Math Observations

Kindergarten Math Observations Mrs. Miller, Antelope Elementary, Kindergarten Observed: Wednesday (9:00am-10:30am) 3/27/13 Classroom rotation- children went from one room to the next for separate subjects, also each group of kids had been evaluated and put into advanced, moderate, and standard levels. This was also known as 3rd level, 2nd level, and 1st level kids. Advanced Group- 3rd level kids Classroom was set up into three separate group tables. Kids would move from work table to work table to complete different math activities.Before starting their groups the teacher first went thru math skills they had learned the previous week (adding the dots on a two sided domino). Then the teacher went on to this week’s concept (adding objects). She then read a story about a girl and a boy that wanted to see how many magnets they had together. The girl had 3 black magnets and the boy had 2 hand magnets. She then had the children add up (count) the total amount of magnets on the board . She then asked what they thought the math problem would be. They repeated 3+2= 5.She then asked if all students had understood why it was that and all answered with either the sign language symbol for I understand or yes. Group #1- Played a version of math bingo. Used math problems to find what number to put there chip on. The answer to that answer was where there chip was then placed. This game continued until all squares were filled. This group was assisted by Mrs. Joyce (a. k. a teacher’s assistant). When kids began to struggle with problems for example like: 3+4, the assistant slowed down the game and made sure each student recognized that 3+4 was 7 and then to place their chip on seven.Group #2- This group was with the teacher. This group worked through a worksheet paper with their teacher. The first side of the worksheet was about counting coins. Mrs. Miller first asked them the name of the coin (ex. Nickel). The children answered nickel. She then asked what the value of the coin was (ex. Nickel= 5cents). The children answered 5. She then asked the children to count by fives for each coin. She then asked the children if the answer was 15 cents or $15. They answered 15 cents.Example problem : (three nickels) 5†¦10†¦15 = 15 cents The second side of the work sheet was drawing what the story was saying as first a picture, or a visual, and then as an equation. Mrs. Miller first read the story. Then the students went thru drawing the picture with the teacher. Example problem: Tanya has 2 red balloons and 1 yellow balloon draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 2+1= 3. She then made sure that each student understood and had the correct answer before proceeding to the next problem.Example problem: Jamal has 3 blue squares and 2 green squares, draw the picture. Mrs. Miller then asked the students what the problem would look like. The students answered 3+2= 5. She then made su re once again that each student comprehended the problem and why it was 3+2= 5. After about 15-20 minutes the groups switched and rotated to the other table. At 10:30 the children lined up at the door and went back to their homerooms for snack. (end of observations) Summary/ Reactions – Mrs. Miller, Antelope Elementary, Kindergarten I enjoyed observing this classroom over all.I really liked the way her classroom had been set up with not just desks in a row but the students were assigned tables and then they also had an assigned seat on the carpet. I was pleasantly surprised at the level of math the students were able to complete and comprehend. I considered in the back of my head what I had originally thought kindergarten was and remembered only learning my alphabet and finger painting. I really liked that the students had been assessed into different levels of comprehension and was glad to see that most of them succeeded more in the segregated math environments.I also liked that their math time had been split into two subgroups. I noticed that this helped the students get a break from the monotony of doing the same math problems over and over by also allowing them to improve on some of their other math skills simultaneously. There were a few differences within each group level that I would like to consider also. First I would like to talk about my reactions to the level three students. My initial reaction to the students was that they were all very focused mildly behaved kids for kindergarteners.The students had no problem and truly looked like they enjoyed playing the Math Bingo. I noticed Mrs. Joyce did not have to help them as much with adding the numbers together and seemed to compute the answers quite quickly. When the students were in the second group with Mrs. Miller they were asked more difficult questions such as the three factor problem (mentioned in observations). I was surprised to see that most of the students had no problem drawing and wr iting out the problem even though an additional factor had been added.Then when they moved on to counting the coins I liked that majority of the students could recognize the coin, the value of the coin, and then by using its amount counting up to find how much money they had. Over all, this group definitely showed they were advanced. Next I would like to talk about my reactions to the level two students. My initial reaction to the students was that they were a little less focused but comprehension wise were still fairly up there. I liked that the group activity had changed for group number one from math bingo to a more practice oriented group. I did notice that Mrs.Joyce had to help a few students in setting up their number in rows and would have liked to see her maybe show the students first how to put the numbers in rows. In Mrs. Miller’s group, or group number two, I noticed she didn’t really focus on the writing of the problems to match the stories. I noticed that the kids didn’t understand as much as the previous level why they got there answer as much as what their picture looked like. And then when the students went thru the coin side of the work sheet I thought that a few students answered more frequently first and then the other students would copy there answer.Over all, this group was slightly less advanced but also above the average kindergartener. Finally I would like to talk about my reactions to the level one students. My initial reaction to the students was that they were definitely a lot more easily distracted by the set up of the room and each other. I did like that Mrs. Miller went through the numbers 1-30 on flashcards with this group and that when they began to struggle she slowed down and went thru them again before starting the groups. I will definitely consider this strategy in my classroom. I appreciated when Mrs.Joyce took the time to show the students what their numbers should look like when in order by writing th em on the board. This was a great reference and I noticed majority of the students used it as such. I noticed though with this group, more than the last group, Mrs. Joyce helped he students find each number instead of letting them find them on their own. I assumed that maybe she was just trying to save time. In group number one with Mrs. Miller I noticed the students would lose focus much easier and found coming up the answer much more difficult.I especially noticed that at one point on the front of the work sheet students were mostly blurting out guesses not actual thoughts. I would have liked to have scene maybe a break at this time to go back and explain why the answers were what they were, but I understand at the same time that the groups were on a time schedule. On the back of the work sheet I noticed majority of the students struggled when asked what the coins were even though examples of the same coins had been placed on the board. I would have probably reminded them of the p ictures on the board.Over all, this group was definitely willing to learn, but lost focus the most often. In conclusion, observing this kindergarten class has really changed my outlook on what I used to think kindergarten was. I am now more willing to consider this grade level as a possible career. I saw a few things I would have maybe done differently, but over all my observations of Mrs. Miller’s kindergarten class were mostly positive and rewarding experience wise as well. Third Grade Math Observations Mrs. Shaffer, Metteer Elementary, Third Grade Observed: Thursday ( 10:00am- 11:00am) 3/28/13 Classroom setup:The desks were set up in groups of two. Each group had been strategically placed there because of their willingness to volunteer or the lack there of. For instance a student that answered questions a lot would be placed with another student that didn’t volunteer so much so as to make that student more willing to raise their hand and participate in discussion. T he classroom was covered in inspiring posters and excellent art work made from each student. There was also a wall dedicated to the highest scored English tests. There were a set of classroom Do’s and Don’ts on the wall.Examples: Make good choices, Make the teacher happy, and Fallow direction quickly. Each rule had a hand signal. For example make good choices is taking your pointer finger and pointing to the side of your head. After the teacher went through each rule she then had each student teach it to their neighbor. There was a wall with small pouches on it with each students desk number on each and in each pouch was a green, yellow, and red card. When a student talked out of turn or was not fallowing directions the student was then instructed by the teacher to go â€Å"turn their card† or switch their card from green to yellow or from yellow to red.On the board there was a tally system set for when the class as a group were not on task or not fallowing dire ctions. If the students were too loud they got a tally mark on the frowny face side, and if they quieted down and got focused again they received a tally mark on the smiley side. At the end of the day the tally marks were added up and if they had more smileys then frownys they got extra recess that week. Math: The teacher began by going back over 8ths. She drew a square on the board and asked the class how many individual squares made a whole square.The students replied by saying â€Å"16 squares†. She then cut the whole square in half and asked the students how many squares made up one half of the whole square. The students answered by saying â€Å"8 squares†. The teacher then cut one half the whole square in half and asked the students how many squares equaled one fourth of a whole square. The students answered by saying â€Å"4 squares†. The teacher then cut one fourth of the whole square in half and asked the students how many squares make up one eighth of t he whole square. The students answered by saying â€Å"2 squares†.Then the teacher asked how many eighths would fit in the whole square. The students replied by saying â€Å"8†. The students were then told to get out there small square eighth work sheets. The work sheets were about eight square grids on a piece of paper. On each grid the students were instructed to creatively shop up the grid into sections so that it had eight equal parts, or eight eighths. Then after they had finished their mini squares they were instructed to trade them with their neighbor and grade each other on if they completed the assignment correct as it had been assigned.Then when their squares had been approved, they were then supposed to choose one square they thought looked the best and make draw that mini square pattern onto a bigger square grid. The teacher then made sure that each student understood that the squares needed to all be colored a different color so they would over lap and tha t they wrote one eighth on their pages as well. Summaries/Reactions – Mrs. Shaffer, Metteer Elementary, third grade. When I first arrived at the classroom, the students were already starting the day out to a rough start. Mrs.Shaffer was apparently not content in the way they had walked to the classroom after recess and had the students walk all the way back to the line up on the play ground and walk back to the classroom again. Although the students slipped up a bit the first time when they had to actually go back and walk it again, I noticed a significant change in their attitudes and their level of focus. Once in the classroom, the students level of attentiveness went down again but it was mostly because they had a new distraction in the room, me. The teacher started going through the class rules and the hand signals with the students.I noticed that they really enjoyed sharing with their neighbors what they knew and I feel like this simple activity helped them to better kno w their class mates and grow as group partners. Then the teacher began asking the students their fractions for eighths and writing the answers on the board. I noticed that not every student was completely paying attention or answering the questions as much as other students. I would have liked to have seen the teacher maybe redirect the focus of the whole class as she had done previously in the day, just to continue with consistency.Then the teacher had the students break off into their groups and finish their mini grid papers. I noticed with some of the groups the students were really excited to show their neighbors their squares and had excellent creativity in their designs. The only thing that I noticed did happen with a few of the groups was that they started to act as though the appraisal of whose square was the best was more important than actually completing the assignment. But when the students reached too loud of a level of noise, the teacher put a tally on the board on the frowny side and the students refocused.Then the students that were finished with the mini squares were then instructed to redraw their favorite design on the larger grid square that would be shown at their open house. I really liked that the students made it a point to make their fractions very personal and neat. I then made it a point for myself to ask each student why they chose the colors they did. Most students replied that the colors they chose were their favorite colors. One boy said that he chose the colors brown, green, grey, and black because it made his fraction look like camo print. All in all I had a really great experience while observing in Mrs.Shaffer’s classroom. Her techniques and her instruction were very unique and different. I hope to visit and or observe her class again someday. Sixth Grade Math Observations Mr. Smith, Metteer Elementary, Sixth Grade. Observed: Tuesday (9:30am-10:30am) 3/26/13 Classroom setup: The classroom had its own computers, two wip e boards, and a job board. The Job Board included little pouches with each child’s name on them and included job such as Lunch Helpers, Paper Gatherer, Desk Straitener, Mad Minute Man, Computer Monitor, Clean up Foreman, and Phone Person. On the walls there were several posters.The first one was a poster titled â€Å"How to write a good paper. † It had four colored circles on it. There was one green forgo write your topic, one yellow for slow down and give reason, one red for stop and explain, and finally another green for go back and restate your topic. The next poster was a transition poster that had lots of helpful transitions sentences for the students to use as a reference. The next poster was an Editors Marks Poster. It had signs such as the paragraph sign,  ¶. The student’s desks were all together in a hollow box shape with two desk partners in the center.Math: That day Mr. Gappa was having the students build a mummy tomb out of Banana and Apple boxes. He first asked the students’ how they should start. They started by finding the area of the Banana Boxes (Banana: 10† ? 20† = 200 inches squared). Then he asked them what they should do next. They replied that they should find out how many boxes and fit in their tomb space. Mr. Gappa then measured each dimension of the corner of the room where the tomb would be placed. Wall one was 100in long and 110in tall. Wall two was 160in long and 110in tall.He then asked the students what they noticed about the dimensions of the banana and apple boxes compared to the dimensions of the walls. They replied that the banana boxes and the apple boxes dimensions were factors of the wall dimensions. Then he asked what they should consider next. They replied that they didn’t know how many columns they still needed. Mr. Gappa told them that they would need two columns, but then asked how many boxes it would take to make the columns using the apple boxes (Apple: 20† tall) . The students then started to write down all the data on the board. Then Mr.Gappa went around the room making sure each student understood their data for the tomb building. For their final blue prints they were to use graph paper, making sure that there boxes were equal to at least two squares on the graph paper. Mr. Gappa then made it clear that he wants all the blue prints to be neat and colorful because they were going to be submitted to the Pharaoh contractor. For each wall the students then went about figuring out how many boxes they would need using the formula, area= length? width. When they had finished with their walls, they all gathered at the front of the classroom and went back over the data with Mr.Gappa. Mr. Gappa then went around the room making sure that each student was using lots of color on their blue prints and were making sure they were very neat. He then mentioned a real life situational fact to the kids that they were going to be like little construction work ers when they begin building the tomb. Summaries/Reactions First of all I would like to begin by saying how much I really liked the set up of the room. The kids were close enough together for quiet discussion during tasks but also when out of their seats had plenty of room to move throughout the classroom.This class was also the quietest sixth grade class I’ve ever seen. Even Mr. Gappa spoke quietly when giving direction to make sure that each student had to listen very closely just to hear what he said, I almost didn’t even hear what he said. Next I would like to discuss the math. I really liked that Mr. Gappa had taken the time to create a math project for all the kids that used all the math skills they had learned during the year to help in the making of a mummy tomb which was also a part of their history lesson that week.I liked that when going over the data Mr. Gappa didn’t just give the students the answers but made them figure them out on their own. This to me showed the true attentiveness and memorization skills that the students had obtained that year. The last thing I liked was the student teacher relationship that Mr. Gappa had with all his students. He was serious when he needed to and the students switched modes as well and truly respected him as an authority. Yet at other times he could laugh and joke with the students about how the music that he played was really old.He also reminded me of the High School teacher Mr. Null in the sense that he called all the pretty girls fat and ugly, as to not let them get an ego in his class. All in all, I truly enjoyed observing this class. Their attentiveness to direction and the bond that they had with their teacher was to me very insightful. I will definitely consider using some of his teacher technics in my own classroom someday and hope to go back and observe his classroom someday as well.

