Aileen Hernandez - Feminist Civil Rights Activist

Aileen Hernandez was a lifelong activist for civil rights and women’s rights. She was one of the founding officers of the National Organization for Women (NOW) in 1966. Dates:  May 23, 1926 – February 13, 2017 Personal Roots Aileen Clarke Hernandez, whose parents were Jamaican, was raised in Brooklyn, New York. Her mother, Ethel Louise Hall Clarke, was a homemaker who worked as a seamstress and traded domestic work for physicians services. Her father, Charles Henry Clarke Sr., was a brushmaker. School experiences taught her that she was supposed to be nice and submissive, and she early determined not to submit. Aileen Clarke studied political science and sociology at Howard University in Washington D.C., graduating in 1947. It was there she began to work as an activist to fight against racism and sexism, working with the NAACP and in politics. She later moved to California and received a master’s degree from California State University at Los Angeles. She has traveled widely in the course of her work for human rights and liberty. Equal Opportunities During the 1960s, Aileen Hernandez was the only woman appointed by President Lyndon Johnson to the government’s Equal Employment Opportunity Commission (EEOC). She resigned from the EEOC because of frustration with the agency’s inability or refusal to actually enforce laws against sex discrimination. She started her own consulting firm, which works with government, corporate, and nonprofit organizations. Working with NOW While womens equality was getting more government attention, activists discussed the need for a private women’s rights organization. In 1966, a group of pioneering feminists founded NOW. Aileen Hernandez was elected NOW’s first Executive Vice-President. In 1970, she became the second national president of NOW, after Betty Friedan. While Aileen Hernandez led the organization, NOW worked on behalf of women in the workplace to gain equal pay and better handling of discrimination complaints. NOW activists demonstrated in several states, threatened to sue the U.S. Secretary of Labor and organized the Women’s Strike for Equality. When the president of NOW endorsed a candidate slate in 1979 which did not include any people of color in major positions, Hernandez broke with the organization, writing an open letter to feminists to express her critique of the organization for putting such priority on issues like the Equal Rights Amendment that issues of race and class were ignored. I have become increasingly distressed by the growing alienation of minority women who have joined feminist organizations like NOW. They are truly the women in the middle, isolated within their minority communities because of their espousal of the feminist cause and isolated in the feminist movement because they insist on attention to issues which impact heavily on minorities. Other Organizations Aileen Hernandez was  a leader on multiple political issues, including housing, the environment, labor, education and  health care. She co-founded Black Women Organized for Action in 1973. She has also worked with Black Women Stirring the Waters,  the California Women’s Agenda, the International Ladies’ Garment Workers’ Union and the California Division of Fair Employment Practices.  Ã‚   Aileen Hernandez won multiple awards for her humanitarian efforts. In 2005, she was part of a group of 1,000 women nominated for the Nobel Peace Prize. Hernandez died in February 2017.

E Commerce Engaging With Physical Stores - 813 Words

And there are more examples of e-commerce engaging with physical stores. Such as, a few months ago, Amazon opened the first physical store in the US. At the same time, Google has opened its Google shop, online furniture retailer Made.com has been opening showrooms to display their products. This has proved the online web and the physical stores are actually beneficial to each other. †¢ Methodology This research paper will involve the use of qualitative approach as the main research methodology. This is a common case study method, which provides a clear vision on related implication of the research topic to researcher (Kondracki Wellman, 2002). Besides, the data in this method depends on human experience and this will be more persuasive and powerful than only data gathered via quantitative research. The reason to apply qualitative case study tool in this study due to its flexibility of use and also its ability, which allows the researcher to express their ideas and thoughts in the within context of the research (Maxwell. 2005). The study involves both primary and secondary research in order to have a clear vision on the research question. Secondary data will be collected from Tesco Inc. such as the sales, the number of visiting customers in different period. And the primary data will be conducted in two ways, on-site visit and online questionnaire. The methodology being used in this study has also bring up a lot of challenges. First, as the paper is studying on aShow MoreRelatedThe Pros And Disadvantages Of E-Commerce1286 Words   |  6 Pagespossible forgone costs of attempting to find items at a single store when anyone can browse the world-wide web with millions of options right at their fingertips? 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The popularity of this model is that some others global retails, such as U.S.-based Wal-Mart, have also adoptedRead MoreThe Advantages of Mobile Commerce Essay1326 Words   |  6 PagesWhat is M-commerce? The last decade has witnessed a lot of growth of mobile communication devices and wireless technologies across the globe. This has led to a change in the way many activities are conducted and opened the way for m-commerce, which is e-commerces next evolutionary stage. The significant power of m-commerce is primarily as a result of the ability to connect wireless devices anytime, anywhere (The Future of Mobile Payment Systems : Rise of the Mobile Wallet 2012-2017 [ElectronicRead MoreFoot Locker At The Athletic Shoe Industry1734 Words   |  7 Pageshas since becoming the successor corporation to its former parent company, and now operates approximately 3,450 retail locations under its different brands (Footlocker Inc., July, 2013). They compete with other athletic shoe stores like Adidas and Nike, as well department stores like Target and Wal-Mart. Since 1974, Foot Locker Inc. has launched different brands, namely, Foot Locker, Lady Foot Locker, Kids Foot Locker, Champs, and Eastbay , to cater to consumer demographics, and adapt to changing consumer

Clean Water Crisis Free Essays

Clean Water Crisis/Scarcity For decades, providing clean water to the masses has been a goal. Even with the â€Å"Millennium Declaration†, a goal proposed by the United Nations to provide clean water sources to everyone in the world by 2020, many people will go without clean water supplies. Can you imagine living in a region where there are struggles to get a glass of clean water. We will write a custom essay sample on Clean Water Crisis or any similar topic only for you Order Now It seems so distant to us living in modern industrialized America, yet this concept is completely taken for granted in everyday life. We simply forget the means as to how we have gotten this necessity of life delivered to our kitchen sink. This is nonetheless relevant in today’s world. Unless you are one of the unfortunate countries or regions in which there is limited supplies of water and the water that is present is stagnant or so contaminated with bacteria and other minerals that it literally makes you sick from dysentery by simply drinking one glass. Letsfirst look at the public water supply in area’s with scarce resources. With a population of well over 120 million people less than 30% of Nigeria has access to safe drinking water(Nigeria). Ingestion of unsafe drinking water can result in spreadable disease. In fact, in India, 21% of all spreadable disease is due to a lack of safe water, and diarrhea alone causes more than 1,600 deaths daily(India). Worldwide 1 out of every 4 deaths under the age of 5 is due to a water-related disease (water). The niger river which once flowed freely though Africa has been being used to produce hydro-electric power out of the Akosombodam. According to BBC news, Nigeria is dependent on this river and the river is now facing environmental catastrophe as a result of pollution†. The United States is affected much less than other parts of the world at this time. Although if we do not change something soon we may end up like some of the worlds less fortunate counties. California has been in a drought since 2006. Our own Lexington reservoir is down to less than 5% due construction of a safer dam (Rogers). We may be in trouble; the reservoir will not gain water levels until we come out of this drought. That’s because reservoirs and groundwater are already depleted after two years of drought – and because the state’s population is much bigger than it was during the last statewide drought in the early 1990s. As the population grows; the demand for water increases. Since 1990 the population has doubled. Yet water usage has increased by 6 times. Many Americans are accustomed to having whatever they want, when they want, at any cost. We need to think about the affects of everything that we do, take a simple shower for example. In a survey taken from 36 people from the ages 15- 55 the average person took 8 showers per week. With an average estimated time of 15 minutes. A low flow shower head can produce as little as about 1. 5 gallons per minute. The legal limit for a company to produce a shower head is 2. 5 gallons per minute, but most companies work around that by having a removable flow restrictor. If this is not put in upon installation a high flow shower head can produce up to 5-7 gallons per minute. So this means of the 36 people surveyed, assuming that they have between the legal limit of 1. 5 and 2. 5 gallons per minute, the total of their usage will be between 336,960 and 561,600 Gallons of water per year. That’s over a half million gallons of water for 36 people per year, to take their showers. According to the US Census Bureau as of June 2007 the population of California was 37,700,000, and is still growing(what). This would mean that in 2007 alone California used an unbelievable 470 billion gallons of water to take showers. How to cite Clean Water Crisis, Papers

In To Kill a Mockingbird Essay Example For Students

In To Kill a Mockingbird Essay In To Kill a Mockingbird, Scout is a young girl who grows up in a small town in Alabama called Maycomb County. In this small town there is prejudice, racism, and hypocrisy. Growing up surrounded by these issues she learns a lot of life lessons about herself and people she knows. Scout learns many life lessons and understands life better towards the end of the book. What are life lessons? Life lessons are things a person experiences in life. In To Kill a Mockingbird, Scout learns many life lessons. One life lesson would be how Scout learns her dad doesnt really care what people think about him. She learns this when she is at school and she come home and tells her dad that people were calling him bad names. She realizes her dad doesnt care what people are saying about him. It is hard to stand up for something when you know others dont agree. Her dad is independent he does what he wants and he isnt influenced by what people say. Scout learns that her dad is a great father. Even though she doesnt say anything you can just tell. When Scout and her dad talk in the beginning it is clear that Scout really doesnt understand her dad. Towards the end Scout understands her dad by the way she looks at him and by the, way she talks to him. Atticus has a large part to play in Scouts life. He has to be the mom and dad. He has to play both parts and know what to do if something happens to Scout. Scout doesnt learn this until the end of the book. She also learns her dad doesnt brag. When all of the other children go to school telling each other that their dad is a hunter and caught or shot animals, Scout did have anything to say about her dad. One day her dad kills the dog. Now, Scout knows her dad really is cool and interesting. He is just a quiet, unassuming man who doesnt boast about his good qualities. Many children dont understand or appreciate their parent until they grow up and mature. Scout and Jem dont really understand Atticus until the end of the book.

