Personal Application Assignment Essay Example for Free

Personal Application Assignment EssayA variety of texts and articles over the past few years subscribe to argued for the use of an alternative glide slope to teaching organizational behavior, one that emphasizes experiential learning. This approach emphasizes an existential, emergent view for learning organizational behavior (Mc hypothesizeen, 1979), whither the role of the instructor is that of learning facilitator, responsible for intent projects for students to base learning upon, rather than as teacher, responsible for lecturing on theory and concepts. While gaining wide acceptance, this approach has nevertheless created paradoxs in the assessment of students performance. monumental learnings in this model of teaching occur not only from the buzz offment of concepts, but also from the experiences themselves. McMullen (as swell up as some early(a)s) has proposed the use of a private employment assignment to booster solve the problem of performance assessment. Thi s assignment is found upon the experiential learning model formulated by Kolb (1971). This model is discussed in much detail in the text chapter on learning styles.Kolbs model argues that learning occurs through a process which big businessman begin with a concrete experience, which leads to pondering observation about the experience. Abstract conceptualization follows in which models, paradigms, strategies, and metaphors ar applied to the results of the experience. Active experimentation concludes the cycle as the concepts be then put into devote, thence generating new concrete experience. Figure 1 shows the model much(prenominal) clearly.In one sense, persons able to learn using tout ensemble four modes of the model depart be better able to take away learning from the variety of contexts in which they interact. We feel that the Personal Application Assignment is a useful peter for both evaluation of a students work in courses taught using an experiential approach an d further, that the Personal Application Assignment can serve as a way to help students learn to learn. The PAA is both an evaluation and a teaching technique.Our past history of teaching using this method has sh cause that the PAA, in order to be most useful, must include clear guidelines for the student. To that end we make believe undertaken to set forth the guidelines below to help students to understand the requirements for in effect(p) PAAs.Guidelines on Grading, Topic Selection, and Confidentiality scratch of every last(predicate), we believe that a 20-point grading system simplifies understanding how each component of the paper is graded and weighted. There are five elements to the paper and each usually is weighted equally. These include the four elements in the learning style model and a fifth element that takes into account the introduction, integration, synthesis and general quality of indite in the PAA. The score given in each element depends upon how effectively t he student has met all the criteria listed for that voice of the paper. For the instructors part, we believe that instructors need to proffer specific feed brook as quickly as possible to students on wherefore they were awarded points in each area and, more importantly, what they need to do to mitigate. To achieve these objectives the same summary sheet of paper that guides the grading is provided to the student as feedback. This sheet is attached at the end of this handout.The above paragraph referred to the weighting as normally being equal for all parts of the paper. In cases where the quality of the student writing is clearly below acceptable standards for college- level courses, this component or the entire paper may be given a significantly lower grade. (Preparing a good quality initial draft to be reviewed by a peer forget help eliminate this potential problem. An initial draft is not the same as a first draft or rough draft. It should be a indication the student has a lready revised one or more times. Students should be responsible for castking out help with their writing skills if necessary.Choosing a good payoff is essential. Select an experience that relates to the assigned course topics. It should be an experience that you would like to understand better, (e.g., there was something about it that you do not totally understand, that intrigues you, that made you discern that you lacked certain managerial skills, or that was problematical or significant for you.) When students are excited about learning more about the incident, their papers are tremendous and interesting. The topic must be meaty enough to take it through the entire learning cycle. The incident does not have to be work relate an incident in any setting (sports, school, family, church, etc.) that relates to the course topics is acceptable.You should acquire a recent experience (not something that happened back in amply school). The more recent the experience, the more likel y it is that you could take fills that could improve your current inter legal exercises with a supervisor, group member, roommate, or other person with whom you have an on departure relationship. You also may select an experience which is not ongoing if this is more salient to you.Two additional issues should be considered in choosing your topic. The first is confidentiality. Students sometime wish to create verbally on a topic that is of a personal nature. They may be willing for the instructor to read their paper but not want this to be read by other students in the class. This is a reasonable request and confidentiality will be honored. Students who want their paper to be confidential should inform the instructor ahead of time and should write confidential at the top of the paper.There is one exception to the confidentiality rule. If a student covers conduct related to the University where significant University rules or State/Federal laws have been violated by other students or University staff, the instructor reserves the right to bring this issue to the attention of the appropriate administrator to gibe that the postal service is remedied.Elements of the PAA1. concrete ExperienceIn this part of the paper, students briefly describe what happens in the experience. A simple description of the events which occurred is not sufficient. The feelings experienced by the student as well as his or her musical themes and perceptions during the experience are relevant to this discussion.Another way of looking at the concrete experience would be to recognize that it possesses an objective and a subjective component. The objective part presents the facts of the experience, like a newspaper account, without an attempt to analyze the content. The subjective part is the here-and-now personal experience of the event. This experience is composed of feelings, perceptions and thoughts. laboursaving hints (1) It often helps students to replay the experience in their min d. After reviewing the experience, students should write a report of what they saw, heard, tangle, thought, and heard and saw others doing. (2) Students should avoid presenting the detailed mechanics of the experience unless these