36%, and only 21% related to contextual factors over which the teacher has little control. In terms of the data as a whole, the teacher behavior contributed in the same way to both motivation and demotivation. However, the researchers concluded that motivation is seeming as a student-owned state, while lack of motivation is perceived as a teacher-owned problem. Chambers (1993) (in Dornyei, 2001) explored demotivation in language learning in four schools n the UK. The study was done on the school students and their teachers. Students placed most responsibility on teachers and learning materials. The teachers claimed that the students motivation caused by psychological, social and attitudinal reasons. Generally, most studies conducted in the ground of motivation and demotivation as its backside found out that the personality of the teacher, teaching methods, learning context in addition to the learners attitude toward Second Language could play a fundamental role in the students motivation or demotivation on the road to learning languages. Chapter 3 Research Design Introduction This survey is a quantitative type of research which involves the use of questionnaire. Quantitative studies emphasize the measurement and analysis of causal relationships between variables, not processes. In a quantitative research, questionnaires, and computers are used as data collection methods. The data collected is numerical and statistical. The general objective of the researcher is to observe but does not actively participate. Research design is also structured and well-tested. 3.1 Participants Participants consisted of 30 Form 2 students in Sekolah Menengah Kebangsaan Pekula Jaya located in Tikam Batu, Kedah. The socioeconomic status of the school and the area that the school served was largely middle class, and students were primarily Malays. The instruments were administered in the classroom during two periods of English lesson. During the session, students were asked to complete the questionnaire. Directions and individual items were read aloud by the administrator. 3.2 Instruments For the purpose of obtaining data on what negatively affects their English learning motivation, I conducted this study by using a questionnaire (see appendix). The questionnaire was adapted from Gardners (1985) AMTB to measure the students integrative/instrumental motivation in learning English. This part of the questionnaire contains 8 items reflecting the integrative/instrumental motivation and a five- point Likert Scale which ranged from strongly disagree to strongly agrees was being used in this survey. The integrative motivation scale includes four types of items to investigate how well the learners learn English with an authentic enthusiasm to absorb with the target language, culture, community, their manner of life and literature; this would show their Integrativeness in the direction of the target language. However the instrumental motivation scale includes four items aiming at measuring the respondents functional reasons for studying English. 3.3 Procedures At the very beginning of the study, permission was gained from the principal of the targeted schools who showed a willingness to collaborate in this study. To guarantee a positive participation, the subjects were informed that their answers would be confidential and they were not required to write or give their names at any stage of the study. The questionnaire was administered by the researcher and 40 students participated in completing the questionnaire during their English class. The students were assured that the main objective of the researcher was to find out why they like to study English and what makes them sometimes dislike the English classes. Moreover, the students were told that their answers and opinions would not affect their grades or their teachers impression and their participation in the survey would help teachers to understand their desires and problems. Students were encouraged to ask questions at any time during the process. The survey was administered to the students in a classroom environment. Prior to the survey, the participants were assured of anonymity and confidentiality. Then, they were a brief explanation to facilitate the administration, and were asked to respond to the questionnaire items as spontaneously as possible. The students were asked to tick the answer wherever seemed necessary. The participants took approximately 30 to 40 minutes to complete the questionnaire, although there was no time limit. Upon completion of the administration, the participants were offered some refreshments for their participation