Reproductive Health Among Adolescent Girls Health And Social Care Essay

Reappraisal of literature is a systemic hunt of a published work to derive information about a research subject ( Polit and Hungler, 2011 ) . Conducting a reappraisal of literature is disputing and an informative experience. The reappraisal of literature was based on extended study of books, diaries, and international nursing indicates. A reappraisal of literature relevant to the survey was under taken which helped the research worker to develop deep into the job and addition information on what has been in the yesteryear. An extended reappraisal of literature was done by the research worker to put a wide foundation for the survey. For the intent of logical sequence the chapter was divided in two parts. 2.1 Part I: Reviews related to generative wellness among adolescent misss. 2.2 PART II: Reviews related to effectivity of stripling to adolescent attack on generative wellness.2.1 Part I: Reviews related to generative wellness among adolescent misss.Mc Call-hosenfeld JS et al. , ( 2012 ) conducted an experimental survey in Pennsylvania ; they investigated the impact of single on adult females ‘s are reception of a comprehensive panel of preventative services in a part that includes both urban and rural communities. Outcome variables were a showing and inoculation index blood force per unit area, lipid panel, sexually familial infections or single degree variables includes predisposing factors, enabling and need – based steps. The research worker found that overall usage of preventative services, were low single variableness in adult females ‘s reception of guidance services is mostly explained by psychological factors and seeing an gynaecologist..Fengy et al. , ( 2012 ) conducted a cross sectional study of 17,016 adolescent misss and imma ture aged 15-24 year old in both rural and urban Asiatic citations, China, through interview and computing machine assisted self interview for sensitive inquiries. To place the forecasters perceptual experience of homosexualism. The 40 % of stripling and immature grownups who hold a positive position of homosexualism for both males and females. Preferred beginning of films, pictures, self identified sexual orientation, sexual and generative wellness cognition, household values, gender function and attitude towards prenuptial sex. The most common and of import forecasters for a respondent ‘s perceptual experience of homosexualism were his/her cognition of sexual and generative wellness. Shelia G et al. , ( 2012 ) conducted a experimental survey sing characteristics of physical and sexual development of generative behaviour among adolescent misss at Russia. In this appraisal the adolescent generative behaviour designation and the factors impacting was made in female striplings age 14-19yr [ randomly formed via uninterrupted choice ] information of the province of their wellness their attitudes towards kid bearing and their hazardous wonts have been evaluated. High frequence of catamenial abnormalities, 24.7 % delayed formation of the bone pelvic girdle, 25.2 % the prevalence of chronic external genital diseases were found. Iliyasuz et al. , ( 2012 ) conducted a qualitative survey sing sexual and generative wellness communicating between female parents and their stripling girls in North India Assam. The research worker employed structured interviews and groups to look into generative wellness communicating patterns among 108 female parents and girls transcript were analyzed utilizing the grounded theory attack.A sum of 136 female parent reported discoursing generative issues with their girls. The bulk of girls get generative wellness instruction from their female parents ; parents were more likely to discourse matrimony, menses, prenuptial sex, STI infections and sex instruction demand to be empowered with cognition and accomplishments to better the range and quality of place -based generative wellness instruction. Palke VD et al. , ( 2011 ) conducted a survey sing impact of sex instruction on cognition and attitude of adolescent school kids in Bihar. Reproductive capableness is now in earlier age, but the topic of adolescent gender in most societies, there is a broad spread ignorance about hazards are unprotected sex jobs among adolescent misss. Unfortunately demand of sex instruction is non perceived and fulfilled in India particularly in rural countries. The present survey was conducted to measure the demand and show the impact of sex instruction among adolescent school kids, by analysing pre and station intercession questionnaire and there was a important addition in cognition about gender, catamenial hygiene. Sexually familial disease, it has important impact on cognition of adolescent school kids. Ezekwere et al. , ( 2011 ) conducted a survey sing sex instruction, sex information, sex patterns, among adolescent misss in Nigeria. A entire 304 misss selected by multi-stage sampling technique studied primary and subsequent beginnings of gender information, chiefly the by the media, equals, households and schools, found that largely they were non involved in proviso of early sexual induction and un protected sex was common among them. The survey highlights the demand to make a consciousness at earlier phase of adolescent period sexual instruction of adolescent misss through parents and instructors had to be initiated. Wong LP et al. , ( 2011 ) conducted a big cross sectional survey sing attitude towards dysmenorrheal impact and intervention seeking, among 1,295 adolescent misss ( 13-19 year ) from 16 public secondary schools in rural territories of Malaysia. Dysmenorrhea was reported in 76.0 % of the participants multivariate analysis shows that being in upper secondary degrees was the strongest forecaster for hapless concentration, absenteeism and hapless school class due to dysmenorrheal is a normal rhythm and merely 14.8 % sought medical intervention, instruction should be extended to parents and school equal leaders to turn to the generative wellness demands of striplings. Lazarus JV et al. , ( 2011 ) conducted a quasi experimental survey sing generative wellness consciousness programme to measure the cognition, attitude and behaviour. Generative wellness informations was collected from the pupils aged ( 11 – 16 year ) by utilizing a image and group treatment. In entire 313 questionnaire has distributed, and the mean mark in the pretest cognition was 5.9 and 6.8 in station trial mark was p ( 0.003 ) , which increased significantly t=4.5, p=0.000. The attitude average mark in pre trial was 4.3 in station trial was 6.8 which shows the increased important. The average behaviour pretest mark which showed a important P =0.019. Hence the intercession significantly improved the adolescent generative wellness cognition & A ; attitude. BiscoFreudenthal J et al. , ( 2011 ) conducted a survey sing making community consciousness of generative piece of land infections including STD infections. The purpose of this survey was therefore to research people perception intervention seeking behaviour and apprehension of information about RTI/STD. Qualitative contact analysis was employed for the information analysis. The major findings was that the most common intervention seeking behaviour was taking self medicine. Shyness of venereal scrutiny, negative attitudes towards dirty diseases. The chief media beginnings of RTI/STI information were wireless, Television and other entree to wellness information was more hard. Health instruction messages should be more accessible in rural countries. Van Rossem et al. , ( 2011 ) conducted the study to measure the range and impact of societal selling and generative wellness communicating runs ( selected wireless and telecasting plans ) sing household planning and HIV/AIDS in Zambia. The consequences evidenced that the generative wellness and societal selling Campaigns in Zambia reached a big part of the population and had a important impact. The consequences suggested that future generative wellness communicating runs that invest in wireless scheduling may be more effectual than those puting in telecasting scheduling and future runs should seek to increase their impact among adult females. Portillo et al. , ( 2011 ) conducted a cross sectional survey sing sexual and generative wellness among adolescent misss at High school in Spanish. The survey focused to find the extent of information about forestalling sexually transmitted diseases, cognition and usage of prophylactic methods. It includes 641 pupils who agreed to finish the questionnaire by school. 84.5 % pupils know at least one preventive method 84 % , It is necessary to set up or beef up information programme on sexual wellness for stripling. Fehr KR et al. , ( 2011 ) conducted a survey to measure the cognition and usage of Folic acid in adult females of generative age Folic acid reduces the hazard of nervous tubing defects 50 % , adult females of generative age group should be cognizant of the importance of the folic acid and nervous tubing defects. They used footings such as Folic acid cognition and Folic acid awareness to seek articles published, adult females were although cognition degrees were associated with instruction and wellness attention professional ‘s magazines and intelligence documents, wireless, Television, as common beginnings of information, and this cognition will let them to do informed determinations about Folic acid among adult females. Mc Call JS et al. , ( 2011 ) conducted a survey sing preventative guidance among generative aged adult females. Preventive wellness intercession frequently occur less often among rural adult females compared to urban is an of import characteristic of comprehensive preventative wellness attention commissariats.Data were collected by telephone study during 2004-2005 participants aged 18-45 year in the cardinal Pennsylvanias. The survey assessed the independent part of reding for smoke, intoxicant, drug usage, birth control, nutrition, physical activity. Most adult females do non have recommended preventative guidance, while rural adult females are less likely than urban adult females to have reding educating rural wellness attention suppliers about the demand for preventative guidance. Jousha et al. , ( 2011 ) narrated on rubber dialogue and experience among sexually active immature adult females in New south Waless, Austraila by utilizing feminist narrative attack. Ten adult females ‘s narratives were collected via on-line interviews. The findings revealed that none of the adult females initiated or negotiated usage of the male rubber publicity relies on the r4coginition of the gender factors that impede immature adult females ‘s rubber dialogue and usage. Schemes that overcome gender kineticss and empower adult females to negociate rubber usage have the ability to advance rubber usage among this group. Lawan et al. , ( 2010 ) conducted a survey sing menses and catamenial hygiene among adolescent misss in Gujarat.This survey examined the cognition and patterns of adolescent school in around menses and catamenial hygiene.Data was collected quantitatively and analyzed utilizing pre experimental survey, the survey findings showed that bulk had just cognition of menses, although deficient in specific cognition countries, most of them used healthful tablets as absorbent during their last menstruations, changed catamenial dressings about 1-5 times per twenty-four hours and bettering entree of the stripling to reproductive wellness demands. Sivagami, et al. , ( 2010 ) conducted a qualitative survey on community perceptual experience and intervention seeking behavior sing generative piece of land infections including sexually transmitted infections in Lao by utilizing 14 focal point group treatment and 20 in depth interviews. It held among 76 adult females and 56 work forces. The major determination was that both male and female participants had a assortment of misconceptions about the causes and symptoms of RTI/STIs and their remedy and a reluctance to seek wellness attention. The chief grounds for non traveling to wellness installations were fright of societal favoritism or shyness. They suggested beef uping wellness instruction and publicity through intercessions at the community degree to better the quality of RTI/STI direction. Minto et al. , ( 2010 ) reviewed the efficaciousness of HIV/STI behavioural intercession and identified factors associated with intercession efficaciousness for American African females in the United provinces by utilizing meta- analysis from 37 relevant surveies. The consequences showed that behavioural intercession had a important impact on decrease in HIV/STI hazard sex behavioral. They concluded as behavioural intercessions were efficacious in forestalling HIV and STIs among African American females. They suggested that carry oning more research to analyze the possible part of bar schemes that attend to community degree and to better communicating between RTI/STI patients and clinicians. Thakor HG et al. , ( 2010 ) conducted a STIs prevalence survey on cognition and patterns related to STIs and HIV among 125 sex workers in an urban country of Gujarat, India. 85-90 % were cognizant about assorted symptoms / diseases transmitted by insecure sexual pattern in male and female. 23.4 % took intervention from wellness worker for such jobs ; 87.9 % were cognizant that consistent usage of rubber could protect them from HIV infections and 2.6 % reported for non intervention of STD.58 % were non cognizant about behavoural alterations needed to cut down the hazard.2.2 PART II: Review related to effectivity of stripling to adolescent attack on generative wellness.Denison JA et al. , ( 2012 ) conducted a quasi experimental survey on equal instruction make a difference an rating of HIV bar in youth-led theoretical account trained voluntaries equal pedagogues age ( 18-25 year ) in school, to learn HIV bar and Reproductive wellness. This rating programme effects on pupils HIV cogniti on, attitude and behaviours of adolescent misss by utilizing a non randomized quasi experimental design among 2133 pupils had significantly higher degrees of cognition sing HIV P & lt ; 0.001 and Reproductive wellness P & lt ; .001 more positive attitude towards the Reproductive wellness and HIV.The young person led or peer pedagogue theoretical account is associated with increased HIV and Reproductive wellness cognition and ego 0kanlawon FA et al. , ( 2011 ) conducted a survey to measure the effectivity of equal instruction in a secondary school sing generative wellness among adolescent misss in Karnataka. The survey employed pre and station trial intercession quasi experimental design, The experimental group was the adolescence misss to give equal instruction programme for 6 months pre and station trial informations in the experimental and control groups were compared and analyzed. The cognition of generative wellness issues was p & lt ; 0.5. Hence the intercession significantly improved the adolescent generative wellness cognition efficaciousness and sexual hazard taking behaviours. Drummond P et al. , ( 2011 ) conducted a survey by utilizing peer instruction to increase the sexual wellness cognition among West African refugees in Western Australia. Ten bilingual west African equal pedagogues conducted a 3 hours workshop on sexual wellness for little groups of western African refugees ( n = 58 ) who late settled in Perth, western Australia.There were important additions in the participants knowledge on sexually transmitted infections and HIV, their spread and the steps to protect against infection. They Concluded that the equal instruction attack was successful in helping new and emerging community to work efficaciously on sexual wellness subjects by and large considered as ‘taboos ‘ or excessively sensitive to discourse. Stephenson. J et al. , ( 2010 ) assessed the effectivity of school-based peer-led sex instruction among 9,000 students aged 13-14 old ages at England. Schools were randomized to either peer-led sex instruction ( intercession ) or to go on their usual teacher-led sex instruction ( control ) . Peer pedagogues, aged 16-17 old ages, were trained to present three 1-hour schoolroom Sessionss of sex instruction to 13- to 14 old ages old students from the same schools. The survey findings concluded that compared with conventional school sex instruction at age 13-14 old ages, this signifier of peer-led sex instruction was really effectual associated with alteration in teenage STDs, it merits consideration within broader teenage STDs bar schemes.