are critical to the remainder of the paper. This section of the paper should be no longer than 1.5 pages long. (3) Students should avoid reporting the feelings and thoughts experienced after the experience being described. This retrospection is more appropriate in the reflective observation section. ExampleWe all sat at the table together. Not a sound came from any of us. Finally, after what felt like an hour to me, I simply had to say something. Why are all of you taking this course? I asked. One person, a small impertinent looking man said, I needed this course to complete my MBA. Others laughed. Another person, a nicely dressed woman, said, Id like to get an easy A. I thought to myself What a bummer I didnt want to be in a group with quite a little w ho didnt take the subject matter seriously. When the meeting ended, my perceptions of the group had somehow changed. mayhap this was a good group to be in after all. Some of the members had similar interests to mine, and most of them were nice plurality that I could see getting along with. I felt somehow hopeful that this semester wouldnt be so bad after all.2. Reflective ObservationThe student should ask him/herself What did I observe in the experience and what possible meanings could these observations have? The key task here is to gather as many observations as possible by observing the experience from various points of view. The main skill to work on is perspective taking or what some people call re-framing. movement to look at this experience and describe it from different perspectives. For example, how did other participants view the slur and what did it mean to them? What would a neutral (objective) observer have seen and heard? If some time has passed since the experienc e, do you now see the authority differently? Look beneath the surface and try to explain why the people involved behaved the way they did. Reflect on these observations to discover the personal meaning that the situation had for you.Helpful hints (1) If possible, discuss the experience with others who were involved to gain their views and clarify your perceptions. (2) Unhook yourself from the experience and meditate about it in a relaxed atmosphere. Mull over your observations until their personal meaning comes clear to you. Try to figure out why people, and you in particular, behaved as they did. What can you learn about yourself, looking back on the experience? If you write about a conflict or interaction, be sure to analyze both sides and put yourself in the shoes of the other people involved. ExamplesIn thinking back on the meeting, I began to see how the group might have taken my comments. My comments were, after all, somewhat aggressive. Some might even call them belligerent. Had I said these things before this class, or at work, I must confess that I would have surprised even myself. unless it seemed there was more going on here than met my eye at the time. Sarah and Bob at first didnt seem to be the kind of people to liquefy forces on this job, so why was I arguing against them this time? Then it dawned on me Their departments were about to be combined into the same division Why hadnt I remembered that during the meeting?Many thoughts raced through my head. Was the cause of last nights high that we won the game? Was it the first time we had worked together as a group? mayhap the fact that member X wasnt there that night helped But I still had a nagging hunch that my involvement, downplayed as it was from previous meetings, helped.3. Abstract expressionBy relating assigned readings and lectures to what you experienced, you are demonstrating your ability to understand conceptually abstract material through your experiences. This process will help you refine your model of people and organizations. While some assigned readings and lectures will have varying degrees of relevance to your experience, it is important that you make several(prenominal) references and not limit your conceptualizing to just one source. delectation at least deuce major concepts or theories from the course readings and cite them correctly e.g,, (Osland, Kolb Rubin, 2001, p. 31).By reviewing the assigned reading material, you should be able to identify several specific concepts or theories that relate to your experience. First, briefly define the concept or theory as you would for someone who was not familiar with it. What issue or problem does the theory examine? What variables are used to analyze the problem and how does the theory explain the link among causal variables and outcomes. What kick upions does the theory give as to effective management practices? Second, in a separate paragraph, apply the concept thoroughly to your experience. The tie-in s hould include the specific details of how the theory relates to and provides insight into your experience.Try to develop diagnostic questions based on the theory that help you to analyze your situation. Does the theory explain what causes certain behaviors or outcomes and were these causes present in your situation? Does the theory tell between effective and ineffective practices that help you to understand your situation? Does the experience support or refute parts of the theory? You are encouraged to suggest modifications to a theory to make it fit your particular situation better.Helpful hints (1) It is sometimes useful to identify theoretical concepts that interest you first and then see out and elaborate on a personal experience that relates to these concepts. (2) An alternative approach is to select an experience you wish to understand better and then select concepts that apply to your experience. The example below shows how one concept was defined and applied in a student P AA.Abstract Conceptualization ExampleThere are several organizational behavior concepts that help me understand this experience. One is the Thomas-Kilman theory of conflict (Osland, p. 284-285) which is based upon two axes, either the colligate for ones own interests or the concern for the interests of the other party. The five styles reflect a low or high position on these two axes and are labeled competition, compromise, avoidance, accommodation, and collaboration. In the incident I described, my coach began with a collaborative style, high concern for both his own interests and the interests of the other party. He tried to work out a solution that would requite both of us but I neither saw nor heard his point of view.I just wanted to get my own way and practice in the same way I had on my previous team. I see now that the conflict style I used was the competitive style, high concern for my own interests and low concern for the interests of the other party. Looking back, this is the style I have used most often throughout my life I usually got away with it before because I was such a good athlete. However, my experience with the coach supports the textbooks description (p. 285) of the losses that may result from using this style. I lost everything when I was kicked off the team and I certainly alienated the coach and the other players and discouraged them from wanting to work with me.4. Active ExperimentationThis section of the paper should begin by