Challenges On the Way of Foreign Language Learning

Challenges On the Way of Foreign Language Learning â€Å"As many languages you know as many times you are a human being†. Probably everyone has already heard these famous words. However, nowadays they are actual as never. The world needs educated and intelligent people, and knowing a foreign language or a couple of them becomes demanding and prestigious. Certainly, no pain – no gain. It takes a lot of time, practice, devotion, and efforts to develop your knowledge of the foreign language. Different people have different abilities when it comes to foreign languages learning. However, there exist 5 common obstacles many people face when you do decide to take up a new language. Fear People are usually afraid what will happen if they aren’t able to understand this or that grammatical category of a foreign language and something like this. The fear of meeting somebody and not being able to talk using a foreign language you are learning – a great problem you need to avoid. Yes, phraseological and metaphorical world of any language is rich and difficult to perceive with understanding. Of course, it takes time to realize all the grammar structures of a foreign language. So, take your time, do it, try it harder. Forget about fear and enjoy each lesson. This is the only way to succeed. Lack of opportunities Not everyone can afford themselves having private lessons or attending some language school. However, it is not actually a great deal. Many people think that they have no opportunities to learn a foreign language and give up on it. Never do that! What about the Internet? There are many websites which are full of materials for learning any foreign language. You can read books online, watch videos, pass different tests. Visiting different forums where different people share useful materials is also a good idea. You will definitely find some friends there, who can practice with you on a daily basis. So, stop finding excuses. If you really want to learn a foreign language, you will never feel the lack of opportunities. Refusal to accept things Some foreign languages are written left to right†¦There exist many confusing endings†¦Mixed feminine and masculine endings†¦ You are going to notice many interesting things while learning a new language. It is quite obvious. So, you just need to accept things. Of course, you need to understand why everything is like that. For once, take a look at the roots of a language and get to know. But remember that you need to deal and take everything any foreign language brings. Respect the differences and keep your mind open for getting new brand information. The lack of time Probably the majority of people find it difficult to have free hours for a foreign language learning and practice, let alone visiting the country to feel the language. The problem is that language learner put the wrong priority. If your dream is to become a confident language user, change your priorities, change your plans for a day. Try to make time for things you really need, and your life will become better. Only day-to-day learning can master your language skills, even if one day you are just watching educational videos on a target language. The voice inside The inner voice saying â€Å"you can`t do it† will spoil all your efforts and expectation about learning foreign languages. So, it is very important to deal with these negative thoughts. You should have only one idea in your mind – I can do it and I will surely do it. Postponing learning a dream language is for weak people. In order to succeed you need to remain consistent, hardworking, and extremely self-confident. Do not be afraid to learn something new and put it in your mind in a foreign language. Avoid self-ruining and negative thinking. Learning foreign languages not only gives you the ability to communicate with overseas people. It broadens your outlook and makes you wide open for something new. Recognize your problems and solve them as soon as possible. Never stop feeding your brain. Being well-educated is brandy!

10 Essay Topics on the Profession of a Teacher

10 Essay Topics on the Profession of a Teacher If a person lacks information, that won’t be easy to write an essay on a teacher. An essay requires facts, proper structure, good grammar, style, formatting, and, of course, student’s time and efforts. 10 Facts about Teacher’s Profession to Make an Essay Well-Researched Sometimes, students don’t have enough time to accomplish their essays because they cannot support them with reliable facts. It takes much time to research some topics and students usually cannot cope with the task because they just don’t have that time. We offer 10 interesting facts about the profession that will help to write an A+ paper. Today people use the word â€Å"pedagogue† when they speak about a teacher but people in Ancient Greece applied this word to slaves who were to take children and bring them first to school and then back home. â€Å"Pedagogue† means â€Å"a person who leads a child†. Slaves who couldn’t perform more difficult physical work were to be pedagogues. In ancient Greece, teachers of Arithmetic were called calculators (calculus a pebble). Teachers used stones to count in those days. That’s how the word â€Å"calculator† appeared. In the XIX century, foreign tutors were appointed as teachers for noble children. A great number of foreigners rushed to live in Russia just at that period. Most of them were not educated. Employers hired those people because they knew a foreign language. There were some conditions though. The governesses were to be either old or married and not pretty/handsome. Due to that, husbands and wives were not afraid of possible love affairs. Some teachers turn to corporal punishment when they cannot control the discipline or make a pupil study until the present day. That’s one of the possible ways to punish a schoolchild for improper behavior and poor progress at some schools in Australia (Queensland and South Australia), Burma (Myanmar), China, Egypt, India, Japan (but rare), Malaysia, Pakistan, Singapore (only males can be punished), Taiwan (despite the prohibition), Tanzania (not more than four strikes at one time and the punishment must be recorded), Thailand, the United States (only District of Columbia and 31 states have banned corporal punishment), and Uganda. As a rule, corporal punishment includes caning, kicks, pushes, beating, slapping, and mental abuse. Teachers in Ukraine and Russia (engaged in secondary schools) are getting â€Å"older† because of low salary. As a rule, only those teachers whose experience includes more than 20 years can earn more. Young teachers lack motivation and just don’t want to wait twenty years. As a result, they leave their job and look for something else or move abroad. German teachers are the only teachers who are fully satisfied with their life. No wonder, an average German earns â‚ ¬2500 while a teacher can earn up to â‚ ¬3500 per month. German teachers can afford traveling around the world and rent three-room apartments. There is also the reverse of the coin. First, they may have to teach several subjects. For example, one teacher can conduct English, Physical Education, and Chemistry. Second, a person has to pass a number of exams after the University. Third, a future teacher should undergo practical training (two years being supervised by an expert) and then pass one more State Exam. Finally, a person can look for some job at a school. Students in Turkey can kiss their teacher’s hands to thank them for their work. Turkish people believe that there must be a perfect triangle: teacher parents children. The better the relations are, the more productive learning achievements will be. Education doesn’t let a person become a teacher without the agreement of the government in France. French government announces which vacancies are to be filled and advertises them. A principal cannot hire or dismiss a teacher without the government’s permission. Teachers cannot give private lessons in Great Britain and can be punished or dismissed in case of disobedience. Teachers can take a vacation that can last up to a year in Israel. In addition, they cannot be dismissed during that period and they get their salary as usual. How to Present Facts Properly There is one more important thing each student should know. When using some facts, a person must either present the copyright page or â€Å"change† the chosen statistics, evidence and facts. What does it mean? It means that a student mustn’t simply copy the information. The best way to support the investigation of the topic with facts is to do a thorough research. A student has to read, analyze, and interpret the information. In case a student copies the data in the paper without any changes, he or she may be blamed for plagiarism. The paper is usually checked with the help of some plagiarism checker. If the academic writing is not unique, it will be banned and a student can be expelled from the college. That’s why it’s very important to be careful when presenting some information in the paper. References: Teacher’s Blog: the Guardians. How Teachers Are Rated in 21 Countries around the World. https://www.theguardian.com/teacher-network/teacher-blog/2013/oct/03/teachers-rated-worldwide-global-survey Wikipedia. School Corporal Punishment. https://en.wikipedia.org/wiki/School_corporal_punishment#By_country Ben Radding (2018). Where Is Corporal Punishment Still Legal? https://www.fatherly.com/love-money/where-corporal-punishment-still-legal/ Ayushi Sareen (2016). 15 Interesting Facts About Education Around The World They Don’t Teach You In School. https://www.scoopwhoop.com/Interesting-Facts-Education-Around-The-World/#.5fe7ub5hu Working Conditions: Israel Guide. https://www.justlanded.com/english/Israel/Israel-Guide/Jobs/Working-Conditions A. V. Yannicopoulos (1985). The Pedagogue in Antiquity. https://www.jstor.org/stable/3121511?seq=1#page_scan_tab_contents The International Massmedia Agency (2017). Portrait of the Ukrainian teacher: woman over 40 with a salary of 7000 UAH.   https://intmassmedia.com/2017/10/01/portrait-of-the-ukrainian-teacher-woman-over-40-with-a-salary-of-7000-uah/