Effects of Poverty on Immigrant Children

Presently, approximately 8.7 million children of below 8 years belong to immigrant families or families with one immigrant parent. This is a drastic increase from the 1990 figure that was 4.3 million, a fact that research studies attributed to the drastic increase in the number of legal and illegal immigration before the U.S government enforced tough cross border measures to manage illegal immigration (Fortuny, Hernandez, Chaundry, 2010, p. 1-5).Advertising We will write a custom report sample on Effects of Poverty on Immigrant Children specifically for you for only $16.05 $11/page Learn More As research studies show, although there is a group of immigrants who belong to higher social classes, mostly because of their formal education levels, most of immigrants belong to the low socioeconomic class, as most of them have to struggle to acquire the necessary experience required in the U.S labor market. Although Since 2000, there has been a general decline in the poverty level in the U.S., still most immigrants (more so the recent ones) struggle to sustain their families due to their low level of work experience (refer to appendix figure 1, 2 and 3). That is, immigrants account for the biggest number of poor U.S. citizens; hence, although the level of poverty among immigrants may reduce, the spills over effects of poverty are still persistent. In addition to lack of enough life sustaining incentives, as research studies show, more than a third of all immigrants belong to families of poor formal education backgrounds. This has greatly contributed to increase in the level of poverty among immigrants, as most of them are low-skill individuals hence, because their earnings are not enough to cater fully for their family needs, they mostly depend on governmental anti-poverty incentives to boost their quality of life (refer to the appendix figure 4). Therefore, because children are the most vulnerable members of the family, all spillover eff ects of poverty affect them directly, as most of them depend on their parents for sustenance (Rector, 2006, p.1). By 2004, the poverty rate among immigrant children was approximately fifty percent, as compared to non-immigrant children. Currently, More than a quarter of children belonging to immigrant families survive under poor living standards, as most of them have to sorely depend on the meager incentives earned by their struggling parents. One primary area that has been adversely affected by the high level of poverty of immigrants is the attainment of education of their children. As research studies show, as compared to natives, the enrollment rate of immigrant’s children is low, right from preschools to higher learning institutions.Advertising Looking for report on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Although to some extent, currently, the trend is changing, because of the numerous governmental incentives, most children of immigrant face many learning related challenges, for example, language and fees problems. Due to this, majority of children of immigrants have to cope with any education related stress, failure of which greatly affects their educational performance. In addition, Poverty has forced many children from poor families to drop out of school, because their parents cannot afford to pay their educational needs. For example, in 2007, approximately 8.8 % of children from poor immigrant families, dropped out of school, a figure that contrasts with approximately 0.9%, drop outs from native families (Fix Capps, 2005, p.1). In addition to the numerous negative effects on education attainment, poverty among immigrant families has affected the physical and mental health of children from poor immigrant families. As research studies indicate, majority poor immigrant families struggle to feed their children, a fact that has led to poor nutrition standards among poverty stricken immigr ant families, leading to many health problems. Further, as compared to poor natives, chances of children of immigrant families facing food insecurity are high, as most of them lack adequate means of providing for their families. In addition, because most poor immigrant families stay in localized areas, majority of their children lack most social amenities, for example, secure playgrounds. On the other hand, because of stress that most of the children from poor immigrant families have to go through, most of them engage themselves in deviant behaviors, for example drug abuse and early sexual activity. Most children from poverty stricken immigrant families also are susceptible to behavioral and emotional problems, for example, aggression, marital distress, and hastiness. These like scenarios are common because, these children have to endure tough economic and social challenges that are mostly related with harsh parenting. The condition becomes worse in cases where parents use violence, as most of these children are likely to develop deviant behaviors, for example, juvenile delinquency (Karkos, 2004, pp. 1-2). On the other hand, poverty has also caused an increase in housing hardship; hence, rendering some immigrant families homeless. Although there is a decrease in housing hardship among children of immigrants, most children still live in poor housing conditions that are characterized by overcrowding and insecure surrounding environments.Advertising We will write a custom report sample on Effects of Poverty on Immigrant Children specifically for you for only $16.05 $11/page Learn More Due to the numerous economic challenges that most poverty stricken families face, most families lack adequate shelter, because they have either to struggle with expensive and sometimes unaffordable mortgages that deprive their families of other essential survival commodities. As proved by research findings, majority of homeless children face numerous fo rms of aggression from different members of the American communities; hence, the numerous mental health cases children of immigrants. Of all the affected children, the most affected are school and young children, as most school going children irregularly attend school, due to housing problems (Adams Osho, 2008, pp. 2-11). Considering the difficulties of most children of immigrants, regardless of their legal status of their being I the U.S., it is important for the federal government to set aside funds to help this group of individuals. Yes, although the government has numerous anti-poverty incentives it gives to support those considered poor in the society, one fact that most governmental initiatives fail to address, is offering of solid solutions to numerous problems faced poverty stricken immigrants. As compared to the old generation of immigrants, the new generation of immigrants needs a lot of support to cope with the standards of life in the U.S. For example, a good proportion of immigrants are English learners hence, in most cases adapting to the labor market needs can be a great challenge. In addition to language problems, most immigrants’ level of education is low; hence, giving them supporting incentives can never be enough to support them all throughout their lives in America. Therefore, it is important for the government to formulate policies that will ensure immigrant community gets the required orientation into the American culture, as this is the only way of minimizing the negative effects of poverty that has greatly affected the wellbeing of immigrant children. Any formulated policy should address the educational, health, and other needs of this group, it being the only measure of minimizing poverty negatively affecting the wellbeing children of immigrants. Reference List Adams, M. O., Osho, S. G. (2008). Migration, immigration and the politics of livable space: immigration and local housing issues in the United States. Research Journal   of International Studies, 8. Web. Fix, M., Capps, R. (2005). Immigrant children, urban schools, and the no child left behind act. Migration Policy Institute. Web.Advertising Looking for report on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Fortuny, K., Hernandez, D., Chaundry, A. (2010). Young children of immigrants. The  Leading Edge of America’s Future, Brief No. 3. Karkos, D. S. (2004). Addressing the mental health needs of immigrants and refugees. Web. Rector, R. (2006). Importing poverty: immigration and poverty in the United States: a book of charts. The Heritage Foundation. Web. Smolensky, E., Raphael, S. (2010). Immigration and Poverty in the United States. Web. Appendix Figure 1: Shows how the distribution of poverty has shifted to higher poverty levels Figure 2: Shows the poverty trends in the U.S. between the year 1965 and 2010 Figure3: Shows poverty level among immigrants (Smolensky Raphael, 2010) Figure 4: Shows poverty rates by education (Rector, 2006, p.1) This report on Effects of Poverty on Immigrant Children was written and submitted by user Cailyn Lee to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Helping The Poor

Making the poor/oppressed wealthy is not the sole solution to their problem of poverty. Just having money is not merely enough. One of way helping them is by teaching them to maintain their wealth Proper learning will prevent them from becoming poor again. Another way is to teach tem to invest their money. Investments will make the money increase. The last way of helping the poor would be to give them a high paying job. This will keep the flow of their money. All of these should keep the poor wealthy and end their poverty. One way of teaching the poor to maintain their wealth is by teaching them to budget their money. By budgeting their money, they should only spend what they need to for necessities. Necessities meaning, rent, food, utilities, clothing, etc. These things need to be paid monthly, so they should always keep enough money to pay these. After fulfilling all of their necessities, this will probably leave them with a few extra dollars. With this extra money left, the poor/oppressed can then be taught to save their money. Having a savings account will not only put their money away, it will also make their money increase. Interest will be added on to their money so I just won’t sit there and get dusty. It will put the money to work. Another way of putting their money to work would be investments. Investing their money will also make their money increase. Moreover, money just can not be spent continuously. The last way of teaching the poor/oppressed to maintain their wealth is by giving them a high paying job or career. After splurging and buying new and expensive cars, houses, and clothes, which will most likely happen after they get a lot of money, they will need to make some money. They need a high paying job with continuous income so that all of their funds won’t be depleted. A high paying job might also give them power. The more money they make the more powerful they might become. Turning the poor/oppressed into wea... Free Essays on Helping The Poor Free Essays on Helping The Poor Making the poor/oppressed wealthy is not the sole solution to their problem of poverty. Just having money is not merely enough. One of way helping them is by teaching them to maintain their wealth Proper learning will prevent them from becoming poor again. Another way is to teach tem to invest their money. Investments will make the money increase. The last way of helping the poor would be to give them a high paying job. This will keep the flow of their money. All of these should keep the poor wealthy and end their poverty. One way of teaching the poor to maintain their wealth is by teaching them to budget their money. By budgeting their money, they should only spend what they need to for necessities. Necessities meaning, rent, food, utilities, clothing, etc. These things need to be paid monthly, so they should always keep enough money to pay these. After fulfilling all of their necessities, this will probably leave them with a few extra dollars. With this extra money left, the poor/oppressed can then be taught to save their money. Having a savings account will not only put their money away, it will also make their money increase. Interest will be added on to their money so I just won’t sit there and get dusty. It will put the money to work. Another way of putting their money to work would be investments. Investing their money will also make their money increase. Moreover, money just can not be spent continuously. The last way of teaching the poor/oppressed to maintain their wealth is by giving them a high paying job or career. After splurging and buying new and expensive cars, houses, and clothes, which will most likely happen after they get a lot of money, they will need to make some money. They need a high paying job with continuous income so that all of their funds won’t be depleted. A high paying job might also give them power. The more money they make the more powerful they might become. Turning the poor/oppressed into wea...

A Research Project for the Hotel Industry Essay

A Research Project for the Hotel Industry - Essay Example For example, the book included the research undertaken by Pegg and Suh, which examined the activities involved in service recovery, planning, responsibilities, outcomes and evaluation. (p. 31-34) What Prideaux, Moscardo and Laws provided for this study was a general framework that contextualized the subject within the hotel industry. There was a clear link between service, recovery and the hospitality business. In line with this resource is another important work, which is that by Young and Burgess (2010). Their research investigated and described service recovery as a form of marketing technology. It provided several empirical evidences that demonstrate how service recovery can address service aberrations. Furthermore, the researchers were also able to describe the relationship between service recovery and positive customer attitude. An understanding of the theoretical paradigm behind the importance of service recovery is critical in making sense of its relations to customer satisfa ction or profitability for hotels. In this respect, Bitner, Booms and Mohr (1994) designed a model based on the interaction between an organization and its customers. The investigated almost 800 critical service encounters as reported by employees in several hospitality enterprises such as hotels, restaurants and airline companies. The research revealed how service-related variables such as service recovery collectively dominate the factors that create a high quality interaction, which eventually leads to customer satisfaction. This theme was also the subject of study by Bolton as she investigated how organizations have embraced relationship marketing. This research found that organizations need to address the issues in different stages of their relationship with their customers and that once the customer experiences are not satisfactory; the relationship is likely to be very short. A fundamental element in Bolton’s finding is that the incidence and quality of service encount ers are critical indicators of whether an organization’s relationship with the customers will flourish. Literature specific to actual experiences on service recovery include Zeithaml, Berry and Parasuraman’s work on service delivery. This study identified the factors that affect the magnitude and directions of what they called as the â€Å"four gaps† on the marketer’s side of their service quality model. (p. 35) In the investigation, the role of service recovery was highlighted. It was found that this component is one of the service-related factors crucial in correcting service-related failures connected with: 1) the difference between consumer expectations and management perceptions; 2) difference between management perceptions of consumer expectations and service quality specifications; and, 4) difference between service quality specifications and the service quality delivered. (p. 35-36) For instance, consumers develop a set of perspectives and expecta tions based on word of mouth communications, personal needs and past experiences. They collectively underscore the importance of service recovery, especially in instances when service quality or service initiatives fail. Humphrey (2010) cited some actual examples to service recovery at work, which offered invaluable insights for this study. For instance, there is the case study of the Ritz-Carlton’

Business research Paper Example | Topics and Well Written Essays - 2750 words

Business - Research Paper Example It is social investigation methods where different questions are being asked by researchers to collect data for their researches. It is a method which will help the researcher to get information about customer’s satisfaction levels from South Wales University. In this research participants of the survey are university students. In this research students of the university are given some question. Those questions are to be answered on the basis of one to seven scales. Starting from scale one which signifies that the participants strongly agree with the statement and scale seven signifies that participants strongly disagree with the statement. In this research the survey is having 27 questions. The survey has been divided into six parts. In the first part of the survey questions were related with Demographics of university students (Roger, 2006). This part is consisting of 5 questions and here one to seven scales have not been used. Here all questions are very simple in nature an d all questions are having more than one option for furnishing information. This part will help researcher to get all different information related with customer’s demography. The next portion of the survey is related with different aspects of lecturers in the university. This portion of the survey is having six questions. Here all six questions are have to be answered on the basis of one to seven scales. Third portion of the survey focuses on class rooms of the university. This part is having seven questions. Those entire questions are to be answered on the basis of 1-7 scales. It would give clear information to researcher about class rooms of the university (Keith, 2003). The fourth stage of the survey is related with library of the university. The portion is having 4 questions to answer on the basis of 1-7 scales. 5th portion of the survey is related with course materials of the university. This portion is having 3 questions on