Women in the Middle Ages Essay -- essays research papers fc

The medieval woman was allowed a larger measure of freedom and status than the usual image we have of the Middle Ages. Women were allowed to own property and inherit from their family. Some women were employed and some were in charge of businesses. Among the upper class, women were as educated as their male counterparts.   Ã‚  Ã‚  Ã‚  Ã‚  In Europe, women were allowed to inherit property from both their fathers and their husbands. In most cases, whatever the woman brought into a marriage in the form of a dowery was hers, even if her husband divorced her. If a woman was childless or her children were to young to inherit, she would control her husband’s property after his death. This was common because of the trend of women in their teens marrying men 10-20 years older.   Ã‚  Ã‚  Ã‚  Ã‚  Some women gained control of their husband’s property because they left for the crusades and the wife ran the business in the husband’s absence. Some men were gone for years and some never returned.   Ã‚  Ã‚  Ã‚  Ã‚  Women had control of certain areas of commerce of their own volition. Silk spinning was almost exclusively â€Å"women’s work† Women manufactured purses and ladies hats, too. And in some parts of Europe, such as Paris, they were allowed to run brothels and taverns.   Ã‚  Ã‚  Ã‚  Ã‚  In the Hollister Sourcebook, there is a picture from a French manuscript depicting a woman as an artist painting a woman. The caption states women of the Middle Ages participated in the business world in a way that only men would be allowed to in later times, which included â€Å"trade, banking, the direction of business enterprises, textile manufacturing, brewing, tax collecting, money lending, illuminating and copying books,... and a variety of other activities.†   Ã‚  Ã‚  Ã‚  Ã‚  Women could even belong to guilds and some taught their knowledge, not only in artisan occupations, but also reading, writing and arithmetic. A woman could be as educated as her male counterpart. Women also were midwives and often served as a sort of doctor giving medical advice and dispensed medications.   Ã‚  Ã‚  Ã‚  Ã‚  The town of Sardinia provides an interesting look into the life of the medieval woman. In Sardinia, a woman could own property and retain a separate title to her own property she brought into a marriage. It was the custom of ... ...ld membership in guilds. They could conduct business and own property. Not only that but their status in the church changes in the Middle Ages to one of more acceptance and they become the subject for artistic expressions in pictures, poetry, songs and books. It was a unique period in history for women.   Ã‚  Ã‚  Ã‚  Ã‚   BIBLIOGRAPHY   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Erler, Mary, and Maryanne Kowaleski. â€Å"Women and Power in the Middle Ages†. The University of Georgia Press. 1988.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hollister, C. Warren. â€Å"Medieval Europe: A Short History†. The McGraw-Hill Companies. 1998.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Hollister, C. Warren, Joe W. Leedom, Marc A. Meyer, David S. Spear. â€Å"Medieval Europe: A Short Sourcebook†. The McGraw-Hill Companies. 1997.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  LeGoff, Jacques. â€Å"Medieval Civilization†. Basil Blackwell Ltd. 1988.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Shafar, Shulamith. â€Å"The Fourth Estate†. Methuen & Co., Ltd. 1983.   Ã‚  Ã‚  Ã‚  Ã‚  