Information Security White Paper Essay Example | Topics and Well Written Essays - 750 words

Information Security White Paper - Essay Example Information security systems also assists in data recovery in cases where businesses accidentally losses vital data. Information security system would always eliminate damage or distress that result from data loss. Besides, proper storage of company data would instill customers’ interest in the respective business entity as the later maintains higher levels confidentiality of customers’ information. Such businesses win the attention of customers and attract larger profit margins. Information security software’s would also restrict movement of company’s confidential information to the public. Such information if relayed to the public may damage the company’s reputation. The most common information vulnerabilities include software bugs the affect software systems in different computers. Broken processes, hardware flaws, human error, and business change also constitute some of the most common vulnerabilities that associate with computer networks. Computer usage and relay of information also contributes to a vast number of threats that may completely damage computer software’s or lead to loss of data. The threats posed by the computer information network include terrorists, competitors, hackers, or criminals. Other most eminent threats include dishonest employees, angry employees, and nature. Confidentiality relates to the condition of limiting informational access or resources to certain authorized individuals. Those who reveals non-public information normally compromises the confidentiality of such systems. Confidentiality therefore refers to protection of information from unauthorized persons. Often refers to ensuring that only authorized personnel gain access to certain information. The power of information relies on the possibilities of the information being in the right hand. Constant backup helps in ensuring data availability. Non-repudiation relates to the implications of an individual’s

The develoment of Arab Nationalism Essay Example | Topics and Well Written Essays - 1250 words

The develoment of Arab Nationalism - Essay Example Arab nationalism called for a political and cultural rejuvenation of the Arab world, an intense celebration of the Arab civilization and the Arab literature and language, and called for a political unification of the Arab world (Dawisha, 2005). The premise that encouraged the Arab nationalism was the firm belief that the Arab people tended to share a common linguistic heritage, cultural values, historical past and religious belief system (Dawisha, 2005). Genesis of Arab Nationalism In that context it is imperative to unravel the genesis of Arab nationalism. Since the 16th century the Ottoman Empire exercised a formal sovereignty over the Arab lands (McCarthy, 2006). For quiet a time the Ottoman Empire tended to be cautious in its approach towards the Arab tribes, choosing to garrison the key ports and cities, exercising little influence in the local Arab politics and tribal affairs (McCarthy, 2006). The Arab residents of Syria, Mesopotamia (Iraq) and Palestine appreciated this arrang ement and actually started dominating the local Ottoman administration (McCarthy, 2006). However, as in 1914 the Ottoman Empire entered the I World War, it no more afforded to take the Arab loyalty for granted. It was first owing to the rise of a nascent Arab nationalism that drew inspiration from the Western ideas (McCarthy, 2006). Many Arabs started to appreciate the nationalist Slavic movements of the Balkans, most of which managed to secure independence from the Ottoman Empire (McCarthy, 2006). The other factor was the rising clout of the educated Arab elites, which included former or serving officers affiliated to the Ottoman administration and army, Arab civil servants and intellectuals (McCarthy, 2006). The completion of Hejaz railway in 1908 was the other bone of contention for the Arabs who believed that it tightened the Ottoman stranglehold on them (McCarthy, 2006). This particularly enervated the Hashemite clan that claimed descent from the Prophet and was led by Sharif H ussein ibn Ali in 1914 (McCarthy, 2006). The disgruntled Arab tribes of the interior resented the stringent approach of the Ottomans and gradually started to enter arrangements with the British, to initiate a revolt against the Ottomans (McCarthy, 2006). This revolt was further incited by the nationalist al-Fatat movement in Syria (McCarthy, 2006). In the post World War I period, the establishment of the French and the British mandate saw varied Arab uprisings like the uprisings in Iraq and Syria (Jankowski, 2002). Besides the relative independence of North Yemen, Egypt, Saudi Arabia and Iraq incited the Arab nationalists in the neighbouring regions to overthrow the imminent Western colonial powers (Jankowski, 2002). The ensuing anti-Zionist uprisings in Palestine and anti-colonial activities in Syria further encouraged the nationalist movements in Iraq and Egypt, which gave way to the modern Arab nationalism that led to the independence of varied Arab nations in the period followin g the World War II (Jankowski, 2002). The Role Played by Intelligentsia There is no denying the fact that Arab intellectuals do played a pivotal role in the genesis, encouragement and dissemination of Arab nationalism. Abd al-Rahman al-Kawakibi was a prominent Syrian intellectual