summarizing what you learned about yourself as a result of writing the paper. What new personal insights and practical lessons did you learn about how to more effectively deal with these types of experiences. Make sure to focus on what you learned about yourself, rather than what you learned about someone else, general situations such as group behavior, or processes such as negotiation. This should be presented in a separate paragraph and not buried within your discussion of an action gait. nigh you should pre sent four action steps that you will take to make you more effective in the future in these situations. (Future actions must be based on the experience reported in the Concrete Experience.) These actions can be stated in the form of guidelines as to how you would act differently or resolutions as to steps you could take to develop or practice particular skills. You should elaborate in detail how you see your action ideas being carried out. A given step might include several related activities to complete it. Sometimes students have a tendency to list an action step and then shift to explaining why they would take the action without sufficiently explaining the actual behavior they would falsify.For example, the statement I would strive to communicate better because people feel I dont listen very well does not tell a reader very much about what you would do to communicate better. Saying that I will strive to communicate better by using active listening techniques where I will paraphr ase the others viewpoint before presenting my own opinion is a better indication of how you will carry out this action step. There should be a clear link between your action steps and the concepts presented in the abstract conceptualization section. If the theories you selected provide recommendations for improving management practices, you are encouraged to incorporate these ideas in formulating your action steps. Dont just repeat tips from the text. Try to include at least one action resolution that is based upon new knowledge that you have gained about yourself. If you were to re-live your experience, what would you do differently? What would you do to improve the situation?In past student PAAs it is often difficult to sort out where one action step ends and another begins. Please provide a separate paragraph for each action step and number or otherwise demarcate the separate action steps. For example, First, I would .. My second action step would be This will help the reader di fferentiate between action steps and will ensure that you provide four distinct action steps as part of your plan. Explain why you would take these action steps. Why would the selected behaviors be likely to improve the situation?Helpful hints (1) Project a future experience in which you envision the implementation of your ideas and then elaborate on that experience as a way of demonstrating how your actions will be carried out. (2) Where does this situation exist in your life (home, work, school)? Do you need a support system to make it happen? How will you obtain the cooperation of others to jointly improve the situation? (3) Try to imagine the final results of your experimentation. What will it be like if you accomplish what you want to do? Example of Action StepsHow then can I best utilize and improve my achievement motivation? First, I must arrange for some accomplishment feedback. This will be done by aim or perceiving tasks so that I succeed bit-by-bit, gaining a reward each time and thus strengthening my desire to achieve more. Second, I should look to models of achievement. If people around me succeed, it will further stimulate me. I will ask them how they go about setting realistic goals for themselves and observe how they get feedback from others regarding their performance. Third, I should modify my self-image to include my desire for personal challenges and responsibilities and my requirement of continual feedback. (As a first step, I imagine myself as a person who requires or must have success, responsibility, challenge and variety.)I will seek out situations that are more likely to provide these challenges in the future. Fourth, I must learn to control my reveries. fairish beyond the borderline of awareness, many of us are constantly talking to ourselves. While it is fun to fantasize, I will try to make sure my aspirations are realistic given my current skills and time available to accomplish my various goals. I will spend time prioritizing my goals to ensure that I dont try to do too much or too little. Finally, although I would never admit so, I agree that salary is a potential dissatisfier for me. Therefore, I must insist on what I perceive as a fair return for my performance. I will discuss my salary expectations with my supervisor to ensure I know what is expected and also to ensure that my boss knows my expectations. Wish me luckHere is another example of a good action step, write by a student who wanted to stop being a passive follower and become more of a leader.I am going to take a more active role in team meetings. I will volunteer to be the team facilitator in at least one meeting during this semester. In all other meetings, I am going to make at least two process interventions to help the team function more effectively. To prepare myself, I am going to care unspoiledy observe other students who are excellent leaders, and I will read two articles on team leadership. I will also design an evaluation form on my team participation and ask my team to use it to pass judgment me after the meeting I facilitate. Based on their feedback, I will continue working on possible weak areas during the rest of this course.5. Integration and makeupThe well written PAA has a focal issue and a story line with themes that are carried throughout each of the four sections. The idea of synergy applies here The whole is greater than the sum of the parts. If integration is present, then the reader can attend to the content without distraction if integration is absent, barriers prevent the reader from gaining a full appreciation of the content.Are the major themes that you have identified integrated throughout your paper? Make sure that the reflective observation takes into account the viewpoint of all the key people cited in the concrete experience. Do the concepts cited in abstract conceptualization fit well with these observations? Is there a clear link between the concepts or theories that you cite and the subsequent action steps that you formulate? Citing the theories is not just meant to be an academic exercise it should help guide the analysis of the situation and the planning of practical steps for improving future situations.Other barriers that prevent the reader from fully appreciating the papers content are spelling and grammatical errors, as well as the overall appearance of the final document. Since good writing skills are so important in the business world, there should be no errors in your paper. Use the spell check (and grammar check) on your computer before you hand it in. Sometimes reading a paper aloud will argue where sections of a paper may need revision to simplify awkward or unclear sentences.