Balanced Scorecard and Ethical Issues Assignment

Balanced Scorecard and Ethical Issues - Assignment Example It has been observed that majority of the firms utilize BSC in order to evaluate the ‘balance’ existing between its compensation plan and the performance measures over a certain period of time which further assists the organization to design effective strategies (Ittner, Larcker, & Meyer, 1997). Performance measurement facilitates managers to evaluate the outcomes of the overall organization as well as employees’ operational activities. Performance measurement also depicts the effectiveness of resources and the possibilities through which the activities and the resources satisfy organizational missions and objectives in a rational manner. Recent researches have often regarded BSC as a management tool which can deliver successful and well-documented outcomes (US Department of Energy, 2013). However, when measuring the attributes considered in the BSC framework, various ethical issues can also be observed to disrupt its validity as well as the reliability of the ove rall evaluation process outcomes. As stated by Bieker & Waxenberger (2002), the BSC approach lacks in considering the wide group of stakeholders including the community members who can also impose significant influences on the organizational performances. Thus, by ignoring the organizational responsibilities and its performances towards the stakeholders, business incorporations may have to witness significant ethical concerns when applying the mechanism of BSC. Unethical Behavior As A Result of Wrong Performance Measures Majority of the companies in today’s contemporary era, evaluate performance indicators in order to improve the overall performance of the organization and directly tie with the compensation system which comprise various aspects such as customer satisfaction, cost of the products and quality of the services offered along with providing job satisfaction among the employees. It is in this context that as the BSC framework focuses on a multidimensional approach t o performance measurement, in majority companies, managers attempt to use this particular framework extensively (Lichiello & Turnock, 2006). With due consideration towards the critical viewpoint obtainable through the application of BSC approach, it can be regarded as an appropriate measurement tool through which Sparkling-Automotive Company (SAC) can tie its the compensation system with performance and thus enhance efficiency in its overall business process. However, SAC should also focus on recognizing the limitations of applying the BSC framework prior to its implementation for the purpose of its performance management. As stated by Butler, Henderson & Raiborn (2011), although the framework inculcates a multidimensional approach towards measuring performances of an organization, incorporation of sustainable issues, such as environmental concerns and stakeholders interests make the evaluation process quite complex. Owing to this particular limitation, managers often have to face o bstructions in detailing appropriate and almost accurate information relating to the performance measures. Furthermore, as explained by Rillo (2004), when measuring the cause-effect relationship between the implemented strategies and obtained outcomes through organizational pe

Representation Of Women On Television Media Essay

Representation Of Women On Television Media Essay This study examines the representation of women on Television, which is one of the most debatable topics surrounding the medium and which is frequently discussed in academia and popular culture. I will be conducting my research specifically on representation of female leading characters on Law and Order: Special Victims Unit. The examination will reveal whether the depiction of main female characters on Law and Order is positive or negative. 1.1 Women on TV Joseph (2004) argues that women were underrepresented on network dramatic shows in 1950s to the 1970s, that and when they did appear, they were frequently seen in token or stereotyped roles. Although representation of women has changed greatly in the last two decades as we are progressing into a more equal society, the question is, has it really changed modern representations of women or does it merely replicate gender stereotypes (E. Dobash P. Dobash, 1998). In recent years, Xena Warrior Princess and Buffy The Vampire Slayer pioneered the use of strong leading female characters in genre of fantasy on TV. Magoulick (2006) suggests that the positive reviews of Xena and Buffy demonstrate the extent to which these women characters resonate with female viewers longing for strong role models, or even just strong female roles on television. Lavery and Rhonda (2002) argue for a contrasting depiction of Buffy while she is represented as a strong and independent feminist icon her character i s vulnerable and often shallow about her appearance (124). Xenas character helped break gender norms by coding masculine traits such as bravery, strength and aggression with feminine traits i.e. compassion and her pregnancy in Season 5 rendering gender exploration (Boze, 2011: 24). The Buffy and Xena shows both reinforce and challenge gender stereotypes of women (Reid, 2008). I am concerned with the crime genre of television which depicts women as detectives working in a patriarchal society whereas the above characters existed in the fantasy and science fiction genre. In past couple of decades, programmes like Cagney and Lacey, Cats Eyes, Prime Suspect, Silent Witness and Juliet Bravo were popular detective dramas depicted strong women which paved the way for future representation of strong female characters. 1.2 Law Order: Special Victims Unit Law and Order: SVU first aired in 1999 and is currently in its 13th season. The detectives on the team solve sexually motivated crimes and child abuse cases, and the cast includes an exceptionally strong female lead character in Olivia Benson (Mariska Hargitay) and other popular female characters such as Amanda Rollins (Kelli Giddish), Assistant District Attorney Alexandra Cabot (Stephanie March) and Assistant District Attorney Casey Novak (Diane Neal). The episodes often feature real life crime stories and create episodes based on crime stories ripped from the headlines (Green, 2009: 2). Law Order: Special Victims Unit is one of the most successful and popular spin off series of Law and Order franchise, which has won many awards as well as the 2006 Emmy for Outstanding Lead Actress in a Drama Series for Mariska Hargitay (Emmys, 2006) who describes female audiences reaction to her character Olivia Benson in Greens book Law Order: Special Victims Unit: The Unofficial Companion: As the show got more popular, I received so many emails from so many survivors. They were identifying so much with my character, identifying with this lion, this strong powerful (Olivia Benson). And then I had thirteen-years-old going, I want to be you; you are my role model. Hundreds of emails going, I want to be a cop when I grow up. And I thought this character has touched something deep in so many women and provided a safe place to goà ¢Ã¢â€š ¬Ã‚ ¦ I felt I had a responsibility. (Green and Dawn, 2009: 90) 1.3 Relevance of the Research Womens representation on television has significant value to female audiences because they view strong characters as role models. Singh, Vinnicombe and James (2006) studied career-minded women who keenly draw on role models from different aspects of life, television being one of them. They discovered that women used female characters from television as role models such as Buffy, Alias and Xena: The Warrior Princess. Analysing how female characters on Law Order: Special Victims Unit might serve as role models will provide me with the tools to examine the codes used in the portrayal of women. Research has been conducted on Law and Order: Special Victims Unit in the past, for example on the shows depiction of ethnic minorities and the victimization of women. Britto (2007, p40) has used content analysis to deconstruct the idea that women are overplayed on crime drama series as offenders and victims in her article Does Special Mean Young, White and Female? Deconstructing the Meaning of Special in Law Order: Special Victims Unit. Furthermore, there has been extensive research on representation of ethnic minorities, male and female on Law and Order: Special Victims Unit. However, my research will focus on the main female characters such as Olivia Benson (Mariska Hargitay), Amanda Rollins (Kelli Giddish), Assistant District Attorney Alexandra Cabot (Stephanie March) and Assistant District Attorney Casey Novak (Diane Neal) and deconstruction of the codes employed to characterize them. 1.4 Organization of the Chapters In this section I explain the structure of the chapters in this dissertation which will focus on literature review, methodology and findings of my research. In Chapter 1 we have already established the basis of this research which is to examine the representation of leading female characters on Law and Order: SVU. Chapter 2 will review the literature that will provide support for my arguments on themes of representation of women on TV, narrative, female heroism and women and crime genre. Chapter 3 explains the choice of methodology, research design, uses and limitations of textual analysis. It also describes the discourse analysis methodology and its use in this study. Chapter 4 consists of the analysis of the representation of female lead characters on Law and Order: SVU. It provides details of the findings including women driving the plot, women as heroes, maternal instinct and their personal lives. The collected data is analyses in this chapter to search out the result. Chapter 5 is the conclusion of this study that presents the findings and also elaborates on the significance, limitations and scope of this study. Chapter 2: Literature Review A theoretical framework will direct my research in a focussed manner whilst facilitating a proficient and comprehensive analysis. It will provide a major foundation for my investigation. As representation of women is such a diverse topic, I will focus and limit my research with the help of a theoretical framework in order to achieve an accurate conclusion. 2.1 Representation of Women on TV In order to build my research, studying the history of femlae representation in the media will enable me to understand the codes employed to construct female characters. In regards to the portrayal of women in crime genre, DAccis (1994) meticulous exploration of Cagney and Lacey will provide the perfect groundwork for my investigation. Cagney and Laceys characters were represented in unconventional way rather than the traditional ones: Its heroines were in-control protagonist who solved their own cases (both mentally and physically), were rarely presented as women in distress and were virtually never rescued by male colleagues. In addition to being active agents of the narrative they were also the subjects, but rarely the objects, of sexual (heterosexual) desire (DAcci, 1994: 5) DAcci not only examines the progression of female characters on the show but also studies the depiction of feminism on mainstream television. This will provide me thorough knowledge of what goes behind making a drama series with female lead characters and will equip me with the right tools to compare the representation of female characters on Law and Order: SVU. Furthermore, it contains other examples from the history of American television which will be beneficial for my research. Brunsdon, Charlotte and Spigels (2007) book Feminist Television Criticism: A Reader provides a detailed examination extending across television, media and screen studies and looks into representation of feminism as historical categories and political identities. This book gives a valuable analysis of women working both behind the camera and in-front of the camera as well as female audience and their response to television in their daily lives. With these sources, I will be able to evaluate the depiction of women on Law Order: SVU in regards to historical and political viewpoint. The representation of women in media has been a focal point of discussion since early nineteenth century. In 21st Century, even though television produced programs like Pan Am, Charlies Angels and The Playboy Club with female lead characters, they are still viewed through a very patriarchal ideology (Ingham, 2007). Dominicks (1979) article The portrayal of women in prime time, 1953-1977 concludes that female characters appearing on prime-time television from 1953-1977 were underrepresented on television and were frequently seen in stereotyped roles. This article will help me set the groundwork for my research as I can put female characters on Law and Order: SVU side by side with previous female representations on TV. Further research (Elasmar, Kazumi and Brain, 2009) showed that women were more likely to be shown playing minor roles and playing characters such as housewives and to be involved in a romantic relationship. I would need to further explore the depth of women representatio n on television, which will allow me to conduct adept research in this project. According to Gill (2007), the media depicts contradicting gender characteristics which will provide theoretical basis for my work in contemporary gender representations. This book also provides a theoretical tool to analyze representations of women in media. Similarly, Melanie (2011) cross-examines the construction of feminism and femininity in cinema and television in a wide variety of female-oriented programs such as chick flicks, reality shows and dramas. This book will further equip me with an understanding of the relationship between feminism, femininity, and visual culture and tools to analyze images of female representation in media. Lucia (2005) investigates the representation of female lawyers in Hollywood film such as Jagged Edge, The Accused, The Client and so forth. Although these female lawyer characters are represented as strong women, the deeper study of these films exposes inconsistent characteristics which gainsay the recognition of womens professional roles in a film. According to Lucia, these films featuring female lawyers depict: a patriarchal figure that possesses the potency, the genuine power to initiate the female lawyer into the structure of the law. These films accept law as patriarchal and the female lawyer as an inferior subject within that system. (Lucia, 2005: 19) Lucia (2005) reveals that in these films female lawyer characters are put on trial themselves for defying the traditions of femininity and patriarchal authority. This will provide a basis for analysis of female lawyer characters on Law and Order: SVU. 2.1.1. Narrative Writing the Woman In order to create empathy with characters and peak interest in the audience, formulation of the character through narrative is of the utmost importance. Character and narrative in the text have an emotional connection and resonate with the reader if they identify with the character. Hence, analysis of female representation in Law and Order SVU through their characterization in the narrative will allow me to deconstruct the text. Specific aesthetic and narrative strategies used by the producers to create characters also append to feminism and female representation (Geetha, 2007). Mulveys (1975) groundbreaking article Visual Pleasure and Narrative Cinema will greatly aid in exploring the relevance of narrative structure in construction of female characters in Law and Order: SVU. Mulvey unravels the narrative and visual techniques in cinema and describes the male cinematic gaze that objectifies the female character, hence, turning her into a spectacle, to-be-looked-at-ness (1975, 19). Mulvey (2009) revisits her theory in Visual and Other Pleasure by applying her feminist theory to more contemporary work concerning film spectatorship. She also talks about young modern woman of the 1920s in terms of images and narratives employed in Hollywood and European films, which will be relevant to assess portrayal of women in Law and Order: SVU. In regard to narrative and women representation in media, Teresa de Lauretiss (1984) work will facilitate my research in the right direction, as she investigates the structural representations of woman in cinema. De Lauretis (1984) disagrees with Mulveys (1975) theory of women representation as being permanently subjective and affirms that it is in a consistent stage of self-progression. De Lauretis believes that narrative structure draws upon the characters aspiration in social and cultural context and reproduces subjectivity. De Lauretis argues that female characters are formulated to incline towards femininity and conventionally portrayed as ideal image perceived by men (1984, 143). De Lauretiss conclusion of womens oppression by employing techniques of cinematic narration will provide a diverse perspective in representation of women in Law and Order: SVU. 2.2 Women and the Crime Genre The characteristics of gender have been reallocated in modern era in crime dramas where the female and male personalities are synthesized. The transformation also saw the shift of feminine traits of emotions, compassion and bond to traditionally masculine traits of heroism, vigor, and power giving rise to alternative action hero (Feasey, 2008: 67). In 1970s and 1980s, the crime genre progressively began depicting women as significant characters, in a TV revolution. Snauffers (2006) book called Crime Television would aid in my research tremendously as it would be interesting to re-evaluate the history of crime genre which was traditionally dominated by men (Maureen, 1988: 2). Crime dramas have dominated our television since the genre came to be, according to Snauffer (2006), crime genre echoes the cultural transformation and growth in the society. He investigates crime films and shows from 60s, 70s and 80s such as The Untouchables, The Streets of San Francisco, The Rockford Files, and Baretta which represented variant heroes in multifaceted settings. This work provides a broad history of detective and police crime shows on TV, which will contribute to my research immensely. Turnbull (2013) in her book The Crime Drama: TV Genres provides a historical study of the crime drama series as a genre, which presents a number of case studies to clarify major concerns in the course of the genre. This book will facilitate my argument as it looks at female-led crime drama series from around the world such as The Wire and The Killing which feature important female lead characters. Crime dramas generally feature subject matter related to public sphere with male dominance, however, the addition of female characters to the crime genre has enabled writers to pursue a dynamic approach concerning gender bending transgressions, domestic issues and other feminist concerns (Feasey 2008). Nevertheless, women were not always depicted as strong willed and independent on TV. Cavender (1999) examines the depiction of women crime victims by comparing episodes from reality crime program on prime time television. His analysis will be helpful in further studying the crime genre as well as involvement of women. Humphries (2009) examines women, violence, and media presentations through the lens of feminist criminology. This book contains chapters on Gendering Constructions which lays the foundation for the volume and examines media presentation of gendered violence, female killers on Law and Order and women in media. This book will give me tools to analyze the media text meticulously. In the crime genre, male protagonist used to focus on solving the crime while neglecting public concerns during the process. Attitudes started to change when women were portrayed unconventionally as brave, independent and intelligent characters breaking away from the societal norm from 70s, which resulting in writers shaping a new feminist archetype (Aisenberg, 1994). In her book Ordinary heroines: Transforming the male myth she suggests that female representation has progressed into equal active crime-solving characters with slight borrowing from conventional masculine traits, such as Dana Scullys (Gillian Anderson) character in The X Files, who was a powerful and independent professional woman even though FBI agent roles were profoundly male-dominated (240). Cuklanz and Moorti (2009) examine a wide variety of texts to delve into the representations of gendered violence against women and formulation of gender. They believe that Law and Order: SVU featuring lead female characters engage in stereotypical representation of women, showcasing violence against them which included inherent misogynist communiquà ©. Cavender and Jurik (2012) inspect the optimistic side of the representation of women on TV as they analyse Prime Suspect starring Helen Mirren as policewoman Jane Tennison in the popular British drama series where her character disrupts the conventions of the traditionally male genre (p.65). They focus on the portrayal of gender and law enforcement in the show featuring modern social tribulations where women play the central character. On one hand, Prime Suspect has become a cult hit for being an exceptionally feminist show in a traditionally male dominated crime genre. On the other hand, it is still not devoid of gender politics: while Tennisons character is shown as a successful woman she is pigeonholed as being old, lonely, obsessed with her career and friendless. Cavender and Juriks (2012) work will provide the framework to deconstruct the meanings and connotation in depiction of women in Law and Order: SVU in relations to social norm. There has been a dramatic rise in representation of women detectives in modern texts, whether be film or television, which used to be dominated by men (Mizejewski, 2004). Whilst examining Jodie Fosters character Clarice on The Silence Of The Lambs, Mizejewski believes that: Traditional Hollywood cinema has been unconsciously organized along these lines: men looking and taking action, women being looked at. The conventions of framing, lighting and editing in portrayal of women all play to these dynamics (p. 7) Tasker (2007) believes female representation has progressed tremendously in recent years with transformed and empowered gender egalitarianism; however, there is still substandard issue (? what does this mean?). Gender is a key constructor and differentiator of character in ensemble workplace dramas (Allen 2007, p 48). The meticulous examination of popular crime drama Crime Scene Investigation (CSI) in Reading CSI by Michael Allen includes the relationship of characters to their narratives and response of fans and will provide great depth and widespread views which I can apply to Law and Order: SVU during my research. 1.3 Female Heroism Gunter (1986) argues that women are represented in a stereotypical manner associating with the character traits they typically exhibit. In comparison with men, their characters were subjugated by personal relationships and family issues. However, this began to change in the 1970s when women were portrayed in more dynamic roles. Knight (2010) believes that this trend wouldnt have been possible without Sigourney Weavers character Ellen Ripley in Alien (1979) franchise, which has become an avant-garde symbol. Ellen Ripley signified the first final girl archetype, a term coined by Carol J. Clover in the book Men, Women and Chansaw: Gender in the Modern Horror Film (1992), who conquered and triumphed against an evil villain without any help or rescue from a man (p.98). Knight (2010) and Clovers (1992) examinations of women representation would aid in decoding the signs in Law and Order: SVU. Anthony (2009) believes that the progression in womens portrayal on television and film was becaus e women had taken over the market and were able to acquire positions as Producers and Directors. Consequently, women were portrayed in more heroic roles which cancelled out the notion of women as victims, resulting in a positive ideological advance (p. 80). Innesss (2004) Action Chicks is a groundbreaking collection of essays providing a new look at female action icons such as Xena, Buffy, Lara Croft and so on. These essays take a look at how recent depictions of women in action films, TV shows, comic books, and video games reflect an increased acceptance of women in traditionally male heroic or tough-guy roles. This highly specialized and scholarly study is suitable for my research and will give me context for my analysis of Law and Order: SVU. In order to analyze the representation of women in Law and Order: SVU, I will suggest that if the women embody four essential constructing features which are body, attitude, action and authority in a tough hero (Innes, 1998). Brown (1996) has the same belief about women portrayed as action heroes stating, the female action heroines body is represented by using same codes as a male hero in regards to object and subject in action films (p. 56). Goodwill (2011) agrees with Browns statement that new female action hero possesses positive masculine characteristic which were previously reserved for men only, breaking away from orthodox feminine attributes. With the fusion of traits, the earlier archetype of the hero has been amended in popular culture containing both masculine and feminine traits which will enable me to interpret female traits presented in Law and Order: SVU. Hill (1999: 38) states, action heroines are the new type of protagonists in action genre who are smarter and tougher than conventional female heroines and even their male counterparts. This new breed of action heroines contravenes not only cinematic but cultural gender codes of women being submissive and tangential characters and transform traditional cinematic depiction of women. Noble (1999) produces an innovative framework to create a new epitome of heroism for women in her book The Sound of a Silver Horn: Reclaiming the Heroism in Contemporary Womens Lives. She puts forward certain qualities that a female hero should possess to transform her and the world, such as strong-minded, valiant and a risk-taker. Harriss (2004) groundbreaking work will provide a framework for my research since she looks at the intricate representation of girls in recent history. Siehlohrs (2000) anthology investigates generic codes used in gender in regards to national identity in European films. She also examines how representations of women are affected by particular national milieu. This provides a baseline to investigate influences of societal factors on representation of women in Law and Order: SVU. Hanson (2007) proposes alternative ways of viewing classic and contemporary Hollywood heroines and the associations of gender with genre. She investigates the representation of women as the investigator and heroine in the variable context of the film industry, which will enable me to apply the same approach to my research. She confers meticulous attention to the production of narrative, actions and perception as well as negotiation of feminine self and desires across the past. Jaceys (2010) book The Woman in the Story: Writing Memorable Female Characters will be of significant value on this topic as it explains the importance of different traits, character development and gender issues in constructing a female heroine. This will allow me to dig deeper into the depiction of female characters on Law and Order: SVU such as Olivia Bensons characters role as a Detective and Alexandra Cabots character as a District Attorney. According to Knight (2010), female action heroes extensively influence individuals in society, and also reveal a lot about our society. Her analysis of female action here will help me understand Olivia Bensons character on Law and Order: SVU as she is seen as a role model and heroine to a lot of women. Furthermore, I will examine Buffy the Vampire Slayer which was a very popular show with very sharp and provocative commentaries on gender. In Undead TV, media studies scholars tackle the gender representation of Buffy and its influence on popu lar culture (Levine and Parks, 2007). Stuller (2010) illustrates the triumph of female hero in contemporary mythology which has cracked through male dominated environment and discusses the crucial role of female crime fighters in popular culture. Thornham elucidates the codes of a female hero in her book  Women, Feminism and Media: For a female character to become the hero of such a series she must appropriate agency, action, command, the occupation of public space, discursive authority and the control of the investigative gaze. All of these, of course, run counter to the norms of femininity. (p. 69) The above mentioned codes and symbols will aid in deconstructing the structure of female lead characters on Law and Order: SVU as heroes in a patriarchal society. I would be able to examine the amalgamation of feminine and masculine traits in the discourse.