Is There a Valid Test of Herzberg’s Two-Factor Theory? Essay

Department of Behaviour in Organisations, University of Lancaster; on study ieavefrom the Department of Psychology, University of Melbourne There are several ways of stating Herzberg’s two-factor theory of motivation and each version can be tested in various ways. Those who defend the theory argue that researchers who fail to find support for the theory have usually departed from the procedures used by Herzberg. There have been variations in methods of gathering data, categorizing the responses, and analysing the results. These variations may be justified on the grounds that the strength of any theory lies in its logic and in its ability to withstand deviations from a set method. Some tests of Herzberg’s theory are more likely to produce support than others. This was confirmed in a study of London bus crews. However it can be argued that there is more than one valid test of Herzberg’s two-factor theory, though some of these are likely to produce contradictory res ults. The Herzberg theory, or two-factor theory of motivation or Motivator-Hygiene (M-H) theory, has given rise to a mass of investigations and experiments in industry and in many different types of organizations. Results do not always support Herzberg; in fact, only about one in three do so. Donald Hebb once said that when it is a question of survival, theories are like women—fecundity is more important than purity. M-H theory has certainly been very fertile—more so perhaps than any other theory in applied social psychology. Many industrial psychologists have not only survived but indeed thrived on the theory. The fecundity of the theory is not in doubt but its purity certainly is highly suspect. WHAT IS THE THEORY? The theory is in two parts, each of which can be stated in several ways. Part 1 says that job factors can be separated into two quite distinct sets: the first set consists of factors which contribute to job satisfaction and rarely if at all to job dissatisfaction; these factors are called ‘Motivators’. The second set consists of job factors which contribute to job  dissatisfaction and rarely if at all to job satisfaction; these are the ‘Hygienes’. Consequently job satisfaction and dissatisfaction are separate dimensions and not the two ends of a single dimension. This is a flat contradiction of the traditional view in psychology that satisfaction and dissatisfaction constitute a single dimension. The first difficulty with the theory in practice is that the data usually include a proportion of responses which do not fit this pattern. Some Motivators contribute to dissatisfaction while some Hygienes contribute to satisfaction. Within-factors reversals are far from rare and sometimes outnumber responses in the expected direction. These incongruent responses are attributed to sampling error, which of course is begging the question—rejecting inconvenient data in order to save the theory. The analysis then takes the form of a relative comparison—for Motivators we   predict more satisfaction than dissatisfaction, and for Hygienes we predict more dissatisfaction than satisfaction and test for significance accordingly. What investigators fail to point out is that in doing this they are really reformulating the theory to fit their facts. The revised theory now says, in effect, that Motivators contribute more to satisfaction than to dissatisfaction while Hygienes contribute more to dissatisfaction than satisfaction. This is reasonable but it makes nonsense of the claim that satisfaction and dissatisfaction are separate dimensions. In fact it supports the traditional view of the single continuum; different job factors produce ranges of satisfaction-dissatisfaction which are to be found at different positions on the same continuum. Part 2 of the theory is also in two parts. First: paying more attention to Motivators (intrinsic job satisfaction or higher order needs) will increase satisfaction but will not affect any dissatisfaction with the job; or, alternatively, improving Motivators will improve organizational efficiency as shown by higher productivity, better quality, better attendance and punctuality, lower labour turnover†¦ in short, by improved performance. Second: paying more  attention to Hygiene factors (extrinsic job satisfaction or lower order needs) will decrease dissatisfaction but will not increase overall satisfaction; or alternatively, there will be no improvement in performance—on the contrary, taking costs into account there will be a lowered organizational efficiency because improving Hygienes will cost the organization more money. Notice that for each part of Part 2, i.e. as regards both Motivators and Hygienes, there are alternative predictions. Increase of satisfaction or decrease of dissatisfaction are both theoretically trivial extensions of Part 1 of the theory; trivial in that they say no more than is already contained in that model. To be fair to the M-H practitioners they do not rest their case on this alternative; they are concerned only with the effects on performance and organizational efficiency. Job satisfaction is either a by-product or a step towards better efficiency. This may tell us something about the value system in which they operate but it in no way detracts from the validity of this method of testing their theory. One problem must now be faced. Does Part 2 of the theory depend on Part 1? According to House & Wigdor (1967, p.385) if the satisfaction-dissatisfaction dichotomy is false then Part 2 is ‘highly suspect’. I would argue that if Part 1 is false then Part 2 is irrelevant or must be argued on other grounds. If and only if Part 1 is true, then Part 2 can be tested using the concepts established by Part 1. Another serious difficulty for testing the validity of the theory is the fact that both parts stand on two legs. In Part 1, one leg identifies Motivators while the other identifies Hygienes; in Part 2 one leg predicts the effects of increasing the potency of Motivators while the other leg deals with changes in Hygienes. Does the theory claim that each part can stand on one leg at a time? If one investigator confirms the Motivator leg but not the Hygiene leg, does Part 1 of the theory stand or fall? And if another investigator follows with the opposite result, confirming Hygienes but not Motivators, does this increase or diminish our confidence in the theory? Similarly for Part 2 of the theory. In any case, testing the effect of putting more weight on the Motivators is a dubious procedure if this is the only change. The effects are not really surprising. The relative ineffectiveness of spending resources on Hygienes, which is what the theory also predicts, may surprise industrial welfare advocates but not cynical managers. In general terms, statements describing the theory are superficially similar and do not differ greatly from the way set out above. For instance: Whitsett & Winslow (1967, p.393) in explaining M-H theory say ‘dissatisfaction and those factors that contribute to dissatisfaction are separate and distinct from those factors that contribute to satisfaction. Satisfaction is not opposite from dissatisfaction for they operate on separate continua†¦ This is different from traditional thinking†¦Ã¢â‚¬â„¢ As regards Part 2, House & Wigdor (1967, p.371) say ‘The second major hypothesis of the dual-factor theory of motivation is that the satisfiers are effective in motivating the individual to superior performance and effort, but the dissatisfiers are not’. Later they add (p.373) ‘If the dual-factor theory were correct, we should expect highly satisfied people to be highly motivated and to produce more’ which as they point out does not square with the evid ence. But though general statements are similar, precise statements, if made at all, are usually inconsistent or at variance with each other. Sometimes there is no argument—an author assumes that his understanding of the theory is the same as that of others. Or the research design indicates an underlying interpretation of the theory which may be similar to or quite different from that of another study which the author is supporting or refuting; but authors seem to be unaware of this. Arguments about what the theory says may be unspoken and have to be inferred. However, sometimes interpretations of the theory are set out in a way that makes possible comparisons with other interpretations. For example. House & Wigdor (1967) include a rank order of importance for the Motivators and for the Hygienes as part of the theory. This reflects the infiuence of Maslow upon Herzberg and may be a reasonable interpretation of Herzberg’s intention. On the whole it seems an unnecessary refinement that makes for extra complications when testing validity. Whitsett & Winslow (1967) accuse Burke (1966) of ‘A unique misinterpretation of the M-H theory . . . since M-H theory makes no claim that there should be  any fixed order of importance among either motivator or hygiene factors’ (p.41O). As it happens Burke makes no such claim either. Is overall job satisfaction part of the theory? Not according to Whitsett & Winslow (1967) who say: ‘One of the most common and persistent misinterpretations of the Motivation-Hygiene (M-H) theory is the attempt to use measures of overall job satisfaction to make statements purporting to be derived from the theory. The theory does not, and purposely does not, make statements about overall job satisfaction’ (p.395). In stating that job attitudes must be looked at twice (p.396) they are emphasizing Herzberg’s procedure of conducting separate sets of interviews for good critical incidents at work (revealing satisfaction and hence Motivators) and for bad critical incidents (revealing dissatisfaction and hence Hygienes). Perhaps the most systematic attempt to sort out what the theory really says was made by King (1970) who identified five distinct versions of Part 1 of the theory. Some versions are stronger than others because they entail them. King is not always sure that Herzberg was aware of these versions or which of them Herzberg was claiming to support. King classifies the evidence according to whether it is irrelevant or relevant to these theories, and then subdivides the relevant studies into those which support and those which refute any of thesefivetheories. Table 1 sets out King’s five distinct versions of Herzberg’s two-factor theory.