Sophisticated narrative review of Sue Monk Kidd, The Secret life of Essay

Sophisticated narrative review of Sue Monk Kidd, The Secret life of Bees - Essay Example is a major character or merely an asterisk to the action, the white woman is, by virtue of her symbolic importance in Southern history and culture, a significant presence in novels about the Civil Rights Movement. This might be counterintuitive since the white man would seem the likely arch-adversary in the civil rights dilemma—or worse, focus on the white woman might appear as an attempt to usurp the centrality of African Americans in favor of the group furthest removed from civil rights issues. And yet, the white woman was at the center of those issues. The white woman is central to civil rights issues and to fiction that specifically and substantially depends upon the Civil Rights Movement for material because she was the supporting beams and pillars of the culture the Movement sought to dismantle. That the relationship between the white woman and the Civil Rights Movement has been neglected suggests only that the significance of this relationship has been somehow overshadowed, not that it is insignificant. In 2002, a novel hit the New York Times best-seller list. The setting was the rural South in the late sixties, just after the passage of the Civil Rights Act. The main characters, take refuge with a family of women who live in a house on the outskirts of town. The book is Sue Monk Kidd’s The Secret Life of Bees. Its heroine, Lily Owens, thus achieves spiritual transcendence through communal living with a family of women, self-styled religious rituals, and racial integration. Kidd’s novel exemplifies the two trends that have emerged most clearly in American women’s fiction over the last quarter of the twentieth-century: the move on the part of women writers to a creative and individualized religious practice rather than a traditional institutionalized one, and the examination of the intersections of religion, gender and race as they shape identity. Everything from the novel line to the references of the Civil Rights Movement occurring in 1960’s