The Decision to Litigate and the Adversary System :: Litigation Adversary System Court Essays

The Decision to Litigate and the Adversary System The in-class video and lecture identified a number of factors that should be considered when making this decision. They include 1.) Trials are expensive and lengthy. Someone has to pay the costs. 2.) What is the likehood of recovery? 3.) Are the defendants able to satisfy the judgement? 4.) Will a suit impact the relationship between the defendant(s) and 5.) Will harmful publicity or loss of goodwill result? In the movie, the decision to go to trial was based on the attorney’s greed. Though that was not the initial decision, once Schlictmann saw Beatrice Foods and linked it to â€Å"Peter Pan, Tropicana, Samsonite, etc†. You could see the dollar signs in his eyes. From that point forward all manpower and resources were allocated to this one case. None of the plaintiffs in the film appeared to have the financial resources to support a decision to litigate, nor did the firm representing them. Towards the end of the trial, the firm was so heavily in debt over the case they filled out multiple applications for credit cards. They also had second mortgaged their homes, cashed in their â€Å"retirement plans, life insurance plans, gone.† The firm had completely overextended themselves in the process of trying to generate evidence to prove their case. The lack of evidence, money as well as the tremendous resources of the defendants should all have been considerations that would have steered them from a trial. Most important of all, the attorney should have been focused on the goal of the Plaintiff’s in determining whether or not to litigate, which in the movie was completely overlooked. They did not want punitive damages as a result of their losses. What they wanted was for the responsible party to take ownership of their actions and apologize to them. This was clearly stated to Jan Schlictmann in his initial meeting with them. Furthermore, they restated their interest at the time that the attorney’s informed the families that they would each receive $375, 000 as part of the settlement from W.R. Grace. Strategy in the Adversary System One of the strategies employed by lawyers in a trial to achieve a favorable verdict is to persuade the trier of facts that the facts presented by the other side are untrue, improvable or not credible. In the movie, both defense attorneys’s attacked the credibility of the plaintiff’s attorney, Jan Schlictmann.