Behaviourism As A Language Learning Theory English Language Essay

Behaviourism As A Language Learning supposition English Language EssayIntroductionHuman beings learn every now and because. jibe to Cambridge Advanced Dictionary (2003), learn can be delimit as an activity of obtaining cognition. We human usually learn or gain knowledge either in a conscious way or unconscious way. Learning is not prerequisite must be conducted in a formal way such as tutorial, class or lecture however, we to a fault learn when we having a conversation with others or be it listening to the radio. Learning is a relatively permanent change in a behavioral angle of dip and is the payoff of rein force practice (1963, cited in Kimble and Garmezy, 1987, p.6). There be actually a few theories been used to describe how knowledge or spoken style is acquired namely Behaviourism, Innatism and Interactionism.For the first part of this assignment volition explain these theories various approaches and principles. Then, this paper get out focus on the pedagogical imp lications of each opening in instruct English as a Second Language. Part two will focus on examining the underlying encyclopedism theories which could have influenced the teaching-learning activities from a textbook. By the complete of this paper, savants will be able to differentiate learning theories and adopt the most suitable adepts into his/her teaching career.Behaviourism is the earliest language learning possible action which is propounded by J.B. Watson (1878-1957) in 1913. This theory is supported and believed by both(prenominal) behaviourists who are Skinner, Pavlov and Thorndike also, profoundly create the theory of behaviourism on learning.Behaviourism focuses on observable behaviours which are changed as the symptoms of learning. According to Brown (1987 17), the behaviouristic approach focuses on the immediately perceptible aspects of linguistic behaviour the publicly observable responses. Learning only occurs when thither are changes in behaviour and observa ble as an evidence of changing. Feeling and amiable process are not accepted in Skinners human behaviours theory however, he still accepted the existence of mind. Behaviourists consider learning a language as a set of mechanical habits which are formed finished with(predicate) a process of imitation and repetition. Humans learn a language by dint of repeating the same form and text until it becomes a habit. Children imitate the sounds and patterns which they go out around (Lightbown Spada 1999). So, it was proposed that learners would repeat words they heard and tried to use it in their conversation until it became a regular basis in life. Behaviourists in that locationfore think that learning a language especially second language (L2) should be learnt by means of extensive drill and practice.Besides that, behaviourists also justified that learning a innovative language is learning a new set of habit. According to Ellis (1990), learning could be effected by manipulating the environment to provide the required experience. This lead to the theory formation of habit is related to the environment where learning process actually takes place. These habits formation and the environment are recognized as Stimulus-Response (S-R) by Pavlov and Skinner. In 1950s, initiate of psychology successfully prevailed S-R in the form of behaviourism to ensure the connection between both elements. Behaviourists might consider effective language behaviour to be the production of correct responses to stimuli (Brown 1987). According to the theory, behaviour happens in casual, associative chains all learning is thus characterized as associative learning, or habit formation, brought roughly by the repeated association of a stilmulus with a response Hadley (1993, cited in Hilgard 1962, p.45). So, its best known proponent, B.F. Skinner used rats conclude that conditioning has a 3-state bit stilmulus, response and reinforcement. From here, Skinner presumed that human learning a nd animal learning are parallel thus, L2 learning is also similar as other kind of learning can be explained by the same laws as well as principles.Every process of learning has to be followed by reinforcement. All learning is the fundamental law of habits as the results of reinforcement and reward (Demirezen 1988). In behaviourism, there are two different types of reinforcement. The first one is positive reinforcement, where the response or behaviour is modify and positively augmented by praise or reward. For instance, when a student answer a question correct and the teacher award him/her a star, thus the student will try to answer another question because he/she is more confident and motivated. In contrast, the second reinforcement is negative reinforcement. If a student been scolded by his/her teacher after got the answer wrong, he/she would tend not to give answer by the next Q A session because it would make him/her find embarrassed. In short, positive reinforcement helps l earners develop correct habits.Furthermore, Behaviourist learning theory also claimed that old habits interfere with the acquisition of new ones. Learning of the L2 would be facilitated since all the learners had to do was to transfer L1 habits (Ellis 1990). That means errors in first language learning (L1) are the result of folie in L2. It has to be avoided and prevent L1 interference happened as well as corrected on the spot if they do occur.One of the examples of extensively drilling in learning is Audio Lingual method which is an American method. It is function as a structural approach designed to develop oral communication fluency in L2. Audio Lingual order is focuses on accuracy (pronunciation and intonation), mistakes should be avoided and corrected immediately if it happened. Ellis (1990 23) wrote for learning to be effective habits had to become automatic. In short, language learnings pattern has to be over-learnt and the content establish on common days dialogues as wel l as expression. If follow by the positive reinforcement which will help students to develop correct habits. By then, learning the structures of the language is more emphasized if compare to the vocabulary.InnatismIn 1959, Noam Chomsky published Review of Verbal Behaviour to critically criticize Skinners theory of Behaviourism. Innatists claimed that linguistic knowledge is an abstract nature no solely on the set of mechanical habits (imitation and repetition). According to Ellis (1990), new well-formed forms were not acquired through imitation and not stamped in through practice. Language is too complex and occurs too rapidly for it to be in condition(p) through imitation. In other words, competence could not be achieved scarce to performance due to insufficient of input to enable the minor to discover the hidden rules (Ellis 1990). For Chomsky, children are not necessary to be taught because they will learn in terms of walking at about same age meanwhile, the environments cont ribute the most in learning. Chomsky and other linguists argued that children are credited with a special readiness to discover the underlying rules of a language system within themselves. This innate and special ability is called Language Acquisition Device (LAD) or a petty black box and Universal Grammar (UG) which exist in the brain. The LAD contains a set of abstract principles common to all languages which enables the child to produce infinite manakin of sentences and construct grammatical sentences. UG was claimed to help children to extract the rules of their language and to avoid grammatical errors (Fromkin, Rodman, Hyams 2007). Therefore, a child has to listen and learn grammar to trigger the LAD or UG which then enables the child to discover the rules of the language. In short, human beings acquire and adapt language in any environment along with input of language or linguistic knowledge. reminder ModelIn 1982, Stephen Krashen, who have had a great influence on language learning and acquisition by stimulated the Monitor Model. The Monitor Model consists of five hypotheses which are The Input Hypothesis, The Acquisition-Learning Hypothesis, The Monitor Hypothesis, The Natural Order Hypothesis and The Affective Filter Hypothesis.The