HR Policies and Practices

HR Policies and Practices Motivating and Retaining a Multigenerational Workforce Through HR Policies and Practices Abstract In todays workforce management must learn to engage their employees who are of different generations and backgrounds. With roughly half of the workforce primarily Baby Boomers who are expected to retire within the next decade, management must learn to cope with loosing primary employees and training Generation Y and X employees on how to successfully complete Baby Boomers jobs. In the meantime, management must also learn how to keep each generation motivated and feel appreciated in order to produce the companys mission statement successfully. HR professionals will need to ensure management is aware of what the future holds by strategically planning and aligning employees to reach future goals. Introduction There are three generations that make up todays workforce: Baby Boomers, Generation X, and Generation Y. In order for management to successfully manage their organization, they must understand what drives and motivates each generation, what specific behaviors each generation posses, and what values they each perceive as important for their work environment. Since each generation is different, experts suggest that managers adjust their style of leadership in order to avoid problems (Crampton, 2006). The focus of the recommendations tends to be on Generations X and Y. Less attention is given to Baby Boomers and Veterans, because after all, they are about to retire (Crampton, 2006). As management begins to focus on what makes these generations different from one another, they will be able to maximize the organizations profits and prolong competitiveness in the future economy. To better understand each generation, we must gain knowledge about each one individually. Piktialis (2006) briefly describes each generation: â€Å"-Baby boomers, ages 41-59, make up almost half the U.S. workforce. They grew up during an era of economic prosperity and experienced the tumult of the 60s at an impressionable age. Baby boomers tend to be optimistic, idealistic and good team players. They are driven, love challenge and want to be stars and build stellar careers. Because they have had to compete with each other at every step of their careers, they can be highly competitive. -Generation X, ages 28-40, makes up just 29 percent of the workforce. This generation witnessed parents experiences with corporate downsizing and restructuring in the 70s and 80s. Raised in an era of two-earner households and rising divorce rates, many of them got a childs-eye view of work-centric parenting. They value flexibility, work-life balance and autonomy on the job, and appreciate a fun, informal work environment. They are constantly assessing how their careers are progressing and place a premium on learning opportunities. They are technologically savvy, eager to learn new skills and comfortable with change at work. They appreciate frequent and honest feedback from their managers and mentors. -Generation Y, ages 27 and younger, makes up just 15 percent of the U.S. workforce. Over the next two decades that percentage will grow to approach that of the baby boom in its prime. Generation Y tends to be well organized, confident, and resilient and achievement oriented. They are excellent team players, like collaboration and use sophisticated technology with ease. They are comfortable with and respectful of authority and relate well to older people. More than any generation that has come before, they are comfortable with diversity. They want to work in an environment where differences are respected and valued, where people are judged by their contributions and where talent matters.† (Piktials, 2006) As future managers, we need to analyze each generation separately and devise recommendations on how to fully engage employees to the commitment of the company. Here we will analyze Baby Boomers, Generation X, and Generation Y in more depth and learn what makes each one unique as well as how to properly communicate and achieve success. Baby Boomers Baby boomers were born between 1946 and 1964 and are predominantly in their 40s and 50s. They are well-established in their careers by now and hold positions of power and authority. This generation constitutes a large majority of corporate executives and other managerial positions of power. Their typical characteristics include optimism, politically conservative, and they are active, competitive, and focus on personal achievement and accomplishment. They work hard maybe too hard, and are often stressed out. They like to set and reach goals, continuously seek self-improvement, care for children and aging parents, and complain about things at work but accept them as part of the job. They are an idealist generation that has predominately experienced a world of peace (Fransden, February, 2009). With single-parent households, growing children, aging parents, demanding jobs, and approaching retirement, baby boomers cant find enough time to go around. Collectively they pushed the work week from a long-time standard of 40 hours up to 60, 70, or more hours per week. They often experience conflict with younger generations who do not share their values. Their primary work focus makes them the generation most susceptible to burnout and stress-related illness (Fransden, February, 2009). Baby boomers are characteristically loyal, work-centric, independent, goal-oriented and competitive. They believe that Gen-Xers and Ys lack work ethic and commitment to the workplace, and should conform to a culture of overwork. Baby boomers equate work and position with self worth; they are clever, resourceful and strive to win. Boomers are well suited to organizations with a strong hierarchal structure, and may have a hard time adjusting to workplace flexibility trends (Brazeel, 2009). Understanding the workplace differences between generations is more important now than ever. As companies look to hire over the next several years, they will interview and evaluate candidates spanning three age generations. Interviewers will meet with a multitude of candidates, and will come face to face with generational differences. Taking into account the foundational characteristics of each generation will add to a more robust assessment and selection of talent that meets organizational values and goals (Brazeel, 2009). In 2005, one in four workers was over age 50. By 2012, it will be nearly one in three, according to the U.S. Bureau of Labor Statistics. In fact, between 2002 and 2012, the fastest-growing group in the nations workforce will be the one made up of people between ages 55 and 64 (Cadrain, 2007). Labor statistics indicate that nearly 80 million Baby Boomers will exit the workplace in the next decade. These employees are retiring at the rate of 8,000 per day or more than 300 per hour. This is an unprecedented loss of skilled labor (Kane, February 2, 2010). As the shortage of workers escalates exponentially, future-focused leaders need to be strategic about how to keep t heir boomer talent engaged. The key, according to career counselors Beverly Kaye and Joyce Cohen, is to focus on the aspirations that middle-aged people in the professional workforce have developed overtime. Most senior boomers want to remain productive and to leave their mark on their company and their profession. Good managers will find ways to engage boomers interests and in so doing reduce attrition among their ranks (Anonymous, January 2010). Kaye and Cohen suggest that there are five strategies to engage baby boomers: Contribution: Encourage boomers to tap their unused talents. Help them explore their skills and interests and determine which ones spark creativity. How to begin? Ask each senior employee pertinent questions to discover their interests and talents. Ask questions like, â€Å"What are the favorite parts of your job?† and â€Å"What would you like to do more of?† or â€Å"Less of?† and â€Å"What would you like to learn in the next two years? H ow can I help you reach these goals?† (Anonymous, January 2010). Competence: Encourage boomers to raise their competence levels and quotients. In this era of self-management, employees must continually upgrade their skills and hone their behaviors. Besides content expertise, employees should develop their technical skills, be more aware of other generations, balance work and life, expand their language ability and cultural know-how, integrate new information, deal with change, and transfer knowledge. All of these are essential survival skills and abilities in the new workplace. Good management will help senior employees find a niche in the expanding array of new competencies (Anonymous, January 2010). Competition: Help boomers look internally and externally at whats happening in their professions. Managers need to coach direct reports to ensure they are aware of the impact of globalization, competition, deregulation, new technologies, and emerging skills that change the nature of their work. Employees should know how their current organization could be threatened in the not-too-distant future. At staff meetings or informal gatherings ask all employees, but especially boomers, questions like, What areas are growing within the firm? What are trends that could impact how we do our work here? What skills would it be smart to increase over the next three to five years? To get ahead of the curve in the profession, what could you and the firm be doing right now (Anonymous, January 2010)? Choices: Help boomers identify their desired type of work, level of commitment, and plan of action. Options like cross-training, rotational assignments, travel opportunities, short-term sabbaticals, temporary assignments, and transition management need to be carefully considered and implemented as needs arise. To begin, initiate a dialogue about their interest in each of these learning vehicles (Anonymous, January 2010). Changes and concerns: Encourage their ability to transfer knowledge and take ownership for making it happen. As baby boomers retire, the issue of knowledge transfer is essential and is everyones responsibility. Are experienced boomers working every day with younger people to help them understand problems and solutions? Legacy-leaving is a viable, cost-effective way to solve problems internally, escalate creativity and build the next leadership tier (Anonymous, January 2010). These five areas are fertile ground to launch and expand conversations. It doesnt matter who or what launches the discussion; what matters