Dirt and Filth

Dirt and Filth Dirt and Filth Dirt and Filth By Maeve Maddox In todays paper I read: Moisture and filth on the video detection cameras lens can cause it not to detect cars I wondered why the speaker hadnt used the more appropriate word for the context: dirt. To me the word filth conveys something nastier than mere dirt, something not likely to make it to the lens of a camera suspended over traffic. For example, a mother means three very different things when she says: This room is messy. This room is dirty. This room is filthy! With messy one pictures scattered clothing, books, and papers, but nothing a quick tidying cant put to rights. With dirty come images of dusty furniture, smeared windows, and perhaps dried mud clumps on the floor. With filthy, however, the mind turns to fossilized half-eaten sandwiches, congealed pools of unrecognizable liquid, mysterious mattress stains, and ignored deposits from the family pet. A look at the etymology of both dirt and filth reveals pretty nasty origins for both. Dirt comes from an Old English word (dritan) meaning to defecate. In Middle English the noun drit meant excrement. The r and the i eventually traded places to form the modern spelling dirt. Linguists trace the word to the Latin word for diarrhea. Filth goes back to the Old English word for foul which was related to the Old High German word for rotten, the Gothic word for stinking, and the Latin word from which pus derives. I still think that what the traffic camera lens had on it was dirt. By the way, that stuff in your garden where the flowers grow isnt dirt. Its soil. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:Wether, Weather, Whether"Confused With" and "Confused About"10 Writing Exercises to Tighten Your Writing

Emily Dickinsons Death Poems Essays - American Christians

Emily Dickinson's Death Poems Essays - American Christians Emily Dickinson's Death Poems Emily Dickinson's world was her father's home and garden in a small New England town. She lived most of her life within this private world. Her romantic visions and emotional intensity kept her from making all but a few friends. Because of this life of solitude, she was able to focus on her world more sharply than other authors of her time were. Her poems, carefully tied in packets, were discovered only after she had died. They reveal an unusual awareness of herself and her world, a shy but determined mind. Every poem was like a tiny micro-chasm that testified to Dickinson's life as a recluse. Dickinson's lack of rhyme and regular meter and her use of ellipsis and compression were unimportant as long as her poetry was encouraged by it. Although some find her poetry to be incomprehensible, illiterate, and uneducated, most find that her irregular poetic form are her original attempts at liberating American poetry from a stale heritage. Her poetry was the precursor to the modern spirit with the influence of transcendentalism not puritanism. Her treatment of Death and profound metaphysical tendencies were part of the singular nature of her genius. Emily's simple language draws rich meanings from common words. The imagery and metaphors in her poetry are taken from her observations of nature and her imagination. She approached her poetry inductively, combining words to arrive at a conclusion the pattern of words suggested, rather than starting with a specific theme or message. Her use of certain words resulted in one not being able to grasp her poetry with only one reading. She paid minute attention to things that nobody else noticed in the universe. She was obsessed with death and its consequences especially the idea of eternity. She once said, Does not Eternity appear dreadful to you I often get thinking of it and it seems so dark to me that I almost wish there was no Eternity. To think that we must forever live and never cease to be. It seems as if death which all so dread because it launches us upon an unknown world would be a relief to so endless a state of existence. Dickinson heavily believed that it was important to retain the power of consciousness after life. The question of mental cessation at death was an overtone of many of her poems. The imminent contingency of death, as the ul timate source of awe, wonder, and endless questions, was life's most fascinating feature to Dickinson. Dickinson challenges the mysteries of death with evasion, despair, curiosity or hope in her poetry as means to clarify her curiosity. From examining her poems of natural transitions of life and death, changing states of consciousness, as a speaker from beyond the grave, confronting death in a journey or dream and on the dividing line of life and death one can see that Dickinson points to death as the final inevitable change. The intensity of Dickinson's curiosity about dying and her enthusiasm to learn of the dying persons' experience at the point of mortality is evident in her poetry. She studies the effect of the deads' disappearance, on the living world, in a hope to conjecture something about the new life they are experiencing after death. Dickinson believes that a dying person's consciousness does not die with the body at death but rather it lives on and intensifies. In To know just how He suffered-would be dear To know just how He suffered would be dear To know if any Human eyes were near To whom He could entrust His wavering gaze Until it settle broad on Paradise To know if He was patient part content Was Dying as He thought or different Was it a pleasant Day to die And did the Sunshine face his way What was His furthest mind Of Home or God Or what the Distant say At news that He ceased Human Nature Such a Day And Wishes Had He Any Just His Sigh Accented Had been legible to Me And was He Confident until Ill fluttered out in Everlasting Well And if He spoke What name was Best What last What One broke