Human Resource Management and Organizational Behaviour Within a Multinational Leader H&M

Human resource management and organizational behaviour within a multinational leader Hennes & Mauritz is a multinational retail-clothing company operating in 38 countries and employing a total of 87,000 people. It has been founded in 1947 in Sweden and experienced a rapid growth due to international expansion since the 1960’s. H&M’s mission is at the same time one of the reason for its big and fast success; offering fashion and quality at the best price. Customer expactations are supposed to be exceeded at all times as well as customers being satisfied with the company itself. In order to achieve that H&M needs to sustain its very positive brand image and staff that is organized in the best possible way to handle those goals set. In its annual report it is stated that the company’s focus should be on commercial mindset, simplicity, constant improvement, cost consciousness and entrepreneurship. With those aspects in mind, the long term goal being „making fashion available to everyone, giving the customer a fashion experience that strengthens H&M brandâ€Å" should be reached allowing the business to further expand and to enter new markets on the basis of a 10-15% growth per year, funded internally. Over the years, the company has set a strategy which has the three main aspects of price, design and merger &acquisitions. First of all, since H&M always tries to offer their customers the lowest price possible, they need to achieve a competitive advantage to achieve low costs, and sustaining profitability at very low prices. This is achieved through keeping the number of middlemen to a minimum, benefiting of economies of scale, taking advantage of their great experience and selecting suppliers carefully and keeping distribution costs as low as possible. Designing is completly processed inh-house while all of the production is outsorced but its outcome is tested carefully on a regular basis to ensure high quality at all times. Mergers & acquistions have also been one of the company’s major strategy in the past, especially focusing on acquisitions of small design companies to enrich their product portfolio and being able to offer diversified products worldwide which is an essential part of their international expansion strategy. H&M’s corporate strategy is to expand on a continuing basis, and as a consequence, employee strength also increases continuously. For 2009, H&M’s The continous expansion means that there is also an ongoing process of recruitment within the company, as additional staff is needed with every new shop opening. Annual increase in the number of employees for the upcoming years is 5000-10,000 people from all different kinds of backgrounds, mostly recruited locally at the place of store opening. H&M puts a strong emhasis is to maintain their image of being a good employer, which will help them not only to be confronted with a higher number of applicants for job vaccancies, but also reduces staff turnover as well as it increases employee’s satisfaction towards their job and hence, productivity. This also includes making efforts that exceed national requirements of employer’s responsibilities, which are, especially in some of the recently entered asian markets, very low compared to western standards. This objective is summarized by the HR department as following: â€Å"In order to meet people’s expectations of H&M as an attractive employer, the company develops global guide lines on diversity, equal rights and against discrimination† Hennes & Mauritz wants to give every employee the feeling that they are an essential part of the business, constently offering them to develop and giving the positive signals that promotions are within the company are always ahead. The company is very open towards trade unions and is known for its good and close communication on an employee-management level. Represantitves are being elected which frequently discuss possibilities for improvement with managers, representing the employee’s opinions while at the same time managers are encouraged to actively communicate with employees of all levels as well. This creates a strong feeling of trust within the organization, which is excellent at managing diversity. At times of promotions, managers are advised first to look for the best candidate internally in order to gain advantage of the employee’s experience with the company and encouraging others to work hard and being the best andidate for future promotions. However, the companies philosophy is built among a concept which does not award employees with outstanding job titles but instead continiously increasing opportunities and responsibilities. The fast international expansion of course requires high level of training of new staff. As stated before, internal recruitment is one the main objectives, but since the number of staff is growing so fast, new employees need to be introduced to the job quickly. This process is being accelerated by on-the-job training in which new staff in new markets is invited to join a co-workers in an established market to be introduced into the philosophies, practices and day-to-day tasks. One of the main characteristics a H&M employee therefore needs to bring is a sense of entrepreneurship, good communication skills and being open to work in different environments. Once being hired by H&M, the employee is offered a huge range of benefits for which the company is well recognized for (a list of possible benefits is attached in the appendix)

ELL Families and Schools Essay Example | Topics and Well Written Essays - 750 words - 3

ELL Families and Schools - Essay Example Intelligence doesn’t depend upon language. Anyone can face the music and be in hot waters if he/she is tested in a language which is not their mother tongue. Before taking that test they would need to have ‘sufficient’ skills in that particular language to express their intelligence. This is where the misconception starts; people start expecting less of people who can’t or don’t speak English language. ELLs feel shy and reserved as they are usually fully aware that they are not in the list of ‘bright students’ in an English community. Sociocultural experiences can change this course of failure. By engaging with ELLs in a social environment in conversations. Activities or any task at hand can significantly help them overcome their hesitation and they can make it a fun activity to learn to communicate in English language. This is not merely a thought nugget, research done by Genzuk (1999) states that funds of knowledge are constituted through events and activities. Events and various activities actually let ELL to open up and feel part of something, instead of being lab rats in school where they are put under different tests and evaluated. Leighton (1995) takes a deeper look into the processes involved and discusses context, professional education, teacher’s selection, specific designs in implementation. Conclusion of this research is that many factors contribute towards better (more importantly effective) education of ELLs, a number of which include federal support, local education agencies and higher education institutes. Research on bilingualism shows that teaching someone to be bilingual requires dedication and motivation. There are principles of practice and certain philosophies that govern bilingual teaching and learning. Home language use is the key principle in governing or learning two languages. It

Alcohol Consumption Problems Personal Statement Example | Topics and Well Written Essays - 500 words

Alcohol Consumption Problems - Personal Statement Example However, at that time the enjoyable moments made me forget the possible after effects of such an action. Not realizing its harm, I continued using it as my companion in the moments of happiness and distress, joy and grief but afterwards it resulted in a notable change on my academic record and daily life. I, being intoxicated for most of my time, became unable to concentrate on my studies. This was not the end of problems but just a start. This addiction led me to misbehave with my parents and siblings. I didn't have control on my behaviors. My social circle was shortened due to my irregular and rude behavior. Due to a limited circle of friends and isolation I got mentally disturbed. It was no more fun having those alcoholic drinks but a compulsion as I felt that I had no other option to pass my time and overcome my mental depression. However, it was my wrong thinking that alcohol consumption may help me in reducing my mental distress. Drugs, cigarettes and alcohol are not the solution of any problem, but are the reason of upcoming health and psychological problems. Alcohol consumption also weakened me financially as I used to spend most of my time under the influence of those drinks and hence had no awareness of what a normal person must do.