is that these conversations take place. Boomers have carried the ball for years. The shift to a new backup role will not be easy for many of them. But many others, with the capable guidance of firm managers, will realize that easy or not new responsibilities will be better than walking away (Anonymous, January 2010). There are skills shortages already among health professionals, teachers and public administrators. The average age of a registered nurse is now 47. There are upcoming shortages among scientists, engineers and manufacturing employees. Employers are beginning to take more notice and more action about the impending drain on talent and loss of knowledge, according to findings of a Society for Human Resource Management Weekly Online Survey of 483 HR professionals in March/April 2007, titled Future of the U.S. Labor Pool (Cadrain, 2007). Some examples of best practices for recruiting and retaining workers ages 50 and over are the Atlanta-based Home Depot and the CVS drugstore chain. Both have created a 50-plus employee brand: CVS promotes Talent is Ageless, and Home Depot promotes Passion Never Retires. â€Å"Both companies feature pictures of older workers on their web sites and have made their hiring and screening practices age-neutral (Cadrain, 2007). Some employers, such as Stanley Consultants of Muscatine, Iowa, have formal phased retirement programs that allow employees to move into retirement gradually by reducing their work schedules and permitting them to continue to receive a portion of their salaries as well as benefits such as health care and pension funds. Carondelet Health Network of Tucson, Ariz., has a seasonal worker program where older employees work fewer than three-, six- or nine-month contracts. Borders, of Ann Arbor, Mich., and CVS have snowbird programs aimed at retirees who split their time between homes in different climates. Home Depot offers benefits and tuition reimbursement for anyone who works more than 10 hours a week. The company provides annual wellness visits to identify and prevent chronic health conditions. Finally Baptist Health of South Florida (BHSF) has raised the level of its hospital beds to ease back strain on employees caring for patients (Cadrain, 2007). Generation X Generation X is the most interesting of today, being in between the Baby Boomer and Gen Y generations. This generation consists of those born between born between 1961 and 1976. They are mostly known as the â€Å"latch key kids, because they came up during a time when their mothers had to work and they had to stay home alone (Glass, 2007). Very different life events shaped members of Generation X the term coined by British authors Charles Hamblett and Jane Daverson in their 1964 book Generation X. Canadian author Douglas Coupland popularized this terminology making it part of the lexicon in his book of the same name (Glass, 2007). A growing body of literature suggests that this current group of young potential managers (also referred to as Gen X, Xers, and the Baby Busters) is a generation that appears to be significantly different from its predecessor (Sirias, Karp Brotherton, 2007). Born at a time when the divorce rate was twice the rate of Baby Boomers when they were children; there are far less members in Generation X than that of Baby Boomers. This is because there was easier access to birth control and also because people decided to have smaller families. There was no decision or way of controlling this during the Baby Boomer times (Glass, 2007). During the time of Gen X production, the US Social Security system began to come under scrutiny as potentially not being able to pay Gen Xers in their retirement years; an issue that still exists with Gen X and Gen Y today. This was also a time when it was popular for both parents to be working; something not at all common during baby boomer time. The term latch key kids stems from this, being kids who came home to an empty house, with a key literally on a chain (Glass, 2007). Glass suggests that its also important to recognize that these parents experienced one of the first rounds of mass corporate layoffs in the 1980s, which also shaped their childrens own work-related viewpoint (2007). This was a time when many factories were coming to an end and many people were being laid off. Mothers that were used to staying home and being housewives now had to go out and work to support their family. This is the cause for Gen Xers have little trust and faith in the organization they work for, and more so putting their family first. According to Sirias, Karp Brotherton, â€Å"Since an individuals work habits first develop in the early teens, the economic and political climate prevailing at the time of formation can strongly influence an individuals work values. Although a workers values do change as the individual matures, the generational experiences tend to influence work values more than age or maturation† (2007). The way the members of this group were raised, the things they saw and went through, are all contributing factors of them being the most criticized generation. Its critical for management to understand the different traits and styles of the generations. Generation X is characterized by many traits, but the most important being work/life balance, which is something they dont feel Baby Boomers have. Compared to baby boomers, they are often seen as skeptical, less loyal, and extremely independent (Glass, 2007). According to the SHRM study, there are three main areas where the generations differ: work ethic, managing change, and perception of organizational hierarchy. Xers tend to feel that if the work is done, it does not matter how it was done or where; they are much more concerned about the outcome than the process. They have a strong since of working on their own and become extremely irritated when micromanaged (Glass, 2007). Because they have been raised in the milieu of such things as computer-training, latch key social conditions, the shopping mall, MTV, video games and a myriad of other contributing environmental factors, current literature suggests that the Xers have demands, expectations, values and ways of working that are quite different from those who make up the current strata of management, particularly the Baby Boomers (Sirias, Karp Brotherton, 2007). With this being said, boomers and Xers are constantly at odds; and its managements job to break that barrier, by offering different forms of resources and ways of communicating. Members of Generation X feel that if they did not struggle for balance in their lives, all they would do is work; since due to the prevalence of PDAs and wireless technologies, they can and are expected to work everywhere. They are results oriented, and do not focus or care about the method used to achieve the results. Many Xers see baby boomers as resistant to new technologies and change. Also, when it comes to communication, they will use whatever form is most efficient, which is similar to the preference of baby boomers (Glass, 2007). Xers strive for balance in their lives, particularly between work and family, since they would be consumed by work given the technology to work anytime from anywhere (Beautell Wittig-Berman, 2008)). Another important trait for managers to understand about Gen Xers, is the fact that they truly enjoy feedback. Regardless of if its positive or negative feedback, they want to know how they are doing; which is contrary to baby boomers, who require little feedback. This can sometimes be a problem when an Xer is managing a Baby Boomer, because the Baby Boomer can become insulted due to specific instructions. This can also be a problem, because the younger managers sometimes feel intimidated by the boomer, making it difficult for them to give accurate feedback (Glass, 2007). So, how can management overcome this important trait within Generation X? Glass suggests simply asking the employer or employee what his or her expectation is regarding feedback and instructions, and then learning to adapt ones own approach to the answer (2007). A great manager will understand that some require more and less attention than others, just as well as some require different styles of feedback than others. There are several ways management can leverage everyone and win; and when doing so, there are four basic areas to focus on for overcoming generational conflict: changing human resource policies/corporate philosophies, ensuring an environment of effective communication, incorporating collaborative decision making, and developing internal training programs that focus on the differences (Glass, 2007). Glass states that, â€Å"Every generation wants to earn money, but that is not the only deciding factor in choosing and staying with a job. To better explain this, Xers are yet again compared to baby boomers. Boomers dont care to hear or learn about stock options, because they dont have time to exercise this type of benefit. On the other hand, Xers are greatly interested in this subject and trust when their companies actually teach about and offer this type of benefit (Glass, 2007). In terms of an example of how Gen Xers and Baby Boomers get along, one can bring up mentoring. Baby boomers tend to enjoy teaching or mentoring their younger generation. At the same time, Gen Xers seek the opportunity to learn and have extremely high standards for self-improvement (Glass, 2007). As mentioned earlier, the most important trait of Generation X is work/life balance. This is critical for management to understand, because a Gen Xer will pick a lower paying job if it offers less stringent work hours and far better benefits, in turn allowing for a greater work/life balance. Gen Xers will likely focus more on firms offering maternity leave and daycare benefits, which again, allow flexibility (Glass, 2007). They tend to focus more on the benefits, culture and flexibility of an organization when making a job decision. If a promotion is available, Xers will be more concerned about how everything else is affected before making the decision. They have begun to construct the strong families that they missed in childhood. Many organizations have not achieved the flexibility and work-family support that is consistent with their way of thinking (Beutell Wittig-Berman, 2008). Although its important to find a way to motivate and retain the other generations, this is a critical area to understand when trying to reach that goal with Generation X. The needs of most employees will change throughout their working lives; they may take on caring