English as Lingua Franca Essay

Do you know that of all the languages in the world, English is the most entertaining and pleasurable language? The amusement of English expounds why we park our car on the driveway and drive our car on the parkway. When we explore in more detail of its paradoxes, we may later discover that quicksand can work slowly, boxing rings are square and guinea pig is neither from Guinea nor it is a pig. If we hurled back, English has been widely dispersed around the world when British Isle began with the growth of the British Empire. In Malaya, English is mandatory for each and every citizen during the colonial of British. Due to the colonization, it left a profound impact in Malaya as English became the second language among Malaysians. In spite of obvious influence of English to our daily life, Malaysians still find it difficult to converse in proper English. The standards of English deteriorate rapidly in our country. We often hear Malaysians speak the so called ‘rojak’ language; for instance, they say â€Å"You eat already ah? † instead of saying â€Å"Did you have your meal? † Therefore, we as Malaysians need to take up English Language as it is the cornerstone of success in life! In the era of consolidation and trying to unify various aspects of life, English is needed economically as it is the global language of mercantile. The headline, â€Å"Japanese Firms say no English, no job†, adapted from The Star on ninth of July 2010 clearly portrays the vitally importance of English for job seekers. The world of business today requires only employees with the excellent command of English. From email to presentation, marketing and exportation of information, English is essential as it is the dominant language. Let me impeach you, how would you survive without English during travelling business especially to English speaking countries? Could you communicate with the native speakers? Obviously not! Therefore, it is crystal clear that English is of utmost importance in the globalization of world trade. When we take command of this language, we open new doors for commerce. Besides, English Language operates as the lingua franca of this new millennium. It is a significant element to foster bridges gap and connects people around the globe. With English acting as an international language, it enables people who do not share a common native language to interact. This can be seen as English is well known as the medium of communication among travellers. It would catch your imagination if you wonder the absence of English to the world. For instance, while you’re having a stroll in the street, a Spanish guy approaches you and enquires about the route to the closest bank. He would say, â€Å"Excuse me, may I know where the nearest bank? † and you will definitely answer â€Å"It’s located behind the Grand Hotel. † What if he said â€Å"perdone, donde se encuentra el banco mas cercano? It is akin to communicate with an alien from Neptune because you do not really understand what they inquire. Hence, it is needed socially in linking the world together. Apart from communication, English Language is being placed steadfastly within the academic domain. By taking up English, it broadens our horizons because almost 60% of books in worldwide are written in English. A high level of proficiency in this language has lead our quotidian life filled with knowledge. Moreover, it enables professors and scientists around the globe to share their studies. It is convenient as professors from different countries can interact with each other without the need of a translator, which is a total waste of time. By sharing all the theories and discoveries, it becomes possible for us to gain further achievement in technology. Have you ever contemplated the possibility for us to for us to enjoy a luxury life of science without English as a medium of interaction between academicians? It is totally out of question! Thus, the role of English is vital as it makes our life more comfortable and continues to ameliorate the standard of living today. After carefully dissecting the importance of English Language, the verdict is clear: English plays a crucial role in our life. Paolo Coelho famously said â€Å"When you want something, the entire universe conspires in helping you to achieve it. † On a similar vein, when you earnestly desire to take up English, chances are usually you will succeed. The importance of English cannot be undermined as it is the determining factor in our ultimate quest: success. After all, there is no reason why learning English can’t be fun. Before I end this, let us have a brainteaser. There is neither pine nor apple in pineapple, but why do we called it pineapple?

cain and able

cain and able Everybody knows the age-old story of Cain and Abel. I wouldn't say that they were the first rivalry between siblings but they certainly were not the best brothers. Cain and Abel were the sons of Adam and Eve the first people on the Earth. Cain and Abel every year offered what they had at the beginning of the harvest. This was a thing that happened every harvest and was a norm in the lives of Cain of Abel and in their family, but why did God not accept Cain's sacrifice and accepted Abel's?In the Bible it describes only the one harvest and how it affects the lives Cain and Abel. Abel was a person that obviously loved god and gave God credit for his success and was very successful. In the Bible Abel gave the best of his new sheep to God and this was the blood sacrifice.Cain gave a portion of his crops for his sacrifice. God accepted Abel's offering and rejected Cain's because it was not the absolute best or the first portion of the harvest. God had explained to Adam and Eve when they si nned that sin only be washed away by blood. God did not except a crop sacrifice because it simply wasn't blood.God would not accept Cain's sacrifice because of his heart and his attitude. God didn't care more about what Cain brought but his mindset when he brought it. Cain's attitude was a key factor in displeasing God. His heart was not in the right place to make a sacrifice. This is seen when God warned Cain and said" You will be accepted if you do what is right. But if you refuse to do what is right, then watch out! Sin is crouching at the door, eager...

The Truth about Global Warming

The Truth about Global Warming Free Online Research Papers Over the past half century our world has become more modernized than we ever thought possible. We have innovative things to make our lives quicker and more efficient including DVDs, the IPod, and the Internet. This technology has become integrated into our society and even in a way part of our lives. It has also led to increased manufacturing and production and in turn increased the CO2 output by man kind. However, is this increase substantial enough to cause a change in the Earths climate? Scientists have been debating this for years and have yet to come up with an answer to this question even with overwhelming evidence supporting the idea that humans are not the cause of global warming. There is too much evidence to deny that the Earths warming is due to a natural change in the Earths climate, not mankind. Past and future fluctuations in the Earths climate, the sun, and the energy it emits, and North and South Pole activities all prove that man made global warming is a myth that ha s gotten out of hand. The newspapers and television have helped push this man made global warming into what it is today. Throughout history the Earth goes through climate stages both warming and cooling. During the Holocene, there have been about seven major warming and cooling trends, some lasting as long as 3000 years, others as short as 650. They have been able to see this through the layers in the ice. Recently Russian scientist drilled 3.5 km of ice to acquire a specimen with information about the last 400,000 years, before mankind was emitting harmful CO2 gasses. They found that during the last 400,000 years the earth has scene four two-phase climate cycles; a gradual warming followed by a quick cooling. This proves through scientific study that the earth undergoes climate stages and that the globe is in reality experiencing a gradual warming but it is not caused by man. You can also see these climate changes through the rings in trees. Tree growth is slowed during cold times and is greater during warmth. By looking a specimens of trees scientist can see the different periods of warming and cool ing. According to some the Earth is going to continue to warm as long as we as humans continue to abuse the planet we live on. This couldnt be further from the truth. In fact, the warming is in fact soon to be replaced by the second stage of the climate stages. Both satellite and ground based temperature readings have show a decrease in temperature in the last few years. These readings contradict the idea of man-made global warming, by bringing the climate cycle to attention. Scientist have started to predict that by 2012 a fairly cold spell will set in and a real cold will come will come in 2041. This could be the ice age that we are overdue to have. This is caused by solar activity; warm periods of temperature when it is at its peak and cold at the minimum. Scientist know about two 11 and 200 year solar activity cycles that are caused by changes in the radius and irradiating solar surface. These cycles are in direct correlation with the Earths temperature, proving the idea that the Earth heats in stages and man is not causing it. Looking at changes in the energy the sun outputs you can effectively see the relationship between it and the climate of the Earth. When the suns magnetism is strong the suns output is higher and the Earth is warmer. The suns output has a direct connection with the Earths climate. The ups and downs of temperature match almost exactly the ups and downs and changes in magnetism. For example, in the 1000-1300, the middle ages with no greenhouse gases, there was a period of warming where the sun was more active magnetically and brighter energetically than today followed by a period of time with low sun activ ity therefore lower temperatures. Another good indicator that the Earth is done warming and is soon to be in the second stage of its cycle is the behavior of the poles. Observations in Antarctica show that the temperature is not rising, in fact, some say it is even falling therefore the Antarctic Ice, the biggest freshwater supply on Earth and the main reason for the rise of the ocean level is not likely to be melting. At the beginning of the 21st century the trend of warming reversed and now observers in Antarctica have found that the average temperature has dropped. The Glaciers there are not melting quickly or retreating; however, in many places they are advancing especially in the cooler, eastern part of Antarctica. The ice isnt melting it is growing which indicates that the temperatures are indeed going down. We have no reason to panic about allegations that ice in the Arctic Ocean is thawing rapidly and will soon vanish altogether scientist say the Arctic and Antarctic shields are growing. Many scientists agree that man-made global warming is a myth, not all but more scientist then before. Over 400 prominent scientists from more that two dozen countries recently voiced significant objections to the so-called consensus on man-made global warming and numerous colleges shared their views, but they will not speak out publicly for fear of retribution. There is an abundant amount of evidence saying the Earth is getting colder after a long period of warming. More and more people and scientists are becoming skeptics of the myth man-made global warming every year and this trend will most likely continue to as long as the Earth continues to cool. Research Papers on The Truth about Global WarmingRelationship between Media Coverage and Social andThe Spring and AutumnPETSTEL analysis of IndiaMind TravelGenetic EngineeringBionic Assembly System: A New Concept of SelfBook Review on The Autobiography of Malcolm XCapital PunishmentMarketing of Lifeboy Soap A Unilever ProductAnalysis of Ebay Expanding into Asia The Truth About Global Warming Free Online Research Papers Global Warming is a rapidly growing issue in American society. Many scientists have proven the existence of Global Warming, but the reasons for such is still in part speculated. Al Gore expressed the issue of Global Warming in the documentary â€Å"An Inconvenient Truth† with a presentation full of maps, graphs, charts, statistics, and photos. Gore presents many facts about Global Warming, but also makes examples that do not directly relate to Global Warming. He presents Global Warming as the rising levels of greenhouse gasses, mainly carbon dioxide, causing a state of environmental emergency. Gore speculates that the devastation of hurricane Katrina in 2005 was a direct result of Global Warming; also Gore mentions that the melting ice cap of Mt. Kilimanjaro is because of Global Warming. Gore says that Global Warming is causing stronger storms, such as Katrina, and rising temperatures causing Mt. Kilimanjaro’s ice cap to melt. Mt. Kilimanjaro lies 220 miles south of the Equator on the continent of Africa. The ice fields of Kilimanjaro are known as tropical ice fields. Ohio State University Geologist Lonnie Thompson published a report saying that Tropical glaciers are more vulnerable to climate change; even small temperature changes can cause major devastation to the ice. A climatologist from The University of Massachusetts Douglass R. Hardy, who has been recording temperatures from the mountain since 2000, mentions that â€Å"forest reduction in the areas surrounding Kilimanjaro, and not global warming, might be the strongest human influence on glacial recession.† Hardy points to honey collectors smoking out bees which in turn cause forest fires, and clearing of land for agricultural purposes for melting ice caps. The loss of vegetation causes less moisture in the air directly causing less cloud cover, which in turn causes higher temperatures. Many scientists conclude there is evidence of tropical glaciers receding since 1912. However most note that dramatic drops in lake levels surrounding Kilimanjaro indicate less rainfall and cloudiness dating back to 1880. These are all major factors contributing to the rapid melting of Kilimanjaro’s ice caps. In the documentary Al Gore explains that global warming is in fact the cause of this devastation on Mt. Kilimanjaro. There is no contestation that the glaciers of Kilimanjaro are melting, but the causes are not global warming (Minarcek). In the documentary (An Inconvenient Truth) Gore presents the idea that global warming is causing greater storms. His main example is hurricane Katrina that hit New Orleans in 2005. Gore presented many pictures of the devastation, flooding, and people of New Orleans. Gore has no real evidence points to global warming causing stronger storms. Instead he uses the pictures of devastation from hurricane Katrina to make his audience believe out of sympathy. There is no doubt that Katrina was a very powerful storm that caused much devastation, but how strong was it? Katrina was measured a category five hurricane, the strongest on the scale, and the first of the twenty-first century. The last category five hurricane was Camille which made landfall in Mississippi in 1969, causing much less devastation totaling only seven deaths due to proper evacuation and point of landfall. What made Katrina so much more popular was the negligence of the government and citizens of Louisiana. On average the city of New Orleans is five feet below see level. The levee system surrounding the city was only built to withstand a slow moving category two or a fast moving category three hurricane. The system was overloaded by Katrina causing it to fail. The pumps in the levees could not pump the water out because they were completely submerged. Since the pumps could not function the flood waters had nowhere to go, which is what caused the city to stay underwater for weeks. This flooding is what caused most of the physical damage to the city. The rest of the disaster was brought on by the people of New Orleans. The government did not have a proper evacuation program in place causing a great number of people stranded in the city. The Superdome was used as a shelter for the remaining citizens. The slow reaction of the government left these people stranded in the Superdome, without food or fresh drinking water. Citizens began looting and stealing for survival. In the aftermath of Katrina the media blamed the category five storm for such devastation, when in fact it was the hurricane procedures and people of New Orleans to blame for the mass destruction of the city (McCarragher). Gore uses these two examples of global warming effects without proper facts. If Kilimanjaro’s melting glaciers were caused by global warming it would be a proper example. However since it is caused by other factors it is not a proper example of global warming Gore creates doubt amidst his audience when he uses examples that do not directly relate to his cause. The pictures and evidence of melting glaciers on Mt. Kilimanjaro and the destruction of hurricane Katrina is very real and convincing, but they are not applicable to Gore’s presentation. He uses them to create support for his cause with ignorance of their cause. With more time and effort it may be possible to disprove more of Gore’s ideas and examples of global warming. Scientific facts have disproved the two ideas chosen for this paper and have caused reasonable doubt for Gore’s entire presentation on global warming. Research Papers on The Truth About Global WarmingRelationship between Media Coverage and Social andPETSTEL analysis of IndiaHip-Hop is ArtDefinition of Export QuotasBionic Assembly System: A New Concept of SelfComparison: Letter from Birmingham and CritoAnalysis of Ebay Expanding into AsiaGenetic EngineeringAppeasement Policy Towards the Outbreak of World War 2Marketing of Lifeboy Soap A Unilever Product