Business Law Nike vs. Kasky Essay Example | Topics and Well Written Essays - 750 words

Business Law Nike vs. Kasky - Essay Example Nike is a multinational company engaged in the manufacturing of athletic shoes and sports apparel, which contracts Southeast Asian countries with cheap labor cost like Indonesia, Thailand, China, South Korea, Taiwan and Vietnam. Vietnam is the newest manufacturing facility of Vietnam. The complained stemmed from the report of one of Nike’s employees who alleged that Nike has poor working facility and violated local regulations by causing pollution which caused respiratory problems to majority of its workers. An investigator for Vietnam Labor confirmed that he found truth in these allegations of widespread abuses by Nike. Nike, in its defense commissioned former UN Ambassador Andrew Young to make an independent report and visit the factories alleged to be unsafe. Young issued statements in the media and wrote letters to newspapers by stating that the allegations against Nike were baseless, unfounded and untruthful. The press releases and statements conveyed that Nike was acting morally by providing humane conditions to its workers. ... The California Superior Court ruled in favor of Nike and dismissed the complaint for insufficiency of evidence. Hence, Kasky filed an appeal with the California Court of Appeal, which affirmed the ruling of the CA Superior Court by stating that the statements of Nike falls within the scope of the â€Å"core area of expression which is protected by the First Amendment† (Goldstein, 66). The Supreme Court reversed the ruling of the California CA, by a vote of four to three and ordered that the case be remanded back to the lower court for further proceedings. The SC ruled that Nike’s statements constituted a â€Å"commercial speech† and complied with â€Å"the three elements to categorize the speech as commercial based on the following grounds: speaker, intended audience and content of message† (Goldstein, 67): 1. Nike is a commercial speaker because it is a manufacturer to athletic shoes and sports apparel all over the world; 2. â€Å"The statements are made to a commercial audience, who are actual or prospective buyers and the press releases were intended to reach and influence actual and potential purchasers of Nike’s products† (Goldstein, 67) ; and 3. The content of Nike’s message served as factual representations about its business operations in explaining the working conditions inside the factories and the labor practices/policies being implemented by the company. CA Supreme Court denied Nike’s petition for rehearing while the US Supreme Court granted the petition for certiorari. The Court ruled to dismiss the case. c) FOR KASKY:   Nike committed false representations to the public by issuing misleading statements that its business was conducted morally and maintained a safe and secured

A science column Essay Example | Topics and Well Written Essays - 1000 words

A science column - Essay Example We have to charge our cell phones whenever they are exhausted of energy/power. This we have to do by using electricity and we wonder how electricity and the cell phones are related such that we are able to communicate with people far away from us once the two have been fused together. Sometimes, we have magnets which attract certain things such s iron materials and other types of magnetic materials. We wonder where such force of attraction is originating from inside the magnet, just a piece of steel or iron. All these fascinations are the results of certain discoveries made some time back in the history of science and have been integrated over time to operate in some ways which actually make life easier and convenient. The relationship between electricity and magnetism can be traced back to the times of the greatest scientists who contributed so much to the development of electricity ad electric discoveries such as Michael Faraday and Ampere. This paper will look at the integration b etween the two laws developed by Michael Faraday and Ampere to explain the relationship between electricity and magnetism. Michael Faraday developed a law which tried to explain this relationship by drawing a connecting line between electric transfers and magnetism. The laws can be defined in terms of electromotive force (emf), the force believed to be the driving force of an electric current, as Faraday notes. The law states that: â€Å"A time- changing magnetic flux though a closed circuit induces an emf in the circuit.† (Sadiku) Faraday’s electromagnetic induction can be divided into two laws which are however related to each other and tries to explain the flow and the induction of magnetism in a substance. The first law states that: â€Å"whenever a conductor is placed in a varying magnetic field, an emf is induced which is called the induced emf, if the circuit is closed, current is also induced which is called the induced current.† (Sadiku) The second law states that â€Å"the induced emf is equal to the rate of change of flux linkages whereby the flux linkage is the product of the number of turns of the coils n and the flux associate with it.† (Sadiku). According to this law, the number of turns in the coil will then determine the amount of current flowing through the wire and vice versa as shown in the diagram. This emf only last as long as the magnetic current within the circuit continues to change. In this way Faraday developed a law which describes the electromagnetic induction whereby, an electric field is usually induced or created by a changing magnetic field. When current flows in a solenoid wounded around a magnetic material, the material becomes magnetized and this creates the potential difference. It is this difference which keeps the current flowing from one point to another. The emf developed is the force that works against the electric potential commonly referred to as the voltage. The common voltage in dry cell s is 1.5 and has the electric potential moving from the positive electrode t

Networking lab Report Example | Topics and Well Written Essays - 250 words - 1

Networking - Lab Report Example However, every connection has unique attributes and that is where the tool becomes handy. For instance, the hub configuration on the network in review shows that a 0.02 seconds as the inter-arrival time for the packets. Further, forward, a constant size of 1500 bytes per packet is set. The default configurations changed to an off state of 0.00 seconds and on state 100 seconds. This sort of configuration is only ideal when the administrator can anticipate the network data flow. This sort of configuration for a hub is bound to cause congestion. The settings applied for this network and the applied changes are what determine the sort of traffic flow for this network. All the stations generate traffic at an average rate of one 100-byte packet at the interval of 4 milliseconds. The calculation show that the actual average traffic for the that each node is The speed of the network is dependent on the equipment in most cases. The network at hand generates a slower flow of data due to the settings that emanate from the holdups enforced at the hub configuration. The interval and the time allocation for the packet determine the packet size threshold set. The network under scrutiny has an ideal flow of traffic. However, the bottleneck of 100-byte packet every 4 milliseconds is potentially damaging for it slows down the network. The hub configurations reviewed if an ideal network is the goal intended by the organization this network

Louis Armstrong and the development of early jazz Essay

Louis Armstrong and the development of early jazz - Essay Example ific manner of performance - singing "scat", that is, the kind of jazz singing, when the melody is improvised with adding of meaningless set of words which serves as a kind of an additional tool. The novelty of the performance surprises hearing of listeners and wins their hearts. Louis Armstrong becomes not only the example of following by other jazzmen but also the favorite of the public. All this has its positive aftereffects even nowadays, after more than fifty years, as his compositions are listened by a great number of his fans, his albums and compilations of hits still face unprecedented demand. So what is the role of Armstrong for the development of early jazz and what his particular impact on it? Let’s see the characteristic features of his individual style by researching its expression in his full of talent songs. Probably the peculiarities of every person’s life, whether he or she is a representative of the scientific or creative environment, find their reflection to some extent in his or her works, and Louis Armstrong is not an exception in this respect. From early childhood and till the youth the future jazz player has an experience of street singing, participation in the camp brass orchestra, performance in clubs and restaurants, becoming a member of different bands. All this helps Armstrong to emerge as an extraordinal performer whose distinctive feature is his playing style of cleanliness and beauty of sound. The other thing which highlights Armstrong on the background of other jazz performers is his grandstanding aimed to be appreciated by everyone from the audience; and it must be said he manages to become the favorite among the black as well as the white public. This means that the ease with which he wins the white public can be explained by the fact that from Louis’s childhood he grows up and serves to white people, and that helps him to learn how to find the right approach in dealing with them so as not to be hungry, at minimum, and to

Into Thin Air Analysis Essay Example for Free

Into Thin Air Analysis Essay â€Å"Brilliant. Vertiginously exciting†¦vibrantly imagined. An achievement of extraordinary depth and beauty of the natural world.† –Raul Dagmar Into Thin Air is based on a true story seen through the eyes of Jon Krakauer. He is a journalist and mountain climber who decides to climb the treacherous Mount Everest and joins the most disastrous expedition in history. Krakauer mixes in with the climbing service called Adventure Consultants, which is guided by Rob Hall who is also responsible for the lives of ten other climbers. The climb is structured into camps: Base Camp, Camp One, Camp Two, Camp Three and Camp Four. After spending weeks at Base Camp, the group makes a number of trips up to the other camps to speed up the acclimatization process. Throughout the climb to the summit, Krakauer significantly details his teammates, his guides and other expeditions on the mountain. He tries to link together a continuous timeline of the events that take place in the weeks they are on the mountain. Everest is a bare and harsh land. All of the clients have difficulty adjusting to the altitude, tiring easily and losing oxygen. The climbers experience in mountain climbing and at high altitudes varies—some of them are qualified while others very inexperienced and highly dependent on the guides. Will they survive? â€Å"†¦[Krakauer] reveals that the human spirit has infinite ability to grow and can never be limited by circumstance. It will change the way you look at the obstacles of your own life and the American Dream.† -Henry David Thoreau