responsibilities, want to live in another country, or decide to embark on a completely different career. If one organization cannot meet these needs, they will not hesitate to look elsewhere for one that can (Deegan, 2009). Few companies adjust to these flexibility needs, but as Gen X becomes the new managers of companies in the future, this is likely an area that will change. Generation X brings a lot to the table, including a fresh perspective, effortless techno-literacy and an easy adaptability to change. As they take their places in the workforce, their ability to work effectively in teams will contribute directly to the success of their organizations. This is why its so critical for management to understand the different traits of the generations (Sirias, Karp Brotherton, 2007). Sirias, Karp Brotherton suggests that there are three variables that are important to gen Xers, which are: * Self-reliance Xers feel that individuals have to have the self-confidence to be able to perform their individual tasks. They strive to give 110 percent and if they do less than this, they are seen as a free rider or a burden to the team. * Competiveness Xers have a high level of competiveness, which should not be seen as an obstacle, but more so an opportunity. * The willingness to sacrifice yourself for the team To gen Xers, this represents a reflection as to the team should operate and that self-sacrifice is needed for team success. If management focuses on motivation in these areas when dealing with Generation X, success is prevalent. Its important to understand whats needed to retain the generation and its things like this that assist in that area (Sirias, Karp Brotherton, 2007). Gen Xers urge for individuality and have a higher potential for task effectiveness. As the workforce becomes more heavily populated by generation x, what needs to be considered are approaches in which organizations can modify team values and structures to meet the changing needs of the individual team members. Beautell Wittig-Berman suggests that Gen Xers value work-life balance, growth opportunities, and positive work relationships. They want challenging work that can be accomplished in a single day working flexible hours. They value flexibility and expect their employer to accommodate their work-family-life issues (Beautell Wittig-Berman, 2008). Work-family-life or what one can consider to be flexibility is by far the most important aspect of any company to Gen Xers. Although this may seem odd or overwhelming, companies that learn to adapt to this need can reap the benefits of this generation. The benefits that can stem from using flexibility as a motivating factor as follows: * Increased retention Employees are more likely to stay with a company that adapts to their needs and seems to care about their overall well being and not just the company. * Higher engagement and productivity Happy workers produce great goods or service. * Enhanced recruiting and competitive position When employers enjoy where they work, they have a habit of bragging to others about the company, which can lead to those individuals seeking the company when applying for new employment. * Reputation as an â€Å"employer of choice† Again, happy employees brag about the company, which leads to the word spreading of the company being one to work for. * Improved scheduling and coverage across time zones and continents This again stems from the employer feeling happy and content at work, which makes it simple for employees to work overtime when needed. This also makes it easy for everyone to learn to work together. * Reduced real estate costs Sometimes being flexible means allowing employees to work from home, which in turn saves the company space that would have normally been used. Employers that get the business case for flexible work arrangements will reap the rewards through increased employee engagement and loyalty, which in turn will drive their business to even higher levels of performance and productivity (Beautell Wittig-Berman, 2008). Managers should try to make work meaningful and fun for Gen Xers and understand their skepticism for what it is: a reflection of their honest observations about the relationship between employer and employee (Gibson, Greenwood and Murphy, 2009). Meeting employees needs does not mean compromising on performance; its about enabling employees to their full potential (Deegan, 2009). In sum, the relationship between the employer and employee is whats being judged. They dont just care about working, but more so about how work adapts to their personal life. Companies that pay close attention to the main motivating factor of Gen X will quickly run into understanding that flexibility is the key with this generation. Generation Y Although demographers often differ on the exact parameters of each generation, there is a general consensus that Generation X ends with the birth year 1977. Born in the mid-1980s and later, Generation Y legal professionals are in their 20s and are just entering the workforce. With numbers estimated as high as 70 million, Generation Y (also known as the Millennials) is the fastest growing segment of todays workforce (Rothberg, 2006, para. 1). According to the author of â€Å"Generation Y†, these folks â€Å"grew up with technology and rely on it to perform their jobs better† (Kane, 2008, para. 2). This generation prefers to communicate through e-mail and text messaging rather than face-to-face contact and prefers webinars and online technology to traditional lecture-based presentations. They always have cell phones and all sorts of other gadgets on hand (Kane, 2008). Some suggest that Generation Y people live on the fast track, and that they are â€Å"willing to trade high pay for fewer billable hours, flexible schedules and a better work/life balance† (Kane, 2008, para. 3). â€Å"While older generations may view this attitude as narcissistic or lacking commitment, discipline and drive, Generation Y legal professionals have a different vision of workplace expectations and prioritize family over work† (Kane, 2008, para. 3). Generation Y people are also achievement oriented. Just as mentioned on the article, the author describes this generation as one that has been: â€Å"Nurtured and pampered by parents who did not want to make the mistakes of the previous generation, Generation Y is confident, ambitious and achievement-oriented. They have high expectations of their employers, seek out new challenges and are not afraid to question authority. Generation Y wants meaningful work and a solid learning curve† (NA, 2006, para. 4). The authors of Leadership and the Future: Gen Y Workers and Two-Factor Theory describe Generation Y as being more idealistic than Generation Xers when it comes to the workplace but compared to Baby Boomer workers, they are described as being more realistic (Baldonado Spangenburg, 2009). They value teamwork and seek the input and affirmation of others. Part of a no-person-left-behind generation, Generation Y is loyal, committed and want to be included and involved. â€Å"Generation Y craves attention in the forms of feedback and guidance. They appreciate being kept in the loop and seek frequent praise and reassurance. Generation Y may benefit greatly from mentors who can help guide and develop their young careers† (Johnson Hanson, 2006, p.5). Rothberg states that those workers who are part of Generation Y workers â€Å"have a reputation for experiencing boredom and frustration with slow-paced environments, traditional hierarchies and even slightly outdated technologies† (2006). Dr. Larry Rosen, author of the Mental Health Technology Bible and TechnoStress: Coping with Technology @Work, @Home, @Play, argues that: â€Å"The biggest difference between members of Generation Y and those who came before them is that they have spent their entire lives surrounded by technology.†Technology just is for them. Its part of every aspect of their lives, unlike a lot of the people they will be coming to work for (Rothberg, 2006, p. 2). He suggests that the difference is more than a generational experience gap; its a difference in personality. Some state that the reason this generation is so different is because they grew up during one of the best economic times in the last 100 years, allowing them to grow with more luxuries than other generations (Rothberg, 2006). Baldonado Spangenburg point out that a survey was conducted in order to guide a descriptive study of Generation Y. It was designed to â€Å"explore motivational needs of Gen Y and their impact in the workplace† (2009, p. 2). Upon analyzing responses, several recommendations were provided in order for managers to be able to motivate this new workforce generation. The following is a list of suggestion provided by the authors in the article Leadership and the Future: Gen Y Workers and Two-Factor Theory: The authors suggest that companies should: 1. Support work/life balance in the workplace According to the article, Gen Y believes that their personal life is just as important as their professional life. It is recommended for companies to consider options such as fitness facilities/discount membership, education/training opportunities, flexible working arrangements, family leave policies, and childcare/eldercare programs. 2. Provide Gen Y workers with opportunities to grow in their job -Managers can provide Gen Y with challenging work as their skill and knowledge progresses. 3. Use achievement as a way to reward/motivate Gen Y workers Generation Yers are very interested in being recognized in their work environment. Suggestions include: employee of the month award and gift certificates among others. 4. Managers must clearly articulate safety and fun at work to employees. Having a fun and comfortable working environment can greatly motivate Gen Y cohort, according to the author. 5. Generation Y workers enjoy challenges. That is why the authors suggest increasing responsibility as a reward. This is considered a good motivator for this ever changing generation. 6. Finally, it is suggested for managers to create a fair salary/compensation package. (Baldonado Spangenburg, 2009, para. 14). According to the authors of the article Dont be so Touchy! The Secret to Giving Back to Millenials, constant feedback is an almost critical ingredient in performance and job satisfaction (Ferry Sujanski, 2009). The children of Baby Boomers, the Millennial Generation, have been raised in an atmosphere of high expectations, plenty of feedback and heaps of praise. They have received feedback on class assignments at each stage