Summary Essay Example | Topics and Well Written Essays - 500 words - 112

Summary - Essay Example He believed in Jesus Christ of Nazareth but yet criticized the message of the apostles (PBS). Many people saw Jefferson as not being a Christian because he could not agree with them. In his opinion Christianity had been tarnished by kings who formed the base of Christianity. He was a Christian, only that his views and beliefs were different from the rest. The immigration Act was a measure to restrict the number of aliens entering the United States. The immigration Act only allowed three percent of the total population of a foreign nation to enter the US; they later changed it to 2 percent. This Act was later altered and only allowed immigrants whose families were of American origin. For example, visas were available for immigrants from Britain and Western Europe and not for those from Northern and Southern Europe or Asian countries. This was clear racism, since they only wanted Americans or those with American blood to settle in the US. The legislature termed a group of immigrants as non-quota who could enter the states freely. These were scholars, wives and children of US citizens and students below 15 years of age. Anybody who could not read and write was not given a visa. Congress wanted to increase labor availability in their industries but did not want people from any other race to enter America. The U.S entered into an agreement with South Vietnam to conquer the whole of Vietnam. When the war began it seemed as the best approach the U.S government had taken. But when young soldiers aged between 18 and 19 went to war and did not come back protests began. These protests were mostly ignited by students of Wisconsin University since most of these soldiers were from the Wisconsin area. Protests for the war to end escalated as students resorted to more violent measures, disrupting recruitment exercises leading to violent actions from the police. While the government was trying to ease the tension at home, they lost their Summary Essay Example | Topics and Well Written Essays - 250 words - 18 Summary - Essay Example The author has deliberated at length on various aspects of Balanced Scorecard Model, initially presented by Kaplan and Norton (1996) and implementation in GTE Corporation in a varied form as HR Scorecard. The author has presented sufficient credentials to support his argument in favor of HR Scorecard. A sufficient theoretical support in the form of various charts, graphs and diagrams strengthens the author’s stance on HR Scorecard. However, there are not sufficient traces of extended research. The author explored various aspects of HR Scorecard implementation in GTE Corporation but results thus formulated are not comprehensively backed by research on the implementation of Balanced Scorecard Model in other organizational setups. The article has presented facts and figures in a logically manner to support the authors viewpoint. The article is centered on the importance and implementation of Balanced Scorecard Model. The methodical approach and logical development of the article creates a good constructive argument in the favor of the model which was the primary objective of the author. The author has thus succeeded in presenting his case in a convincing

INTRODUCTION TO EDUCATIONAL AND SOCIAL RESEARCH Essay

INTRODUCTION TO EDUCATIONAL AND SOCIAL RESEARCH - Essay Example 3. Focus/scope The focus is comparing rationalistic and naturalistic paradigms in evaluating student teachers’ reflective practice held at Utrecht University and Trondheim University. 4. Location & Duration The locations of the study are Utrecht University and Trondheim University. The duration is a period of two to four months at the end of the teacher education programme. 5. Research Design & Methods Naturalistic (qualitative) method and mixed methods are used. The researchers have moved away from traditional research methods towards a concern for story-telling. 6. Key Concepts and Ideas The REFLECT project is linked to the postmodern period characterised by Guba and Lincoln or post-experimental enquiry. It involves two paradigms, rationalistic and naturalistic, in which the reflections of student teachers are compared through the Utrecht study and Trondheim study. 7. Key Findings, Recommendations, & Implications for Your Enquiry Interactions between communicating persons â €“ student teacher, teacher educator, and researcher -are the one creating â€Å"voices†. The researchers are part of the story they are telling. The researchers’ interpretation is the true voice of the refection in the study. The shift from a rationalistic perspective towards a more naturalistic one is mirrored in the Trondheim study. No recommendations are provided. The implications for my enquiry are that the paradigms can aid in evaluatinghow misbehavior of students may be affected on the teacher performance in classroom? Admiraal and Wubbels’ (2012) have focused on comparing two research approaches of reflective practice of two different modes of tele-guidance. This comparison is seen herein as an essential stance for the study in providing a clear view of the methodologies and approaches used. The purpose of this critical evaluation is to lay down the similarities and differences between two approaches in reflective thinking, aiming to draw inferences on how these approaches may be adopted to my own study, which is how misbehavior of students may affect the teacher’s performance in the classroom. The direction of Admiraal and Wubbels’ (2012) study to take on a storytelling method from the traditional research methods is congruent to its purpose and nature, being focused on comparing two research approaches of reflective practice of two different modes of tele-guidance. The position of the study is highlighted in the fact that it resulted in two different reports on student teachers’ reflective stances despite the fact that they share some perspectives on educational practices and reflections. Admiraal and Wubbels have emphasised that the different analyses and results are where the differences in beliefs in the Utrecht and Trondheim studies lie, apparently to see any alternatives to viewing the same phenomenon through two different lenses. This direction of the studies apparently seeks to adopt replicability by employing mixed methods and qualitative method respectively, called ‘convergence’ by Gorard and Taylor. Similarly, my study on how misbehavior of students may affect the teacher’s performance in the classroom shall take on a qualitative method and a case study design, which can be drawn from in-depth interviews and participant observation. The Utrecht and Trondheim studies are focused on adopting two different paradigms to seeing two student teaching practice environments, contrasting each other

Signature Research Paper Example | Topics and Well Written Essays - 750 words

Signature - Research Paper Example An example of a signature can be a branding or logo that a criminal leaves at a crime scene. Hence, in the definition, the difference between the two can be seen in their relationship to the crime. The background of these two procedures will be explored further on in the paper. Another difference between a signature and modus operandi is that the later tends to improve over time with the criminal’s experience and enhancement in skills. However, a signature remains constant in a criminal’s acts and is deeply rooted in him/her. Modus operandi tends to change in the form of weapons used, exists and entry routes whilst a signature is adopted when an individual begins his crime and becomes a source of satisfaction, pride and in some situations a justification for criminal behavior (Douglas & Munn, 1992, 1-10). In summation, the two are different because modus operandi feeds and depends on emotional needs whilst a signature is just a procedure. The best way to analyze Modus O perandi is by looking at the background and driving forces between the two procedures. As mentioned above, a criminal leaves his signature as a way of personalizing his crimes. The crime itself and the signature are not directly related and are driven by different forces. There are several factors that influence the signature of the criminal. These include personality, past history, intelligence and mental state (Hazelwood & Warren, 1-14). These often give clues of a criminal’s psychological and emotional status and often reveal reasons for committing a certain crime. An example of the way a criminal’s signature can portray his or her past is that offer torturer (Turvey & Freeman, 2011). This can represent an individual has been traumatized in his childhood or possesses certain emotional traits such as self hatred. Others who aim to impose authority over a certain group of people may have past experiences of neglect or sexual abuse (Douglas & Munn, 1992, 1-10). As ment ioned above modus operandi and signature have different driving factors. Modus operandi is a process driven by the will of an individual to commit a crime (Hazelwood & Warren, 1-14). This is driven by the experience of an individual and his knowledge on the particular crime, including the best way to carry it out without being caught or compromising his intentions for committing that particular crime. This in turn leads to a variation in killing techniques, timing, destruction of evidence and execution (Hazelwood & Warren, 1-14). The MO can change for every victim, for example certain killer may choose different weapons for each target as this may help increase satisfaction gained from each crime (Hazelwood & Warren, 1-14). In summation, it can be said that all criminals have an MO comprised of habits, techniques and behavioral traits that are performed with the following objectives; affect escape, complete the crime and avoid capture. David Berkowitz has one of the most widely disc ussed modus operandi in the world. His MO involved.44 Charter arms bulldog revolver as the weapon of choice. The fire arm as five rounds and is specifically designed for close combat (Gresswell & Hollin, 1994, 307-318). The majority of Berkowitz attacks were blitzed shootings however at times he disguised the crime scene to cover up his true intentions and the nature of the act. For example, in the murder of