Fascist Italy And Nazi Germany History Essay

Fascist Italy And Nazi Germany History Essay Fascism is actually an Italian word which was used by early Italians as a symbol of sovereignty and authority of Roman Empire. The actual meaning of the word is axe headed rods. The dominancy of Roman Empire was over their forces of nineteenth century as they aspire at combining the muscular nationalism with an aggressive style of activism characterized by anti-materialism, idealism and violence. (Front, 2012) Fascism projected Benito Mussolini who was the leader into premiership and it directs to the formation of new political dictatorship. Nazism is linked to political philosophies and the government of Adolf Hitler. The main purpose of Nazism was the tribal pre-eminence of the Aryan people, the eradication of the Jews who were substandard, aggressive foreign policy in relation to the eastern European nations and the importance of Hitler to be maintained. Similarities between Fascist Italy and Nazi Germany: Both groups have some aspects in common that is, both had rejected the importance of enlightenment over individual rationality and had put a special emphasis on emotional aspects and role of will on individuals. Italian fascists and German Nazi wants to dominate as leaders and were much concerned about their authoritative positions despite of the rights of masses; they want their intellectual aspects to be highlighted above all. (Mackel, 2012) The groups hold on the same philosophies and had rejected the theory of liberalism, political institutions of liberal democracy and the ideologies of Marxism. Fascists and German national Socialists had followed theories of social Darwinism by arguing that human development is based upon an elementary effort for existence in which only the strong individuals and strong nations can survive at the expense of others. (Front, 2012) Differences between Fascist Italy and Nazi Germany: Nazi German and Fascist Italy had different attitude towards race; racialism was very strong in the ideology of Nazism but less in Fascism ideology. Besides racism, both groups had a difference of opinion about nature of the State, tradition and modernity and the objectives of foreign policy. Speaking about nature of State, then Italian Fascism was analyzed by the theories of Totalitarianism and Corporatism whereas totalitarianism were rejected by German Nazi as they want to promote their own race, cast or creed. As far as technology is concerned then Germany has realized technology to be most important whereas Italian fascist wants to have technology along with their traditions. (Price, 2009) Factors of Power behind the Groups: The factors that allowed Italian to come into power are their fascism that is authoritarianism and superiority, where as for Germans, they have the power of Nazi as well as military rule. At that time German Nazi were having dominancy because of their propaganda campaigns, Hitlerà ¢Ã¢â€š ¬Ã¢â€ž ¢s speaking skills and intelligence, Nazi policies, they had got a huge support from big business or enterprises and criticism of the Weimar system of government. (Mangion, 2008) They were weak due to depression, cooperation and attitude of Germans that forced them to have power Speaking about Italian then they were holding dominancy because of their forces and other factors that motivate them were huge territorial gains and economic benefit for switching sides in World War One. Ultimate Goals of Two Groups: The ultimate goal of Italian Fascism was to rule the world or to hold dominancy or authority that is they want Roman Empire to rule the world forever. They want glories of Roman Empire to be maintained and to eliminate the turmoil rife that is anti-democracy and totalitarianism where as the purpose of Hitlerà ¢Ã¢â€š ¬Ã¢â€ž ¢s Nazi Pact was to was to put the Germanic people at the peak of humanity. (History, 2012) He was more concerned with ethnic purification and dependence to create and work the space, than waging war itself. Role of Women in both Societies: Italian women were more to follow traditions whereas German women came forward to work with shoulders to shoulders. Actually before World War II, women were not given equal rights as compare to men; they were obliged to marry and to sit at home, but after World War II there was a severe shortage of men that become impossible for each and every women to marry so equal employment and opportunity programs were developed. (Levy, 2009) German women also took part in World War; they hold guns and transfer proper medication to the army. In Italy, there was a financial crisis due to war so they have to come forward their women to work for the survival. Conclusion: Due to Adolf Hitler and his philosophies, there was a rise of Germany to a fascist state in 1920s and early 1930s, before that Germany was unstable socially, economically and politically where as fascist economy was one of the biggest user of propaganda in the fascist regime, and something that Mussolini took great personal interest in. (Culture, 2012) Both struggled to keep their state and practices as dominant, but Italy was excessively influenced by German military power.