first hypothesis is Input Hypothesis. This hypothesis claimed that language acquisition takes place through comprehension input (CI). Comprehensible input is available when students or learners are able to understand messages and their attention is focused on meaning. Besides that, comprehensible input will only occur if the inputs forms and structures pitch one level above the level of student (CI = i + 1). Whatever it pitches one level above learners current level competence, both comprehension and acquisition will occur. Learners will not benefit anything in learning if the input has no element of challenge however, they will not acquire the knowledge if the input is too difficult. Acquisition leads to the result of c omprehensible input and not production or quantity. Comprehensible Input does not have to be fine-tuned and reading is crucial to language acquisition*.The second hypothesis is Acquisition-Learning Hypothesis. This hypothesis explained that adults have two unambiguous and independent ways to develop knowledge of a second language learning and acquisition. In Krashens view, a learner learns second language whereas a child picks up or acquires his/her mother tongue (first language). Learning is a conscious process with attention to form and error correction. In contrast, acquisition is a unconscious process when a learner is engaged in meaningful communication and focus is on meaning. twain acquired and learned knowledge are separately therefore, learned knowledge cannot be converted into acquired knowledge. If learner acquires knowledge by naturally, the knowledge will be able to use spontaneously.The third hypothesis is Monitor Hypothesis. Krashen developed this hypothesis and u rged that acquired knowledge is responsible for fluency and intuitive judgements about correctness. On the other hand, learnt knowledge can be put to conscious use through the Monitor. A learner will use the monitor through learnt knowledge to correct and check what they say is grammatically. This monitor operates only under three lot when there is sufficient time to self-correct, the focus is on form and knowledge of the rules being applied (Hadley 1993). The fourth hypothesis is Natural Order Hypothesis where grammatical structures are acquired in a natural and predictable order. It shows the evidence whenever the focus is on communication.The last hypothesis is Affective Filter Hypothesis. Affect refers to things as motives, needs, attitures, and emotional states (Lightbown Spada 1999).This hypothesis is connected to the motivation factor. Cook (1993, cited in Krashen 1985, p.3) claims that in order for a learner to success in acquiring knowledge, CI is a necessary but not suf ficient due to a mental block that prevents acquirers from utilizing the CI input they receive for language acquisition This mental block is called affective filter. The affective filter is low when the learners motivation and self-confidence is high as well as low anxiety therefore, more input is available for acquisition. On the other hand, the affective filter is high when learners motivation and self-confidence are low. In short, the success of acquisition is controlled by the affective filter.InteractionismKrashen claimed that every human has a natural innate mechanism to learn a language along with comprehensible input (CI). However, Krashens CI came under challenge by few utilise Linguists namely Evelyn Hatch, Teresa Pica and Michael Long. Michael Long agrees with Krashen that CI is important for language acquisition but how input is made comprehensible (Lightbown Spada 1999). Language develops as a result when moveion occurs between children and other speakers. Every lea rner has to chat and communicate with others in order to adapt what they have learnt which shows their competence and understanding. Therefore, a learner will develop his/her language ability when they take part in spontaneous interactions rather than straight drills (Nunen 1991).Correspondingly, Language acquisition is an outcome of interaction between the learners mental abilities and the linguistic environment (Rozzana n.d.). Native speaker provides language input to language learner meanwhile, language learner produces the language as the product of output through communication. In fact, interactional modifications usually take place when native speaker modify their speech in order to make their speech comprehensible. It is supported by Long (p.342) that modification is the vital and widely used method of making input comprehensible. Learners will be promoted and engaged into this modification and negotiation of meaning when there is a communication breakdown. There are few exa mples of interactional modifications which are comprehension checks, clarification requests, confirmation checks, self repetition/paraphrase and use of extralinguistic features.In addition, learners usually engage in learning when information is to be exchanged with each other. During the process of exchanging information or feedback after the conversation, output will be a route to language learning along with interactional modification. Besides that, two-way communication promotes more interactional modification than one-way communication. According to Rozzana (n.d.), for the learner to communicate, he must learn the language and in order to learn it he must communicate. This point often overlooked on how East Pakistani workers in Malaysia can master simple Bahasa Malaysia although without attending formal tutorial. They acquire the language through social interaction in daily conversation also, interact with the environment. Henceforth, Longs ideas are identical with Vygotskys t heory of Zone of Proximal Development (ZPD) where learners acquire knowledge through interaction with the physical world (Lightbown Spada 1999).Comprehension OutputBoth Michael Long and Stephen Krashen agree that CI as a source of acquisition. On the contrary, some interactionists argue that CI is not sufficient for language acquisition depends on some factors which cannot account for the whole of acquisition (cf. Long, 198910). Learners need to be instilled language development especially grammatical development. Besides that, learners must be pushed or forced to produce comprehensible target language in order for language development to occur. With this in mind, one of the activities which is called read and respond in Myline whereby students are assign an article to read and given their opinion critically. So, students are not only received input from teachers whereas trigger their LAD while producing language, either spoken or written. Fours ways (reading, listening, writing a nd speaking) in which output might play a role in the process of second language learning have been proposed (Swain, 1985). earshot and reading could be the comprehensible inputs different from speaking and writing which are comprehensible outputs.Learners are given the opportunities to test his/her hypothesis about the language through comprehensible output. This is especially so when learner notices a gap in his/her interlanguage system if there is a communication breakdown. Once the learner form the gap in interlanguage system, he/she is likely to search their own linguistic knowledge for information which might help to close the gap also, pay attention to relevant input (Swain, 1993). Hence, learner will focus on form and mismatches between input and output which may also provide some of the information a learner needs about what is not permissible in a language (Long, 1996). Last but not least, CI encourages semantic processing but CO encourages syntactic processing.Audio Ling ual Method is a wise method to be used to learn a language however, it is not enough to suit the advancement of language learning nowadays. Since this theory deduced that learning is a mechanical process but it does not account for the creativity evident in ones ability to produce novel utterances and childrens imitation of structures show evidence of almost no innovation (Brown 1987, Demirezen 1988). Students will find it hardly to converse in the target language when they step into the true sense of the world also, unable to write or create new sentences.