Learning Diversity Essay Example for Free

Learning Diversity Essay After studying this chapter, you should be able to: 1. De? ne cultural diversity; 2. Describe the role of culture in shaping similarities and di? erences among individuals; 3. Recognise race and ethnicity as an element of micro cultural diversity; 4. Explain the educational implications of di? erences in students’ learning style; 5. Distinguish types of cognitive style; 6. Relategender di? erences and socio-economic status to individual di? erences issues; and 7. Describe teacher’s strategies in embracing diversity. Individual Differences 7 171i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 171 INTRODUCTION As teachers, we must be aware of about students’individual differences such as differences in culture, ethnicity, intelligent, languages, learning styles, etc. It is because it may enhance students’understanding or limit their opportunity to learn from the school environment. These factors should be taken into consideration when we plan teaching and learning process in the classroom. We begin by discussing the de? nition of cultural diversity and other factors that contribute to students’diversity. Next, we examine the differences of learning styles and cognitive  styles among students. This is followed by the explanation of gender differences that in? uence the students’ performance. In the ? nal section of this chapter, we will discuss how teachers can cope with the individual differences effectively in the teaching and learning process. INDIVIDUAL DIFFERENCES l CHAPTER 7 172 â€Å"†¦Characteristics of an individual’s society, or of some subgroups within this society. It includes values, beliefs, notions about acceptable and unacceptable behaviour, and other socially constructed ideas that members of the culture are taught are â€Å"true†. † (1994 in Tan 3003). â€Å"†¦Those human characteristics that have both the potential to either enrich or limit a student’s capacity to learn from the school environment. † Henson Eller (1999, p121) â€Å" Individual differences are the variations we observe among members of any group in a particular characteristic, such as temperament, energy level, friendship patterns and parent-child attachment. † Borich Tombari (1997, p29) 7. 1 CULTURAL DIVERSITY 7. 1. 1 De? nition of Cultural Diversity According to Garcia, Culture refers to: Henson Eller (1999, p121) posit that the term diversity mean: Whereas Borich Tombari (1997. p29) posit that: 173i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 173 â€Å"Group membership can include racial identi? cation, but regardless of race, it can vary further in term of assumptions, values, language, religion, behaviour, and symbols. † (O’conor, 1988 in Tan 2003). Figure 7. 1: Various races in Malaysia. In Malaysia we have different races such as the Malays, Chinese, Indians and others as illustrated in Figure 7. 1. Each of the races has their own culture. Culture is a broad and encopassing concept. Even though we equate culture with race or ethnic identity, the truth is that within racial or ethnic groups there can  be cultural variations. In short, culture governs how we think and feel, how we behave and how we live, and it is born largely of socialization. We often recognize national culture such as Malays, Chinese, Indians and others. We share Malaysian citizenship. So, differences in culture pertaining to Malaysia also mean differences in ethnicity and race. 7. 1. 2 The Role of Culture in Shaping Similarities and Di? erences Among Individuals Culture has impact on our student’s socialization. Some elements of culture including religion, foods, holidays and celebrations, dress, history and traditions, and art and  music. Cultural diversity also can manifest in our views of the life cycle, decorum and discipline, health and hygiene (Example: Explanations of illness and death), values, work and play, and time and space. All could be elements of a shared national culture or of additional family cultures. Each element shapes our students through socialization within their families, later through teacher, peers and environment. INDIVIDUAL DIFFERENCES l CHAPTER 7 174 We need to keep in mind that our students’ membership in cultural groups signi? cantly in? uences their lives both inside and outside of school. Therefore, we have to consider cultural diversities because honouring cultural diversities enhances classroom teaching and learning. As teachers, we have to understand these cultural diversities and try to accommodate to these differences. We have to honour other people’s beliefs and values because they have their rationale and that contributes to a harmonious society and peaceful nation. These have to start in school where the students are aware of their differences and teacher instil within them the espirit de core (spirit to live together peacefully), tolerance towards others, empathy and pro social behaviour. 175i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 175 To answer that question, Tan (2003), recognizes three ways in addressing cultural differences as illustrated in Figure 7. 2: Now let us examine all these approaches. (a) Assimilation Theory According to the assimilation theory, all students must conform to the rules of the Anglo- American group culture, regardless of their family culture or the rules of other groups to which they belong. â€Å"Anglo† culture is superior to all others, differences are threatening and rejected. Figure 7. 2: Three ways in addressing cultural differences INDIVIDUAL DIFFERENCES l CHAPTER 7. 176 (b) Amalgamation Theory According to Davidson Phelan: Cultural differences are ignored. Through the years, many of us have been comforted by the melting pot view of our society’s institutions. But, it too has encouraged the loss of individual identity. (c) Cultural Pluralism According to Davidson Phelan: Diversity is not feared or criticized or ignored. It is valued, even celebrated. An effective teacher holds this view of diversity and incorporates beliefs about multicultural education. Multicultural education is education in which a range of cultural perspectives is presented to students. â€Å"The amalgamation theory is the â€Å"melting pot† approach in which elements of individual cultures are blended to become a â€Å"new†, synthesized American culture. † (Davidson Phelan, 1993) â€Å" In â€Å"cultural pluralism†, we are encouraged to take multicultural view, in which we attempt to address the elements of both shared national culture and individual and/or family culture together. † (Davidson Phelan, 1993) 1. What is cultural diversity? Give few examples of cultural diversity in your answer. 2. Think of ways in which teacher can accommodate to the cultural diversity among students. 177i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 177 7. 2 RACES AND ETHINICITY DIVERSITY Race and ethnicity are factors contribute to students’diversity. Through race and ethnicity, we will be able to trace the students’root and cultural make up. Through this awareness then we can be fair in our treatment to all students in the classroom. As Ladson-Billings (1994) notes: â€Å"The notion of equity as sameness only makes sense when all students are exactly the same†. Ladson-Billings (1994) In reality we are different in race, ethnicity, culture and ways of life. Therefore we should take advantage of these differences by learning other languages, about food and dances. Students would respect teachers who know about their students’languages other than their own because it enhances their knowledge about the students and make their communiaction with the students easier. In Malaysia, we have di? erent race that are Malays, Chinese, Indians, Eurasian and others. Within the races, we have sub-groups or ethnicity. Examples of the sub-groups or ethnicity are listed in table 7. 1. Table 7. 1: Races and it sub-groups or ethnicity in Malaysia. Race Malays Chinese Sub-groups or ethnicity ? †¢? Javanese? Malays? †¢? Bugis? Malays †¢? Kelantanese Malays †¢? Johorean? Malays †¢? Malaccan? Malays? etc. Chinese come from many parts of China which contribute to ethnic di? erences such as: ? †¢? Hokkien ? †¢? Cantonese ? †¢? Hailam? and? etc. INDIVIDUAL DIFFERENCES l CHAPTER 7 178 7. 3 LINGUISTIC DIVERSITY Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language andball students must pass the subject at the Sijil Pelajaran Malaysia level or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. Indians ? †¢? Tamil? Nadu ? †¢? Hindustani ? †¢? Benggali ? †¢? Pakistani ? †¢? Bangla? (Bangladesh)? ? †¢? Bangla? (Sri? Lanka)? and? etc.? These races and ethnicities also contribute to language differences. 1. What are race and ethnicity diversity? Give few examples of race and ethnicity in Malaysia. 2. Can you understand other race or ethnic language? List out the advantages for teachers if they know their student languages. Figure 7. 3: Two suggested ways in addressing language diversity by Tan(2003) 179i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 179 Let us examine those approaches. (a) Facilitating English Enhancing the mastering of the English language among students can help overcome the problem of communication with others in the school and outside the school. Teaching English to all students is regarded as a tool for cultural understanding and communication among students. We can emphasize comprehension in our classroom. If you can understand the student and the student can understand you, then achievement can continue. Increased student achievement should be our overall instructional goal, regardless of linguistic diversity issues. (b) â€Å"Immersion† and Transitional Method Traditionally, we believed â€Å"immersion† approach was the best way to move children to standard language usage. In this approach, from the beginning till the end, the instructor uses only the language to be learned. It becomes, then, a â€Å"sink or swim† proposition. †¢ Some children swim, they thrive under these conditions; they learn the language with few problems. †¢ Other students, however, sink; they do not learn the language and suffer inside and outside of class. Similarly, linguistically diverse students can sink or swim in language learning. Conversely, teacher may use transitional or balance bilingual strategies for adding standard language as a shared communicative tool are being examined. These approaches start with the language the student brings into the classroom and build on family and cultural language to promote standard language usage. Read on an example case below: Several? years? ago,? a? Massachusetts? teacher,? Gary? Simpkins,? attempted? to? move? his African-American students toward standard American English usage by developing? an? approach? called? â€Å"Bridge†? (Shells,? 1976).? He? used? transitional? strategies? whereby? the? students? learn? English? at rst? in? their? language-Black? English in reading, writing and oral communication. Midway through, he taught partly? Black? English? and? partly? standard? American? English.? By? the? end? of? the? instructional period, he taught all in standard American English but still aloud  student? to? use? Black-English? for? less? formal? communication. The implementation of approach above yielded â€Å"promising† results. 1. What is linguistic diversity? 2. Explain how teacher can help the students overcome language differences. INDIVIDUAL DIFFERENCES l CHAPTER 7 180 7. 4 LEARNING STYLE OR COGNITIVE STYLE DIVERSITY 7. 4. 1 De? nition of Learning Style and Cognitive Style Kagan is one of the earliest psychologists who introduced the re? ective and impulsive cognitive style. Later, Witkin and Coodenough(1977) founded the concept of ? eld- independent and dependent cognitive style(Borich Tombari, 1997). Another earliest psychologist, Massick proposed the concept of cognitive style. According to Massick: â€Å"Cognitive style is stable attitudes preferences or habitual strategies determining a person’s typical modes of perceiving, remembering, thinking and problem solving. † Messick (1976, p5) Later, there are various de? nitions for learning style or cognitive style by psychologists, depending on their views and perspectives as shown in Table 7. 2. Table 7. 2: Various de? nitions of Learning Style and Cognitive Style by psychologists. Tan et. al. (2003) Psychologist De? nition of Learning Style and Cognitive Style Henson and Eller (1999, p505). â€Å"Learning? styles? are? biological? and? socialized? di? erences? or? preferences for how students learn. Where as cognitive style is students’most comfortable, consistent, and expedient ways of perceiving? and? making? sense? of? information. † Tan et. al. (2003) ? â€Å"Learning? style? is? how? elements? from? basic? stimuli? in? the? current? and past environment a? ect an individual’s ability to absorb and retain information. † Henson and Eller (1999, p505) †¢? In? this? de? nition,? Tan? stressed? the? in? uence? of? biological? and? socialization? in? moulding? students’? learning? style. †¢? Henson? and? Eller? stress? on? basic? stimuli?that? a? ect? individual’s? learning style. 181i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 181 Woolfolk (2004, p603), Sternberg (1997) ? â€Å"Learning? preferences? is? preferred? ways? of? studying? or? learn- ing,? such? as? using? pictures? instead? of? text,? working? with? other? people versus alone, learning in structured or unstructured situation, and so on. Whereas a cognitive style is di? erent ways? of? perceiving? and? organizing? information. † Woolfolk ? â€Å"Learning? and? thinking? styles? are? not? abilities,? but? rather? preferred ways of using one’s abilities. † (Santrock, 2008, p132). †¢? Woolfolk? proposed? that? learning? styles?as? characteristic? approaches to learning and studying. †¢? She? also? equates? learning? styles? and? learning? preferences. †¢? According? to? Sternberg,? intelligence? refers? to? ability. †¢? Individual? vary? so? much? in? thinking? and? learning? style,? ? literally? hundreds? of? learning? and? thinking? styles? have? been? proposed by educators and psychologist. So from these de? nitions, we ? nd overlapping views on learning styles and cognitive styles. We can conclude that: Learning style and cognitive style cover many domains such as physical, psychological, audio, visual, kinaesthetic, etc. INDIVIDUAL DIFFERENCES l CHAPTER 7. 182 7. 4. 2 Types of Learning Styles According to Butler, there are few types of learning styles(Butler, 1989 in Tan, 2003) such as explained below. (a) Psychological/Affective styles †¢ One of the instruments to assess individual’s learning style for this type of learning style is Myers-Briggs Type Indicator (MBTI). †¢ This instrument will reveal how a student feel about him/herself and how self-esteem developed is linked to learning. (b) Physiological Styles †¢ There are few instruments in this category such as: Honey and Munford Learning Styles Inventory, Kolb Learning style inventory, Modality Preferences Inventory, etc. †¢ These instruments show individual of her/his consistent ways to facilitate learning through the use of the senses or environmental stimuli. †¢ These instruments also show hemispheric specialisation (i. e. right or left brain), auditory, visual, kinaesthetic, olfactory preferences or preferences for environmental conditions. (c) Cognitive Styles †¢ Students may utilize cognitive styles such as ? eld-dependent or independent, impulsive or re? ective, whole or serial, etc. †¢ These instruments measure consistent ways of responding and using stimuli in the environment, how things are perceived and make sense, the most comfortable, expedientnand pleasurable way to process information. 