International business and cultural diversity

International business and cultural diversity Cultural Diversity in its varying forms, undoubtedly plays a distinct role in the success or failure of interaction in the work place, these often come from impassive behavioural judgements, programmed values or peer understanding (Briley and Aaker, 2006). Diversity can be viewed from a variety of perspectives and effective communication in this respect can be actively moulded to formulate an outcome if an understanding is learned or developed before or during this interaction. This essay then aims to discuss the impacts of cultural diversity in the work environment, with focus on how communication is affected both positively and negatively and the degree to which cultural diversity as an explanation of this is a precursor to successful deliberation. So what is culture? Culture is an inherently difficult idea, arguably without distinct definition. Hall (1959: 52) argues that culture â€Å"is a mold in which we all are cast, and it controls our lives in many unsuspected ways.† Hofstede (1980: 45) maintains that culture is â€Å"the collective programming of the mind, which distinguishes the members of one human group from another.† Trompenaars (1994) views culture as the way that a group of people solved the problems that afflicted their society. The successful solutions were then adopted as being normal behaviour or accepted standards and were gradually incorporated to become a part of acceptable culture. This suggests that culture is capable of change and that change is constant (Olivas-Lujan, Harzing, and McCoy, 2004). The concept of culture incorporates a system of shared meanings or values that can exert a strong influence on the objects, events, and ideas to which people attend and toward which they act and att ribute value (Liu, Furrer, and Sudharshan 2001; Trompenaars 1994; Watkins and Liu 1996). People from different cultures are often expected to choose different groups, messages, and methods to affect communication (Chow, Deng, and Ho 2000; Kale 1991) in business this is often reflected at the initial point of exposure but developed over time. Types of cultural diversity are well documented. In business, the work of Varner (2000) suggests a theory of transactional culture, the idea that diversity is learned or altered depending upon the situation. This theory is justified by Hofstede (1980) who states often the interaction between cultures establishes the idea of professional culture, the idea of a single mutual culture fed by both identities. Gagliardi (1986: 124) claims that a â€Å"common culture strengthens cohesion and improves the ability to communicate,† indeed, in the workplace this ideology is apparent when discussing the ways in which diversity plays a role in business interaction. Positively, evidence suggests the addition of multicultural entities to an organisation provides a varied number of successful responses (Source) indeed with the rise in globalisation; the increase in a multicultural workforce is inevitable both internally and externally. This reason justifies the need to understand, facilitate if not promote cultural recognition throughout the business not just at a managerial but personal level. Depending upon the level of interaction, the methods of communication as highlighted by Beamer, (1995) are based on a learned environment, a training culture that aids in the understanding of both the foreign and native diversity. Cultures are often categorised as a means of predicting behaviour, clarification, and standardization as a means of finding unity. To do this, variations among cultural groups are often discussed in terms of geography, gender, age, and class, as well as other variables. Hofstede (1980) formulates these variations into three distinct classes, organizational, occupational and national, but also promotes the idea of cultural dimensions to illustrate similarities between nations. Each of these higher level classifications contain sub-references to the type of culture such as linear active, multi active or reactive and incorporates layers of culture including national, regional, generation and societal groups. Incorrect understanding of these can lead to difficu lties as the acceptable or expected behaviours. In this respect it is necessary to observe that the nature of communication in the workplace is based on the ability to recognise cultural variation and adapt to the changing situation. Nevertheless diversity in the workplace provides differentiated service range, increased market potential and the possibility of higher efficiency (Poniatowski n.d). It is this benefit to businesses that pushes the need to generate active participation and increased awareness of cultural differences (Structural Integration). Poniatowski, (n.d) discusses approaches to cultural diversity in an organisation and suggests that it can be thought of as, cultural relativism, absolutism or pluralism. These illustrate examples of closed, hierarchical, (Monolithic) or individualistic (pluralistic) based culture differences which and is useful as a base to assess the level of understanding in an organisation. In industry, often the first issue to understanding and a stunt to effective communication is undoubtedly one of several factors. These include, language, environment/technology, social organization, contexting, authority, non- verbal behaviour, and conceptions of time (Victor 1992). At first glance, the initial interaction between cultures formulate an underlying set of psychological challenges (Mak, West- wood, Ishiyama, Barker, 1999; Sanchez, Spector, Cooper, 2000). Not only in a business context, this can often create (performance) anxiety (Stajkovic Luthans, 1998; Wood Bandura, 1989) and perhaps embarrassment (Keltner Buswell, 1997), in front of a critical, evaluative audience from the native culture (Edmondson, 1999). The required/expected behaviour in the foreign setting may also conflict with an individuals deeply ingrained values and beliefs, resulting in psychological distress, expressed in perspiration, nervousness and feelings of helplessness (Leong Ward, 2000; Sanc hez et al., 2000; Ward Searle,1991). Cox (1993) discusses the physical association between appearance, language and perception of identity to others and this dance with personal pressure, individual identification and understanding of others perceptions. This could and sometimes does illustrate communication problems through misunderstanding or something that may not be directly recognised as being culturally linked. It is often in this stage, or the first encounter, that prejudices start and can be illustrated through unpredicted behaviour such as an English person for instance speaking Hebrew in France, to the observer this wouldnt be normal or the perceived norm for a French person, highlighting not only the individual expectations based on explicit variables of appearance etc. but stereotypical views of national culture (Larkey 1996). Language is often seen as a variable to cultural identity and can be viewed as an example of explicit culture or observable reality (Hampden-Turner et al 2002). Beamer (1995) approaches this with the concept of schemata. This describes the idea of pre-existing mental structure that allow someone to make sense of information. With regards to cross cultural schemata this calls for a so-called alignment of thought processes referred to as mutual expectation (Hampden- Turner et al 2002) and is often difficult to achieve. The next step in this is the relation between the language and the tones of the dialect in its portrayal of ideas or concepts. As suggested by Tannen (1998) conversation is a mixture of engagement and a consistent pattern of constants and constraints, this can illustrated by the French or Italians for example, who use language dialogue as tools of elegance. Not only this but the subtle use of body language as an indication of expression. Meanings through language can be interpreted in a variety of ways. In many countries the use of silence can show understanding and appreciation even respect but this can also create misunderstanding not only of expression but intent. Language can also be regarded upon reflection of Maltz and Borkers (1982) work as an example of the gender-as-culture hypothesis, explaining differences in male and female language use and societal roles. They observed that children learn much complex social and communicative behaviour through interactions with same-sex peer groups this is then carried on throughout life. These social contexts not only promote gender-specific language styles and norms, but also reinforce gender-specific cultures, thus justifying personality trait theories such as those proposed by Smith, Dugan Trompenaars (1997) and underpinning the social prejudice work of Aldrich, (1999). More recently, Mulac, Bradac, and Gibbons (2001) observed that although men and women may speak the same language; they speak it differently.(Tannen) Similarly, Jameson (2007) suggests the cultural impact on emotion. â€Å"People have positive, negative, neutral, or ambivalent feelings not only about race but also about other components of cultural identity. For instance, a particular individual may feel positive about her gender, negative about her economic class, neutral about her nationality, and ambivalent about her ethnicity,† (Jameson 2007:25). This justifies the linguistic hurdles that belay intercultural communication even before conversion starts. The understanding then of language as expression and a projection of national character comes hand in hand with listening. As communication is a two way process, the listener or audience must respect the listening patterns and differences in the nature of conversation. It is important to recognise that communication is not simply restricted to verbal interaction. In modern society, the use of technology as management of teams and communication has pr ovided varied challenges in dealing with understanding globally. The increased use of virtual teams on widespread projects means there is a need to both get to grips with the advantages of the technology such as â€Å" frequent, easy, low-cost, around the clock communication and collaboration† (Duarte Snyder 1999: 24) but also to be sensitive to the audience, the levels of formality in an organisation, language and to have awareness of values and beliefs, communication styles, and approaches to decision making, problem solving, and conflict resolution when relying on non- face to face contact. Language and listening are related directly to methods of communication. As well as these, patterns of cross cultural business behaviour tend to stem from deal vs. relationship focus, informal vs. formal, rigid vs. fluid time and emotionally expressive vs. emotionally reserved cultures (Gesteland 2003). Again these interpretations like those of Hofstede (1980) etc. are relatively rigid in their attempts to justify differences, however they are useful in understanding a perspective pattern when dealing with communication. Deal focus cultures refers to task orientation whereby relationship focused are more people orientated. Similarly, those from egalitarian cultures differ with more formal counterparts from hierarchical societies, the perception of time is also fundamental in some cultures separating the lazy from the â€Å"arrogant martinets enslaved by clocks and arbitrary deadlines.