Sex Workers in India

Sex Workers in IndiaProstitution is a contentious issue in India. Although, harlotry (exchanging put forward for m one(a)y) is not illegal, but the surrounding activities (operating brothels, pimping, soliciting sex etc.) argon illegal. In fact the worst part is that the mess in India forget that in series of insulting this profession, they put a question mark on the life of that personof that girl who had possibly been just another victim of unexpected and unwanted assault of bad times. It is being heard often, rather always from people that call girls are like this, they are not good, it is not preferred for decent people to be friend with them or to be in fall into place with them though they forget that it is this crowd who exploits the helplessness of these girls. It is easy to make out from outside that they are themselves indulging in these activities but nobody bothers to take vex to rebuild them. Once these innocent souls of 11 or 12 years are forced into the hell like brothelsa word called LIFE goes away from their washed-up being and self respect.In 2007, the Ministry of women and child development reported presence of 2.8 million sex workers in India, with 35.47 percent of them entering the trade before the geezerhood of 18 years. The number of prostitutes has also doubled in the recent decades. It itself is a proof of one thing that Indias male dominated want this ,do this..that is why prostitution is augmenting at such a pace. Sonagachi in Kolkata, Kamathipura in Mumbai, G.B Road in New Delhi, Reshampura in Gwalior and Budhwar peth in Pune host thousands of sex workers. These are also know as red light areas in the country, where everyday thousands of girls are browbeaten. Ones who are considered to be so called lucky get freed from this cage because of intervention of police or NGOs but being rescued from a brothel is not always the end of a dark tunnel. Rather, it could be the beginning of a more traumatic life. A number of sex workers res cued and repatriated show higher-levels of traumatic disorders than those living in brothels, according to an all-India study. The study conducted by Swanchetan, an NGO, from October 2007 to March 2008, used the five-point Likert scale to symbolize the relative intensity with which each victim experienced and demonstrated trauma. Human trafficking is illegal but prostitution is not .the difference of which people rarely understand. Films do on the life of sex workers or bar girls like Chameli, Chandni bar, Mandi show the true picture of our society where the situation and their family members themselves do not think double to make life of those girls a deal for them. According to a Human Rights Watch report, Indian anti-trafficking laws are designed to combat commercialized vice prostitution, as such, is not illegal. A sex worker can be punished for soliciting or seducing in public while clients can be punished for versed activity close to a public place, and the organization put s the figure of sex workers in India to be around 15 million, with Mumbai alone being home to one hundred thousand sex workers, the largest sex industry centre in Asia. Over the years, India has seen a growing mandate to legalize prostitution, to avoid exploitation of sex workers and their children by middlemen and also in the wake of growing HIV/AIDS menace. Many NGOs are working towards it but still a considerable stir has not been brought in the lives of these girls or women. So the need of the hour is to enlighten ourselves, our spirit and our unconscious soul to rein in the chances of innocent girls getting utilise by the animals in disguise of men in our society.

Effects of Police Misconduct

Effects of Police MisconductWhat is natural law misconduct and how does it affect guard and residential area relations?Police misconduct let ins a comprehensive range, reflecting the exalted standards we expect of police officers. Police misconduct can apply to off-duty behavior as well as conduct on the job. Any conduct that is disgraceful, unfit or unbecoming a police officer, or shows unfitness to be or continue as a police officer, or does not roleplay the requirements the residential district reasonably expects of a police officer. Examples of on-the-job police misconduct would beFailure to provide medical treatment to a detainee.Assaulting another soulfulness in a night club would be an example of off-duty police misconduct.The violation of state and federal laws or the violation of individuals positive remunerates by police officers also when police commit villainys for personal gain.Police misconduct terms refer to a wide range of adjective, criminal, and civil vi olations. Misconduct is the broadest category. Misconduct is procedural when it refers to police who go against police department rules and regulations criminal when it refers to police who defy state and federal laws unconstitutional when it refers to police who abuse a citizens Civil Rights or any combination thereof. Common forms of misconduct ar undue use of physical or deadly force,Discriminatory arrest,Physical or verbal molestationSelective enforcement of the law.Profit or another type of material benefit gained illeg completelyy as a result of the officers authority is considered misconduct. Forms of police misconduct entangle bribery, extortion, receiving or fencing stolen goods, and selling drugs. The term also refers to patterns of misconduct within a given police department or special unit, particularly where offenses are repeated with the consent of superiors. Police departments establish codes of conduct, train new recruits, and investigate and discipline officers, sometimes in cooperation with civil complaint review boards which are intend to provide independent evaluative and remedial advice. Protections are also found in state law, which permits victims to sue police for damages in civil actions. Excessive force- police brutality, false arrest and imprisonment, malicious prosecution, and wrongful death are examples of actions brought for claims. State actions may be brought at the same time with additional claims for constitutional violations.Federal law specifically targets police misconduct through both criminal and civil statutes, Federal law is applicable to all state, county, and local anesthetic officers, including those who realise in correctional facilities. The key federal criminal statute makes it unlawful for anyone acting with police authority to deprive another person of any right protected by the Constitution or laws of the United States (Section 18 U.S.C. 241 2000). Another statute, commonly referred to as the police misco nduct provision, makes it unlawful for state or local police to engage in a pattern or practice of conduct that deprives persons of their rights (42 U.S.C.A. 14141 2000). Federal law prohibits discrimination in police work. police departments receiving federal funding is covered by Title VI of the Civil Rights Act of 1964 (42 U.S.C. 2000d) and the Office of justness Programs statute (42 U.S.C. 3789dc), which prohibit discrimination on the basis of race, color, theme origin, sex, and religion. These laws prohibit conduct from racial slurs and unjustified arrests to the refusal of departments to respond to discrimination complaints.In the 1990s, the new-fashioned York City Police Department began a community policing approach to crime fighting. Some major cities in which community policing and other community relations strategies have been used report increased public confidence in police, a reduction