The fed under alan greenspan Essay -- essays research papers

Bankers prior to the establishment of the Federal Reserve would establish lines of credit with larger banks. In the event of a run, the smaller bank would draw on the line of credit. In times of panic, large numbers of depositors would demand to withdraw their money, and only the largest Wall Street banks, with millions of dollars in reserve, could guard against this. In the early twentieth century, people were running to withdraw all their cash from their accounts, this may seem dramatic, almost theatrical to people today. Nevertheless, to people living in an economically unstable society, they were an expected occurrence. The banks were independent rivals, the amount of currency in circulation was fixed, and there was no element of trust between the depositor and the bank. However, in an attempt to avoid bank runs, they were storing their money for the inevitable, which meant they did not lend any money out, bringing the economy to a standstill. The credit system of the country ha d ceased to operate, and thousands of firms went into bankruptcy. Something had to be done that would provide for a flexible amount of currency as well as provide cohesion between banks across the United States. A large regulated bank, like the Federal Reserve, could make this happen which was to establish banks as a united force working for the people instead of independent agencies working against each other. By providing a flexible amount of currency, banks did not have to hoard their money in fear of a bank run, so there was no competitive edge to see who could keep the most currency on hand and a more expansionary economy was possible. President Wilson passed the Federal Reserve Act into law December twenty-third, nineteen thirteen, which created the Federal Reserve System and converted central banking into a government monopoly. All nationally chartered banks were required to maintain reserves with a regional Federal Reserve Bank. The regional reserve banks would be managed not for profit and in the "public interest," by political appointees. The Act divided the country into twelve districts, each district with its own banking "center." The banks within each district were then divided up with respect to size, so that small banks, medium banks, and large banks all have the same voting power. An appointed board of governors would oversee all bank operatio... ...coming out of a recession in the beginning of the twenty first century, the Fed had heavily dropped the interest rate to counter the increase in unemployment and jump-start the economy to meet its goal of a steady rate of economic growth. As the economy reacted to the low interest rate in expanding, the Federal Reserve has begun to raise interest rates accordingly. The Federal Reserve should continue to monitor the growth of the economy and not be shy in continuing to raise interest rates to prevent an over zealous economy. With a constant increase in the interest rates, The United States economy is slowing down by not investing as much, as well the consumer market is slowing down for the expected rise in interest rates. The economy has had its difficulties, and the Federal Reserve has done the best it could to handle it. The Fed has to understand that there is no one causes to a problem, and not handling the problem correctly may lead to an even bigger problem. As time progresse s, the Federal Reserve should acknowledge that controlling the economy is a learning experience, and what was used in the past to solve a recession is nothing more than a good place to start in the future.

Citation of Error Analysis Essay

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

Raging Achilles essays

Raging Achilles essays In the book the Iliad, an epic poem written by the famous Greek native poet, Homer, he seems to be focus on the gruesome details of the war. I see it as the Greeks version of the movie, "Saving Private Ryan" as it tells us of the makes-you-sick-to-your-stomach kind of detail of the war. However, the ultimate devastation and emotional conflicts of the actual fighting of Trojan War are not the main theme of this heroic tale. The real story centers on the rage of the hero named Achilles. Achilles, the King of the Myrmidons, shows the most rage of any of the Achaean warriors. In the beginning of the Iliad, Homer gives Achilles a coward-like shadow as Achilles chooses to retreat back to his own ships of Myrmidons. Yet, Achilles rage gets him to speak up against and even challenge Agamemnon, the king of Mycenae and commander of the Greek forces, to fight him. This leads Achilles to withdraw from the war, leaving his friends and warriors to die on the battlefield. This act shows how the rage of Achilles can blind him of the important things going on in his life. His rage will later on play a bigger role in his heroic life. Rage is the first word of the Iliad and it plays a role to the heroic deed that Achilles performs. Patroclus, a Greek warrior and dearest friend of Achilles, beg Achilles to come back and help his warriors change the tide of the war. Achilles is not very into it, until the word that Patroclus is killed by Hector, the commander of the Trojan forces. The death of Patroclus awakens the rage of Achilles once again. He wants revenge so he seeks out for Hector and avenges Patrocluss death. We see Achilles take offense to the death of Patroclus and reacts with harsh demands and attacks. The rage of Achilles is one that cannot be contain by himself or others. ...

Free Essays on Market Demand And Potential For Gerber Baby Foods

The number of newborns in the state of North Carolina has increased 8.6% over the last ten years and not surprisingly, the increase of â€Å"hungry mouths† has demanded an increase in the number of baby food products. One of the major companies in this industry is Gerber Foods, a subsidiary of Novartis Because Gerber products target prenatal to toddler age children, brand loyalty can be created at an early stage of a child’s life. It is important, however, for Gerber to market their full range of products early enough to create such a loyalty. According to a study conducted by the Agri-Food Trade Services, sales of Organic based foods have increased yearly over 20%. In 2003, the total organic food sales were estimated to be worth nearly $9 billion, and on April 21, 2001, the Appropriate Technology Transfer for Rural Areas (ATTRA) enacted a law entitled the National Organic Program that now requires that all producers, processors, and handlers be certified to handle organic products. Because of the increased awareness in parents on the advantages of Organic foods, I believe that Gerber’s new line of Tender Harvests (a product made with Organic fruits, vegetables, and grains) will have the biggest impact on Gerber’s sales in the future. Women comprise the largest share of natural and organic food shoppers. Because they tend to be more aware of the nutritional value of the foods and beverages that they eat, the majority of purchases of baby foods tend to fall under the same organic foods category. Surprisingly, many parents have shown a willingness to purchase premium-priced baby food while maintaining low levels of interest in purchasing organic products for themselves. There are many ways to promote the Organic based products in the state of New Jersey. The most promising way, and the best way to develop brand loyalty, is to promote the brands in areas where pregnant women will have the greatest chance to view the marketing ma... Free Essays on Market Demand And Potential For Gerber Baby Foods Free Essays on Market Demand And Potential For Gerber Baby Foods The number of newborns in the state of North Carolina has increased 8.6% over the last ten years and not surprisingly, the increase of â€Å"hungry mouths† has demanded an increase in the number of baby food products. One of the major companies in this industry is Gerber Foods, a subsidiary of Novartis Because Gerber products target prenatal to toddler age children, brand loyalty can be created at an early stage of a child’s life. It is important, however, for Gerber to market their full range of products early enough to create such a loyalty. According to a study conducted by the Agri-Food Trade Services, sales of Organic based foods have increased yearly over 20%. In 2003, the total organic food sales were estimated to be worth nearly $9 billion, and on April 21, 2001, the Appropriate Technology Transfer for Rural Areas (ATTRA) enacted a law entitled the National Organic Program that now requires that all producers, processors, and handlers be certified to handle organic products. Because of the increased awareness in parents on the advantages of Organic foods, I believe that Gerber’s new line of Tender Harvests (a product made with Organic fruits, vegetables, and grains) will have the biggest impact on Gerber’s sales in the future. Women comprise the largest share of natural and organic food shoppers. Because they tend to be more aware of the nutritional value of the foods and beverages that they eat, the majority of purchases of baby foods tend to fall under the same organic foods category. Surprisingly, many parents have shown a willingness to purchase premium-priced baby food while maintaining low levels of interest in purchasing organic products for themselves. There are many ways to promote the Organic based products in the state of New Jersey. The most promising way, and the best way to develop brand loyalty, is to promote the brands in areas where pregnant women will have the greatest chance to view the marketing ma...