† (Gesteland 2003:17). Those who exhibit an emotionally expressive nature communicate differen tly from those who are reserved, this resulting confusion can often be mistook for lack of understanding or effort thus creating a gap in negotiation of interaction management. Interpretation of body language also plays a significant aspect in the portrayal of the type of cultural pattern being displayed by those during interaction. The subtle differences in movements such as the head and eyes of the speaker, in cultures such as those of Spain or Greece is considered a reinforcement of position and a sign of respect, maintaining consistent eye contact for example, whereas in Japanese culture this same movement it is considered improper and rude. This type of behaviour is not uncommon to hierarchical cultures. Expressive features of the body also include the hands, used to emphasise a point. The notion of body language is a critical aspect in understanding the meaning of conversation sometimes not portrayed by the language, especially if the language is not native. Non- Verbal expres sions then like language can effect communication unintentionally. Similarly, cognitive patterns formulate reasoning and approaches to interaction. In this, understanding variations in thought between cultures promotes correct verbal response and action. For instance, in Japanese- United States (U.S) business deals, those thought to be completed by US negotiators can often be re-opened by the Japanese, this can be frustrating for the U.S but a necessary aspect of understanding for the Japanese (McDaniel, 2000). In addition to the levels and methods of interaction, both in the workplace and society, cultural identities are also thought to be associated with the idea of power positions, that some cultural groups have greater power, prestige, and status than others (Ridgeway and Berger, 1986; Nkomo, 1992; Ragins, 1997). In Western society there exists a predetermined cultural norm amongst a variety of groups. Many of these are becoming blurred but have been empirically proven by Alderfer (1987) as a residual cultural standard. This view of status is jointly underpinned by achievement vs. ascription cultures where a position is earned through education; such as a degree from a good school or attributes such as titles at birth. Not only this but also the idea of connections, status can be achieved through who you know ideology. There is much support for the notion that paying attention to differences in power and status is critical for understanding diversity in organisations. In Alderfers (1987) theory of intergroup relations, for example, the distribution of power among cultural identity groups, both inside the organization and in the larger society, is key to how people think, feel, and behave at work. The power distance index given by Hofstede illustrates this gap and underpins Harbermas (1970) study of communicative distortion whereby the hierarchical relationships or norms for interaction in an organisation will limit the extent to which communication is freely given in a global context. There is then a standard norm for communication that transcends the gap of cultural similarity, an underlying base of dos and donts or methods of conducting ones own behaviour during communication. Proponents of status characteristics theory (Ridgeway, 1988; 1991) argue that much of what we think of as the effects of membership in particular identity groups, such as race or sex, are in fact produced by the status value our society ascribes to those groups, so does this effect both our own personal rules for interaction, the rules dictated by the organisation or the expected rules of our culture? It is important to understand that there is a difference between intercultural communication and intercultural business communication. In intercultural business communication, communication can often depend for example on the interaction style. This may change depending upon the context. In this the identity of the person changes depending on the environment. For example, professional, social and cultural identities would alter the style of verbal contact. A social business interaction would be different for some cultures than others. This reflects the work by Spencer- Oatley (2000), which discusses the idea of identity face, where a person can use multiple layers of identities at a given moment (Collier and Thomas 1988; Hecht et al., 1993). Fundamentally, in business communication both strategies, goals, objectives, and practices become an integral part of the communication process and help create a new environment out of the synergy of culture, communication and business. The work of Holtgraves (1997) examines how culture influences whether a person uses direct or indirect communication. He finds that Koreans are more likely to be indirect than are U.S. citizens in intercultural communication. Gudykunst, Matsumoto, and Ting-Toomey (1996) found that individual factors are better predictors of high and low-context communication styles than cultural values of individualism and collectivism. Hosftedes (2001) work on inter cultural interaction highlights the differential value systems of countries, this justifies the notion of communication methods highlighted by Holtgraves. In this, the likelihood of successful interaction is either enhanced or reduced by the value set of a given culture. Based on the ideas of individualism, collectivism, power distance, masculinity, femininity, long term orientation and uncertainty avoidance (Hofstede 2001) it is necessary to alter ones cultural and business environment and create a new context (Bolten, 1999). More than this how ever, there is a need to understand the impact of key organizational concepts such as HR and promotion policies, decision-making, competitive environment, financial/business laws and governmental regulations on the intercultural business communication processes. Participants in interaction must understand the relationship of business and culture in a particular environment to create a common ground to base discussion. In the work place certain predicated knowledge then can be detrimental to business relationships. The prejudices gained through peer interaction, value sets and indeed media interpretation learned or perceived through the process of â€Å"growing up,† all add to this vision of an outcome before any intercultural communication has taken place. It can often seem like a finite game of West vs. East ideology so often if these practices are used in organisations that use a monolithic approach this can have negative effects both economically for the business but make it even harder for employees to respond to change. In modern society there is a need to engage in cultural experimentation. The work by Lovett (1999) and Yan (1997) challenge the conservatism approach by presenting an argument based around the individual rather than culture, highlighting how interaction is formulated from an individual perspective. Simply, cultures dont interact with each other individuals do. This sent iment puts forth the cognitive approach to interaction based both on the value set of the culture, the transactional culture created by the interaction and the contextual understanding of both parties, developing a value hierarchy for interaction. This however isnt simplistic, unlike the linear, sender/receiver models such as those proposed by Limaye and Victor (1991), this could represent in itself a dominant personified role for either representative. Simple stated, communication and interaction between individuals is a product of the moment, the message is given but filtered before understood through these layers of culture as discussed in Lewis (2005 : p 44-45). Leininger (1997) suggests a more appropriate model for solving the issue of cultural understanding in methods of communication. She discusses presenting a relationship between business context and global strategies, the aims of each business; if these are clearly defined by both parties this systemic approach removes the necessity for traditional processional communication. Yet this model fails to reduce the gap between cultures, as highlighted by Fine (1996) perspective models often only gloss over practices but rarely alter the perception or differentials in neither organisation or individual, Walck (1995) agrees that such approaches would eliminate rather than manage diversity. So looking at the differences in cultural standards between two cultures, Fink et al (2007) would suggest that they are, â€Å"not necessarily the consequence of differences in a single cultural dimension (i.e., values). It can be safely assumed that contexts, choices, and decisions made within a society by groups or organizations and interactions among sets of values (combinations of values) can influence the emergence of specific cultural standards. Although these choices are based on values, different modes of behaviour may be relevant within different contexts.† (Fink et al. 2007:47) From a personal perspective, the transition between cultural environments whether through businesses exchanges or geographical movement can be enough to generate an atmosphere of uncertainty, referred to by Lewis (2000) as Culture Shock. Culture shock is a multifaceted experience often felt by people whose opinion of normality is blurred in a foreign country. Whereby societal norms or traditional approaches alter and everything is different to what is expected. From this, one can experience a sudden loss of identity, different in regards to cultural identity, this is based on the individual and perception of ones self irrespective of the base culture. This can be a daunting period, developing in stage transitions, moving first from an initial apprehensive model through crisis and resolution. Despite this movement though, the process if often cyclic and the transition between each and even the return to the host culture can re-ignite this out of body experience (Winkelman 1994). For c ommunication, culture shock can have negative effects with lack of enthusiasm, misunderstanding, and perhaps depression. But the individual needs to understand that despite culture requiring us to think and giving us metaphors, facts and norms it doesnt tell us what to think. Based on this idea, Cohen (1989) argues that identity can be created through community, the idea of symbolic or imagined community in the host culture. This paints a pretty picture, but doesnt solve the underlying problems of ethnomethodology, and people can sometimes fail pray to others definitions of their identity when maintaining extended periods in foreign environments, the idea of cultural Diaspora (Gilroy 1993, Jenkins 1996). Critically for the success of business interaction, it is the ability to recognise ones own programming or the awareness of ones own metaphors for being that lays the foundation for communication. Yet at present even with a degree of understanding, there still remains an interactive gap between cultures. The idea that cultures stick together is prominent from the boardroom to the classroom. As discussed by Echenique et al (2007) the use of social networks can be used to both explain and or reduce this gap, currently a Spectral Segregation Index (SSI) has been used to measure the connectedness of individuals from a variety of backgrounds and makes it possible to compare the segregation between cultures. 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College Stress Essay -- University Student Issues Essays Papers