Engineering Management Assignment Example | Topics and Well Written Essays - 1750 words

Engineering Management - Assignment Example (Marnay, 2006) Research has proved that Micro grid systems can be used to produce electricity. During the recent years, the focus of battery technologies has called for the introduction of independent micro grid systems, which appears to be realistic than the former. Research has also proved that most of the independent Micro grid is often feasible from the lightning as it does not require more voltage compared to the convectional major appliances during the past. There is the recorded upsurge in the efficiency of the PV panels as the cost decreases. Beside, the advance in battery technology has facilitated the provision of greater efficiency as it extends the life of the product being focused. It is also stated that the advanced batteries will play an important role in increasing efficiency in the Micro grid systems. There are also a number of opportunities existing to help eliminate inefficiencies in the AC-AD adapters and help in the incorporation of smart technologies, which is done through th e proper implementation of sensors into specific respective case scenarios. It is important to notice that efficiency in any given level of technology can only be advanced if the organization adopts proper and relevant technology. (Galvin ,Yeager, & Stuller, 2009) In the current times, there are numerous opportunities which are available to help in the testing on the economic viability of the specific kind of the energy system. A number of the non-industrialized world does not have any access to any given type of the electricity. There is the estimation that 79% of the persons who are living in the most of the developing countries do not have any access to electricity. Most of these people still depend on the use of natural energy especially from the sun to help in meeting of their daily needs. This has appeared to be expensive to most of them. It has been realized that even cooking and most of the industrial

Evaluate the authorities' handling of the 'Alex Nord' case. How would Essay

Evaluate the authorities' handling of the 'Alex Nord' case. How would you have handled this case - Essay Example Disturbed childhood with numerous problems in the house and parent-child relationship can greatly put a child at the risk of developing this disease (Rutter 1998). If a parent is suffering from this disorder or AOD misuse disorder, this can provide the child with a role model to follow, and can enhance his abnormal activities (MedicineNet). Discord between parents or between a parent and the child, or asymmetric parent behavior and attention patterns to the child can trigger an inclination towards antisocial behavior in the child (Rutter 1998). The diagnosis of this disorder is a crucial and very serious matter, as this disease, whereas grave in its nature, has no definite treatment (MedicineNet). People suffering from this disease do not readily opt for treatment and therapy, and often have to be forced to do so, especially by the law (MedicineNet). Medication has proved to be an ineffective means of curing the disease, as firstly, there is no definite medication for this, and secondly, any medicines that may be given can be, and often are, abused or neglected by the patient, so they prove ineffective (MedicineNet). The only workable method if treatment is through psychotherapy of the patient, either individual or in groups_ depending upon the particular case and the needs of the individual_ combined with in-house and outpatient treatments, vocational training programs, and participation in long-term group therapies (MedicineNet). This treatment method, though not completely curable, does help tremendously in leading the individual toward a more normal lifestyle, and helping him pinpoint his problems and abnormal behavior so that he can make an effort to abstain from such activities in the future. Often this disorder wanes with age, with patients reduced to just substance abusers (MedicineNet). The Alex Nord Case: the case under consideration is that of a 24 year old man, named Alex Nord, who has been diagnosed with antisocial