Global Security in the United States Essay Example | Topics and Well Written Essays - 3250 words

Global Security in the United States - Essay Example The industry segment chosen for this work is the software industry. Software industry is a service sector aimed at providing service to all other industries. Some of the major attributes that affect the business in software industry are: this is a support industry to other industries and if they are in a recession then the software industry is also affected. Secondly, the software industry grows swiftly so much so what is today the cutting edge is no more used one year down the line. Thirdly, this is dependent on the employees in the company that would decide on the way the results are produced. Creativity of the people, agility of the industry segment that the products of the company addresses and the speed at which the company could acclimatize itself to the new technologies coming in every day.It is also important to note that any company in the software business face is the customer satisfaction. Unlike other products, where the product is clearly one that the people can see, tes t and accept, in case of software, even after the initial acceptance of the software, it might be found to be under performing in those areas that are critical to the buyer. Similarly, while products fail under use due to external reasons, viz., mishandling, surges in electricity, etc., in case of software, it is always viewed as the one that comes with the failures or most of the problems are manufactured with the product. This leads to customer dissatisfaction even after one to two years of use. The software industry has been growing phenomenally in the last decade and has a number of competitors whom the upcoming company should take care of. The competition comes from all sizes of companies, from small to mega corporations. Therefore, it is essential that the company entering the market works out a niche for itself before jumping on to the growing bandwagon. The market and the economy connected with the software industry have been booming in the last two decades, driven mostly by the revolution called internet. Software is totally market driven and, in contrast to most of the other industries, in case of software industry the company spends comparatively little on research vis--vis the development. There are lots of new ideas that come in every day in the software industry. None of the companies like Microsoft, Borland, Sun or Novell, invented what they successfully made. They adopted the new technological idea in a way that people would accept and sold successfully. It is not who does it first or who does it differently; it is a question of who does it right that makes a software company successful. b. The Company The company that is formed will address specific software needs of verticals that are identified as strengths of the company. Such identified and short listed verticals will be clearly understood and the employees / consultants in the company will have adequate understanding and strengths in the vertical so chosen. This would help the company to identify software products for these verticals, addressing requirements that might not be easy for competitors to emulate. This niche will also ensure that the value the company gets for its products will be substantially higher than what they might get if they should do a run of the mill product. Hence, this would ensure both addressing a niche segment with little or no major competition and would also ensure that the compensation for their product will be better than what the company might get otherwise. The concentration of the company in the product development exercise will be to do it right rather than do something new alone. It has to be new and it has to be right. Right in the sense, it will be the way the customer or the user might expect or want it to be. This would necessitate a close interaction with the customer and possibly work in tandem with the customers in those specific verticals and produce a product that is in line with their needs. c. SWOT Analysis i.

Why College is important for a successful career Essay

Why College is important for a successful career - Essay Example Students who have attended college stand a better chance to succeed in their careers than those who do not attend college. Based on this notion, this paper will raise an argument that supports why attending college is crucial for career success. College can be regarded as a crucial institution that ought to be attended by students owing to the various benefits, which can be attributed to attending college. College is important because it offers students with significant exposure, which helps them significantly during their job search. By attending college, students get well equipped with the requirements of the job market and can, therefore, navigate through the job market with a lot of ease. Unlike students who have not attended college, college students can face interviewers with a lot of confidence and determination. The exposure attained in college makes students competent and this enables them to stand high chances of getting the jobs, which they may seek (Gardner, Jewler, and Barefoot 11-15). College helps students become successful, both in their careers and life, in a number of ways. When students attend college, they are assured of getting jobs immediately upon graduation. Students who attend college have better credentials than students who do not have any qualifications, which match college education. As a result, they are better placed to be preferred by employers than high school graduates. This means that job prospects for college students tend to be higher than those of other students. Employers maintain that college students have the potential than high school graduates. With this in mind, college students have a high probability of getting jobs. With jobs, they can improve their lives significantly, and afford high standards of living; as opposed to those who lack a college education (Gardner, Jewler, and Barefoot 11-15). The other way in which college helps students become successful is because they can earn a high income with a college education. It is eviden t that college graduates earn a higher income than their high school counterparts. With college education qualifications, employers will give a reasonable package to graduates. As such, they will get a considerable income that will help them improve their lives significantly. Thus, college education determines success in life; as the graduates can achieve their dreams with a lot of ease. Graduates who have attained college qualifications can drive good cars and live in decent houses. In most societies, success in life is defined by the ability of a graduate to drive a vehicle after graduating, as well as afford to shop in esteemed destinations and live in high class estates (Gardner, Jewler, and Barefoot 11-15). College can be termed as advantageous in a number of ways; in college, students can get a scholarship to engage in sports. Getting sports’ scholarship can be termed as one of the advantages of attending college. Scholarships for students who engage in sports is crucia l since it helps students gain motivation to study. Thus, attending college can help athletes and students engaging in sports get endorsements from media companies and other large companies. Such endorsements can be beneficial to the graduates since they earn a lot of money when they receive endorsements. College is also advantageous since it gives students an opportunity to interact and share with other students and professionals. As a result, the students gain exceptional expertise in their respective