College Stress Jack’s heart pounds as he casts panicked looks around the classroom. He doesn’t recognize the professor, he doesn’t know any of the students, and he can’t even figure out what the subject is. In front of him is a test. At the very last minute his roommate awakens him. It’s only another anxiety dream. The very fact that dreams like Jack’s are common suggests that college is a stressful situation for young people. The cause of this stress can be academic, financial, and personal. Academic stress is common for college students. For many students, going to college is more than just attending classes and taking notes. They usually have a hard time understanding school guidelines and deciding what major they want to study. It is very stressful to read and understand all the school policies, especially the transfer instructions. It is even harder for student to make up their mind what major they should concentrate on. Choosing the right courses and making a schedule is another headache job that students have to go through. Students often find it very tough to decide what are the right classes to take that related to their major. It is also stressful to wake up in the morning and be one time for classes. Finally, preparing and taking mid-term and final exams are the most stressful time that student encounter for the entire semester. In a similar case to Jack, my friend, Som, who is a good student at City College, always gets nervous and stays up all night...

Essay on The Great Gatsby -- English Literature

Essay on The Great Gatsby The Great Gatsby is a novel about a man who tries to win over a woman he had lost many years ago. Jay Gatsby is the hero in this novel because he stands out amongst the rich. Unlike the rest of the rich people in this novel Gatsby has moral values, and the rest of them can only grasp things of material value. Gatsby spends his whole life trying to hide the fact that he wasn’t like the others. Gatsby never fits in among them because what he perceives of them is all wrong, they were as uncivil as anyone else. Through being less primitive than the rich, determination for love, being ruled by his emotions that erase any doubt, he is quiet tempered; which upholds his greatness, and he is protected by others that tell us of his importance. Gatsby is not as primitive as the rest of the rich humans, he is more mannered and civil. The people at his parties are all wild and not civil, what you would not expect from people of this stature. Gatsby is this way because he has had to earn his money and has not just inherited it like the lazy lot of them. The only other person that comes close to Gatsby is Nick, but we don’t get to see what he would be like with wealth. Throughout the novel Gatsby looks out upon the crowd, when he comes down to greet Nick he is very polite to everyone surrounding him, knowing they spread rumors and lies about him. He doesn’t think anything of it because he knows it’s natural for people to gossip, he can’t judge them on it because it is the crowd he wishes to become. Nick tells Gatsby he is better than the whole rotten bunch of them, Nick realizes this because he knows what it is like to be poor and he knows Gatsby still acts like a poor man, but he has all t... ...new him. He always wants Nick to come with him on things he is unsure of, like when meeting daisy for the first time in eight years (p.83). He needs others to fulfill his confidence in himself, it is how he got as far he did in the novel (money wise). He only meets new people through association with someone else in the novel, he meets Nick through Jordan and Daisy through Nick. He is like this because he expects things to come to him like they have in the past like his job from Meyer Wolfshiem. James Gatsby is the hero in the novel through: his modern acts, determination for love, his conquering emotions, his quiet temperament, and his protected state. A hero is someone unlike the others and Gatsby fills this character perfectly in the novel. Therefore Gatsby is the character and no one else should even be considered for his place in The Great Gatsby.

Motivation Letter Essay

Motivation Letter Application For Studying In University Paul Cezanne Aix Marseille To whom it may concern: In addition to all my documents provided, I would like to take this great opportunity to write a motivation letter to clarify my main reason that drives me to study in University Paul Cezanne Aix Marseille. After graduation from _____ University major in Industry International Trade, I acquired knowledge in an extensive business area, for example, accounting, finance, international trade, corporate management, law etc. I worked at Credit Control department at Accenture Consulting Company for around 2 years. My responsibility includes providing customer service to UK clients, collecting overdue debt, applying cash payments, making financial adjustments and analyzing credit status for customers. My interpersonal skills improved greatly and English skill was polished as well through daily contact with British customers. Currently I have been worked as assistant product manager at Golden Label 5 International Trade Company. My responsibilities are to communicate with the sales team, the distributors and the promotional girls in order to motivate them and to let them be more and more aware of our brands images to manage efficiently the existing marketing tools to participate in the development of new marketing tools and participate in the development of the promotions for the day market. I believe that my current working experience is the main reason that drives me to study in France. By choosing to study University Paul Cezanne Aix Marseille there are a few advantages that I can achieve my goal: My current job is to assist my French boss (marketing director) to communicate with the sales team, the distributors and the promotional girls in order to motivate them and to let them be more and more aware of our brands images. Meanwhile boost and maintain our brand image. In order to cooperate better with my boss, I started to learn French since last June. Although we still discuss in English during daily life, my French language does help me a lot when I explain some authentic French traditional wines and spirits knowledge to customers. I know more and more about French, French culture, French wine, etc. And I believe that what I will obtain in University Paul Cezanne Aix Marseille give me a global view of International corporate management and have a multi-culture background. France is a multicultural country, and University Paul Cezanne Aix Marseille is a well-known multicultural university. I can learn how to interact within different cultures to improve my interpersonal skills. I also can build up a network that comprises friends from different countries and areas. France has good relationship with China. And now China is becoming certainly the biggest potential market for France. With my multi- culture background and French experience and skills, when I have completed study in France and returns China, I can participate into the development of business cooperation or any other relationship. In short, by choosing to study in University Paul Cezanne Aix Marseille, I will benefit greatly from the extraordinary experience for building up my professional career, and I will help to build China, my motherland, into a well-managed market economy country. I am looking forward that my application can be assessed and approved at your earliest convenience! Kind Regards Li