7. 4. 3 Measurement of Learning Styles and Cognitive Styles Since students’ preferred styles of learning in? uence their achievements and teachers’ learning styles in? uence their instructional choices, it is suggested that teacher and students take the test we describe below. (a) Modality Preference Inventory Through this inventory, teacher and students can classify their learning styles such as auditory, visual or kinaesthetic. To assess an individual’s learning style, he/she has to respond to the questions shown in Figure 7. 4. 183i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 183 Learning Styles. Modality Preference Inventory Read each statement and select the appropriate number response as it applies to you. Often (3) Sometimes (2) Seldom/Never (1) Visual Modality †¢? I? remember? information? better? if? I? write? it? down. †¢? Looking? at? the? person? helps? keep? me? focused. †¢? I? need? a? quiet? space? to? get? my? work? done. †¢? When? I? take? a? test,? I? can? see? the? textbook? page? in? my? head. †¢? I? need? to? write? down? directions,? not? just? take? them? verbally. †¢? Music? or? background? noise? distracts? my? attention? from? the? task? at? hand. †¢? I? don’t? always? get? the? meaning? of? a? joke. †¢? I? doodle? and? draw? pictures? on? the? margins? of? my? notebook? pages. †¢? I? react? very? strongly? to? colors. †¢? Total Auditory Modality ? †¢? My? papers? and? notebooks? always? seem? messy. ? †¢? When? I? read,? I? need? to? use? my? index nger? to? track? my? place? on the line. ? †¢? I? do? not? follow? written? directions? well. ? †¢? If? I? hear? something,? I? will? remember? it. ? †¢? Writing? has? always? been? di? cult? for? me. ? †¢? I? often? misread? words? from? the? text? (eg,? them? for? then) ? †¢? I? would? rather? listen? and? learn? than? read? and? learn. ? †¢? I’m? not? very? good? at? interpreting? an?individual’s? body? language. ? †¢? Pages? with? small? print? or? poor? quality? copies? are? di? cult? for? me to read. ? †¢? My? eyes? tire? quickly,? even? though? my? vision? check-up? is? always ?ne. ? †¢? Total Kinesthetic Modality †¢? I? start? a? project? before? reading? the? directions. †¢? I? hate? to? sit? at? a? desk? for? long? periods? of? time. †¢? I? prefer? to? see? something? done? and? then? to? do? it? myself. †¢? I? use? the? trial? and? error? approach? to? problem-solving. †¢? I? like? to? read? my? textbook? while? riding? an? exercise? bike. †¢? I? take? frequent? study? breaks. †¢? I? have? di? culty? giving? step-by-step? instructions. †¢? I? enjoy? sports? and? do? well? at? several? di? erent? types? of? sports. †¢? I? use? my? hands? when? describing? things. †¢? I? have? to? rewrite? or? type? my? class? notes? to? reinforce? the? material. †¢? Total Total the score for each section. A score of 21 points or more in a modality indicates a strength in that area. The? highest? of? the? 3? scores? indicates? the? most? e? cient? method? of? information? intake.? The? second? highest? score indicates the modality which boosts the primary strength. Figure 7. 4:Example of questions should be responded by students to measure their learning styles. INDIVIDUAL DIFFERENCES l CHAPTER 7 184 (b) Field-Dependent and Independent Teacher or student may utilize Field-Dependent or Independent Cognitive Style in percep- tion or information processing. Field-Independent learners perceive items as more or less separate from the surrounding ? eld. They are interested in concept for their own sake. They have self-de? ned goals and function successfully in self-structured situations and impersonal learning environments. For ? eld-dependent learners, their mode of learning is strongly in? uenced by the prevailing context or setting. They are more aware of their surroundings as they learn. These learners value practical information. They can memorize human faces and social facts such as best friend’s birth date more easily than ? eld- independent learners. Garger and Guild(1987) have summarized the characteristics of ? eld-independent and ?eld-dependent learners. These are illustrated in Table 7. 3. From this table it is clear that, at least in the extremes, the two styles are very different. Table 7. 3 Characteristics of Field-Dependent and Independent learners. Perceives globally. Perceives analytically. FIELD-DEPENDENT FIELD-INDEPENDENT Makes broad general distinctions among concepts, sees relationships. Learns material with social content best. Requires externally de? ned goals and reinforcements. Makes speci? c concept distinctions, little overlap. Learns social material only as an intentional task. Has self-de? ned goals and reinforcements. Experiences in a global fashion, adheres to structures as given. Social orientation. Attends best to material relevant to own experience. Needs organization provided. Experiences in an articulate fashion, imposes structures of restrictions. Impersonal orientation. Interested in new concepts for their own sake. Can self-structure situations. Learning Styles- Dependence and Independence Descriptions. 185i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 185 More a? ected by criticism. Less a? ected by criticism. Uses spectator approach for concept attainment. Uses hypothesis-testing approach to attain concepts. Teacher and students can assess their cognitive style using Embedded Figures Test (EFT) or Group Embedded Figures Test(GEFT). In this test, they have to recognize geometry ?gure, which are embedded in the picture or in the background. Those who can recognize the ? gure faster than the others are learners with the ? eld-independent style and those who take longer than a few seconds or cannot ? nd the ? gure at all, can be classi? ed as ? eld- dependent learners. Figure 7. 5 illustrates an example of Embedded Figures Test (EFT). Recognize? the? geometry gure,? which? are? embedded? in? the? designs? picture.? INDIVIDUAL DIFFERENCES l CHAPTER 7 186 Answer: Figure 7. 5: An example of Embedded Figure Test (EFT) If you are a ? eld-independent teacher, you may be comfortable giving lectures and empha- sizing cognition. You may prefer offering corrective feedback, using negative feedback as warranted, and you may use grades and personal goal charts motivationally. If you are a ? eld-dependent teacher, you may prefer interaction and conversation with your  students. You may rely less on corrective feedback and little on negative evaluations. You also like to establish a warm and personal environment and prefer to motivate through external reward such as verbal praise. Many educational psychologist views that if the teacher cognitive style match with the student cognitive style, students? will? bene? t? most? and? vice? versa.? Student? learn? best when there is congruence between their preferred teaching style. Unfortunately, most teachers ignore student’s? cognitive? style? because? it? takes? longer? time? for? them to prepare lesson plan and devices or activities to  ful? l their needs. 1. What is cognitive style and learning style? 2. Give a few examples of learning or cognitive styles. 187i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 187 7. 5 GENDER DIFFERENCES Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language  and all students must pass the subject at the Sijil Pelajaran Malaysialevel or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. In Asian society, being a girl or a boy has signi? cant impact. The people usually adore boys than girls. It’s because most Asian country are rice bowl or dependent on agriculture where the man are more utilizable in manual jobs than ladies. But they forget, in terms of resilience and patience, the women are the winners! Now, let us examine gender-related student differences in several ways and explore their implications for teaching. Are you resent being a girl? You don’t have to. Accept things as it is. (a) Developmental rates According? to? Egan? and? Kauchak: â€Å"Di? erences exist in boys’ and girls’ developmental rates. Girls develop faster with? di? erences? in? verbal? and? motor? skills? appearing? at? an? early? age.? Boys?and? girls? are? di? erent in other areas as well, and these di? erences appear as early as the preschool years. Girls tend to play with dolls and other girls and to gravitate toward activities such as? make-believe? and? dress-up.? Boys? play? with? blocks,? cars,? dinosaurs,? and? other? boys. † (Egan and Kauchak, 1997). INDIVIDUAL DIFFERENCES l CHAPTER 7 188 We? can? observe? society? and? family,? school? and? work? place? treat? girls and boys di? erently. In the family, they are treated di? erently from the day they were born. †¢? Baby? girls? are? given? pink? blankets,? are? called? cute? and? handled? delicately. †¢? Baby? boys? are? dressed? in? blue,? are? regarded? as? handsome,? and are seen as tougher, better coordinated, and hardier. Di? erences in treatment continue in later years. In high school, girls? become? cheerleaders? for? the? boys,? who? become? basketball? or? football players. (b) Family treatment (c) Expectation for school success (d) Academic area These di? erences also include expectation for school success. Parents? probably? communicate? di? erent? expectations? for? their? sons and daughters. Researchers have found that: Research on gender e? ects founded di? erences in boys and girls in di? erent academic areas. According? to? Maccoby? and? Jacklin, â€Å"Parents’? gender-stereotyped? attitudes? toward? girls’? ability? in? math,? adversely? in? uence? their? daughters’? achievement? in? math? and their attitudes toward it. † (Nagy-Jacklin, 1989 in Egan Kauchak, 1997) â€Å"Boys? did? better? in? math? and? on? visual? and? spatial? tasks,? example? tasks? in? geometry.? Girls? did? better? in? on? verbal? skills? such? as? in? languages. † (Maccoby Jacklin, 1974) 189i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 189 Boys? and? girls? also? received? di? erent? treatment? in? school.? Both? male? and? female? teacher? treat? boys? and? girls? di?erently. They? interact? with? the? boys? more? often? and? ask? them? more? questions,? and? those? questions? are? more? conceptual? and abstract. (e) Treatment in school Gender stereotyping also in? uences career decisions. According to Kochenberger-Stroeher: Signi? cantly, when children choose non-traditional roles for males or females, their choices are based on personal experience. â€Å"Di? erences in students’ view of gender-appropriate careers appear as early as kindergarten. † (Kochenberger-Stroeher, 1994) ? â€Å"One? of? the? most? powerful? factors? in? uencing? school? performance? is? socio-economic? status? (SES),?the? combination? of? parents’? income,? occupations,? and? level? of? education.? SES? consistently? predicts? intelligence? and? achievement? test? scores,? grades,? truancy? and dropout and suspension rates. † (Ballantine, 1989 in Egan Kauchak, 1997) 1. Why teacher treat boys and girls differently? 2. Give few examples of different treatment to boys and girls. 3. Think of ways in which teacher can accommodate to gender differences. 7. 6 DIFFERENCES IN SOCIO? ECONOMIC STATUS According to Ballantine; INDIVIDUAL DIFFERENCES l CHAPTER 7 190 Many? families? lack? in? proper? nourishment,? and? adequate? medical? care.? Poverty? also? in? uences? the? quality? of? home-life,? unstable? work? conditions? increased? economic? problems? that? lead to parental frustration, anger and depression. These pressures? can? lead? to? family? scattered,? marital? con? ict? and? nurturing homes. The impact of SES is also transmitted through parental attitudes and values where their attitudes and values are different. Example is in interaction pattern. †¢ Low SES parents are more likely to â€Å"tell,† rather than explain. †¢ High SES parents, in contrast, talk more with their children, explain ideas and the cause of events, and encourage independent thinking. Walbergs observed that: â€Å"High SES parents are more likely to ask â€Å"wh† questions (who, when, where, why) promoting language development, provide strong foundation for reading and vocabulary development. † (Walberg, 1991) 191i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 191 The educational aspirations parents have for their children are probably the most powerful variables a? ecting achievement.? Parents? who? expect? their? children? to? graduate? from high school and to attend college have children who do well than parents who have low aspirations. These expecta- tions are communicated through dialogue betweenparents and children.? Low? SES? parents? in? contrast,? allow? their? children? to? â€Å"drift† into classes and often got loss in the shu? e and failed in their lives. The differences between low and high SES families also re? ect the emphasis placed on student’s autonomy and responsibility. High-SES parents emphasize self-direction, self- control, and individual responsibility while low-SES parents, in contrast, place greater emphasis on conformity and obedience. 1. What is meant by parents’ SES differences? 2. Give few examples impact of SES on student’s aspirations, attitudes and values. 3. Think of ways in which teacher can accommodate to SES bdifferences. 7. 7 WAYS IN EMBRACING DIVERSITIES To be a good teacher, you should know the ways to embracing diversities among your students. Below are the discussions on how to handle your student’s diversities in the gender differences, cultural, race and ethnicity, learning style, socio–economy and linguistic differences. (a) Gender differences It is not easy to eliminate gender differences in the class, but to make teacher cautious and not gender bias, Figure 7. 6 shows some recommendations warrant that need to be considered. Avoid stereotypical language. (Example: â€Å"Okay, guys lets get work†) Provide equal opportunities for males and females. (Example: club membership). INDIVIDUAL DIFFERENCES l CHAPTER 7 192 In eliminating race and ethnicity, we move toward moulding one Malaysian nation with the same identity and characteristics such as same language and same spirit. One of the ways to unite Malaysians is through education system where all races study in the same school, same college and same university. All Malay- sian? know? and? appreciate? the? same? food? like? nasi lemak, roti canai, the tarik, tosay,mee teow, mee suah and etc. In coping with students with learning styles diversity, teacher  may use multi-approach in instruction such as cooperative learning which is suitable for ? eld-dependent students and doing experiment and also suitable for ? Eld-independent students. During instruction, teacher may use diagram and charts which is suitable for visual learner, using records and video tapes? which? is? suitable? for? auditory? learners? and? utilize? hands-on experience such as experimenting for tactile learners. Reduce or oust gender-typed activities. (Example: Girls have to cook, boys wash the car). Figure 7. 6: Some recommendations warrant that need to be consider to eliminate gender  differences in the class. (b) Cultural diversity In eliminating cultural diversity, teacher may utilize assimilation, amalgamation or cultural pluralism approach. In Malaysia we are encouraged to utilize cultural pluralism approach. (c) Race and ethnicity (d) Learning styles diversity 193i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 193 Teacher have to help students from poor family to excel by motivating them to learn, give extra-class to help them catch up? with? the? other? students,? maybe? organizing? charity? work? to? earn? money? that? can? be? donated? to? the? poor? students.? Later,? teacher? can? also?