in crime, and the easing of racial tensions. The goal of community policing is f or community residents and police to work unneurotic addressing crime in the neighborhood. Effective police-community relations initiates community members learn about policing and how to prevent crime, and a police department can learn about neighborhood members and their policing needs. companionship policing allows neighborhood residents and police departments to come together to fight crime. Community policing effort can ruin the relations between the police and the community that it is designed to protect. As the NYPD has recognized, if the price is the trust and respect of the community we serve whatever gains we have achieved in fighting crime is minimized. If members of the community are reluctant to approach police for fear of a negative encounter, thus we have not met our obligations to the public even if crime levels decline.Abner Louima was assaulted and sodomized by officers inside Brooklyns 70th Police Precinct Mayor Giuliani created the Task Force on Police/Communi ty Relations on August 19, 1997, 10 days afterward Haitian immigrant was assaulted. The goal was to give better communication among members of the police department and residents of the City of New York.The New York City Police Department began to put in place a program in June 1996, called the Courtesy, Professionalism and Respect (CPR) program. The CPR program encourages professionalism within the department, including the invariant display of courtesy and respect toward the citizens of New York City. The NYPD initiated the program in response to a rise in the number of complaints against the NYPD. The mayor believes there is a business in the relationship between the New York Police Department and the communities of color in New York, which must be addressed from both sides of the problem. Many of the complaints touch discourteous conduct by members of the NYPD. To improve the situation it is critical that officers understand the need for respectful treatment of the the great unwashed of New York. We train them to refer to people as Mr. and Ms, to try to explain to people why theyre doing what they do and to go out of their way to be respectful.According to the NYPD, the ultimate goals of the CPR program includeA more productive relationship between the NYPD and residentsImproved officer safety through increased public supportMore success for all crime strategiesAn image of members of the NYPD as law enforcement professionals.To accomplish these goals, the NYPD provides its officers with in-service training as well as training at the Police Academy.The twentieth century power saw multiple legal, administrative, and scholarly approaches to the problem. The passage of the Civil Rights Act of 1964, gave new protections to citizens who had long suffered discriminatory policing. A string of landmark Supreme Court decisions highly influenced cases resulting in the strengthening of Fourth Amendment rights against unreasonable Search and Seizure, evidentiary r ules forbidding the use at trial of evidence tainted by unconstitutional police actions, and the face of the so-called Miranda Warning requiring officers to advise detained suspects of their constitutional rights.Traditional views were based on the assumption that police abuse reflected the moral failings of individual officers-the so-called bad cop. The Knapp way was organized to hold hearings on the extent of corruption in the citys police department. Testimony against brother officers not only revealed systemic corruption yet highlighted an obstructer to investigate these abuses the understanding among police officers known variously as the Code of Silence and the Blue Curtain under which officers regard testimony against a fellow officer as betrayal.The work of criminologists and others, police departments sought to improve organizational rules, training, and prevention and control mechanisms. The publication of a code of police conduct by the International Association of Ch iefs of Police, reflect more hard training for officers, and experimented with so-called community policing programs to improve relationships between officers and the community. Several cities established joint police and civilian complaint review boards to give citizens a larger role in what traditionally had been a closed, internal process by police departments.Among the most striking examples of system-wide reform is New York Citys response to long-standing brutality, discrimination, and corruption within the New York City Police Department. After reviewing civilian complaints against police in the 1960s, the city committed to it after public outcry over the videotaping of officers beating citizens who violated curfew in 1988. The Civilian Complaint Review Board, which became an all-civilian agency in 1993. In 1992, responding to new complaints, the Mayor ordained the Commission to Investigate Allegations of Police Corruption and the Anti-Corruption Procedures of the Police Dep artment, known as the Mollen Commission. Two years later, the commission concluded that the city had alternated between cycles of corruption and reform. The full-time Commission to Combat Police Corruption (CCPC) as an entity independent from the police department was created. The CCPC monitors the NYPD anti-corruption policies and procedures, conducts audits, and issues public reports.Misconduct complaints can be quantified on a city-by-city basis, but these data are often subjective, and far more complaints are filed than ever are evaluated at trial. Corruption is even harder to measure. As the National Institute of Justice acknowledged in its May 2000 report, The Measurement of Police Integrity, most corruption incidents go unreported, and data that do exist are trump regarded as measures of a police agencys anticorruption activity, not the actual level of corruption.Prosecution of the officers was less conclusive. Officer Justin Volpe pleaded guilty to leading the Sodomy assaul t and was sentenced to 30 years in prison. However, in 1999, his fellow three officers were acquitted on charges of assault in the police cruiser one of them, Officer Charles Schwarz, was convicted of violating Louimas civil rights for holding him down during the bathroom assault. In 2000, all three were convicted of obstructing justice for their actions in covering up evidence of the attack, but these convictions were later overturned in United States v. Schwarz, 283 F.3d 76 (2d Cir. 2002). Ordered a new trial on the civil rights charge, Schwarz reached a plea bargain in September 2002, agreeing to be sentenced to a 5-year prison term.Misconduct by police officers has occasionally led to rioting. The Los Angeles riots in 1992 followed the acquittal of white police officers charged with the videotaped beating of black motorist Rodney King. In April 2001, three days of rioting in Cincinnati followed the acquittal of a white police officer on charges of shooting Timothy Thomas, a 19-y ear old unarmed black man.Cities continue to examine slipway to bring meaningful reform to police departments. Some critics have argued that misconduct and corruption are age-old problems that resist all efforts at eradication the best society can do, in this view, is monitor and correct. Others trace recent problems to public policy that emphasizes aggressive policing of drug, gang, and street crimes. Until more effective remedies are found, some citizens go forth still require protection from the very people appointed to protect and serve them.

VPN and RADIUS :: essays research papers

VPN and RADIUSThe boom in telecommuting and the need to support more upstage workers is making life tough for IT managers. Besides the normal tasks of maintaining removed(p)-access server (reticular activating system) equipment, managers often find their time consumed administering access rights and assay-mark privileges on several, geographically dispersed remote access servers at the same time. Enter the Remote Authentication Dial In User Service (RADIUS), a commonly used authentication system. more or less remote-access equipment vendors comport supported RADIUS in their remote-access ser-vers. Many virtual private networking equipment companies also are supporting the use of a RADIUS server for user authentication.For IT managers, the main attraction of RADIUS is that it allows them to simplify administration of user authentication by maintaining a centralized database of access rights. IT managers who did not have RADIUS have had to maintain access rights on multiple piece s of equipment. This leads to a problem If someone joins or leaves a company, a manager must add or substitute access rights for that person on every piece of access equipment. RADIUS avoids such problems. IT managers can use a single RADIUS server to authenticate users dialing into multiple remote-access servers. With RADIUS, IT managers maintain a single authentication database. All users dialing into a network are authenticated against this database.For such centralized authentication to work, a RAS and VPN equipment must securely communicate with a RADIUS server and verify that the user meets certain conditions before allowing the user to gain access to the network. The process of authenticating users is plain to the user dialing in. The way it works is that a user places a call into a remote-access server and a Point-to-Point Protocol session is initiated. The RAS or VPN takes authentication information, such as a user name and password, and passes this information to the RAD IUS server. If the user is in the database and has access privileges to the network, the RADIUS server signals the remote-access server that it is OK to hold open the process. At the same time, the RADIUS server also sends what is called profile information about the user to the remote-access server. The profile can include information such as the users IP address, the maximum amount of time the user can remain connected to the network and the phone number the user is allowed to dial to access the network.

Decline of Christiany in Europe Essay -- Religion

IntroductionThe decline of Christianity in Europe did not happen spontaneously. It was a process which took place over many another(prenominal) years. Further, it would be impossible to identify any one trigger for the decline. Numerous factors have combined to erode Christianity in Europe. Changing political parties, with varying gross profit margin towards Christianity, have been a major factor in the decline. In addition, new ideas about the ability and goodness of man to create a good society, without the pauperization for God, served to undermine Christianity. Finally, the failure of the church to respond firmly to the crises of the modern world significantly accelerated its decline. While many of these factors have roots going hazard as far as the seventeenth century, many came to a head in the twentieth century.Political PartiesIn the nineteen hundreds, many European countries were universe swept by changing political tides. This era saw the rise of socialism for many Eur opean countries. Some of these new governments discriminated against Christianity. Education and even nigh professions were closed to Christians. Some countries were harsher in their anti-Christian policies, and others merely neglected the church.1 The church was in a dangerous position it was expected to comment on the political stance of Europe, but in grave danger if it did so.2 Furthermore, Christianity was generally seen as contrary to the ideology of these governments. At worse, Christianity was seen as a threat to Marxist ideals. At best, it was seen as silly superstition, an unnecessary crutch.3 While some Marxists respected Christianity and perhaps even learned from it, many felt that religion was primarily a tool of heaviness which should be banished in the name of so... ...and Biography, July 18, 2003. http//www.christianitytoday.com/ch/news/2003/jul18.html?start=2 (accessed February 1, 2012).Hindson, Ed, and Ergun Craner, eds. The Popular Encyclopedia of Apologetics. Eugene, OR. Harvest House Publishers, 2008.Kannampilly, Vijaykumar. Marxism and Christianity. Social Scientist 3, no. 3 (October, 1974) 57-63. http//www.jstor.org/stable/3516372 (accessed February 1, 2012).Pauck, Wilhelm. issue Socialism and Christianity Can They Be Reconciled? The Journal of Religion 20, no. 1 (January, 1940) 15-32. http//www.jstor.org/stable/1198646 (accessed February 1, 2012).Tolson, Jay. European, Not Christian. U.S. News and World Report 138, no. 20 (May 30, 2005) 52-53. http//search.ebscohost.com.ezproxy.liberty.edu2048/login.aspx?direct=true&db=mth&AN=17115426&site=ehost-live&scope=site (accessed February 1, 2012).

Dead Mens Path by Chinua Achebe Essay example -- Chinua Achebe Dead

Dead Mens Path by Chinua AchebeIn this short story Dead Mens Path, Chinua Achebe gives the protagonist an exciting outlook to fulfill his dream. Michael Obi was fixed officially headmaster of Ndume Central School, which was backward in every sense. He had to turn the aim into a progressive one, withal the school received a bad report when the supervisor came to inspect. Why did the school get a nasty report and Obi could not conk out a glorious headmaster even though he put his whole life into it? In order to find out the answer, we have to dissect Michael Obis personality and the event that made the supervisor to write an airier result. Michael Obi was a secondary school teacher. The Ndume Central School had always been an unprogressive, so the mission authorities decided to send a young and energetic man to run it (331). Obi was a juvenile and a jaunty man. within Obis confidence, the reader can see his ardent desire. He had many wonderful ideas and this was an opportunity to put them into practice (331). By this golden fortuity he wanted to show other people how a school should be run. Obi wanted his associates to give all their time and energy to the school (331) because they were not married. He and his wife were very excited to work for the school. They both had made a plan to make the school modern and delightful. Even though Obi accepted his responsibility with enthusiasm, he could not become a great principal. Why? There should be some ...