Jane eyre the feminist essays

Jane eyre the feminist essays Jane Eyre, The Feminist Tract In 1837 critic Robert Southey wrote to Charlotte Bronte, "Literature cannot be the business of a woman's life, and it ought not to be. The more she is engaged in her proper duties, the less leisure will she have for it, even as an accomplishment and a recreation," (Gaskell 102). This opinion was not held by only one person, but by many. Indeed, it is this attitude, one that debases women and their abilities, to which Charlotte Bronte responds with Jane Eyre. The purpose of Jane Eyre, not only the novel, but also the character herself as a cultural heroine, is to transform a primeval society, one which devalues women and their contributions, into a nobler order of civilization (Craig 57). The effectiveness of Bronte's argument is due to both her motivation and approach. Bronte found her motivation from the experiences she had undergone while living in the Victorian era. Her approach in advocating social reform is to establish Jane as a model for readers. Readers are meant to examine Jane's life, especially the manner in which she handles problems or confrontations in her relationships, and to follow her example in their own lives. Just as we see Jane as a model of a woman successful in asserting her self-worth, we are also given a warning about the possible outcome of failure to realize self- worth in Bertha Rochester. This facet will also be discussed briefly. Bronte uses the motivation of personal experiences to create the life of Jane Eyre in which we see the quest for social betterment through her relationships. Bronte herself experienced the social limitations of the nineteenth century. At this time "respectable women had few options in life beyond marriage, education of children, and domestic service," (Magill 747). She ventured to explore her own literary abilities and wrote Jane Eyre, a novel ...

Okc Murrah Building Bombing Essays

Okc Murrah Building Bombing Essays Okc Murrah Building Bombing Essay Okc Murrah Building Bombing Essay 4800 pounds of a common farm fertilizer, and fuel oil then was packed inside the rented truck. The most terrifying thing about the making of this bomb was that its ingredients were cheap and very accessible to the public. Most gardening stores sell 50 pound bags of ammonium nitrate for $10. The substantial destruction from the bomb was luck more than anything. Former FBI bomb expert Denny Kline commented that he made the biggest bomb he had accessible to him, placed the device outside, and hoped for the best, and in fact, it was the worst scenario (Camp, 1995). It blew off the front end of the building, blowing up ceilings and collapsing floors, and burying victims under an immense amount of concrete and steel (Camp, 1995) Just 90 minutes after the explosion, the Oklahoma Highway Patrol pulled over Timothy McVeigh for driving without a license plate on his vehicle. By April 21st, the 27-year-old Gulf War veteran would be known as the main suspect for the Alfred P. Murrah Building bombing and would subsequently be charged for the devastating crime. At the same time, Terry Nichols, McVeighs old army buddy was wanted for questioning. Nichols turned himself in, in Herington, Kansas, and was also charged with the bombing shortly after. (Clark, 1995) There has been speculation that the bombing of the federal building was to demonstrate the anti-government feelings over the 1993 government raid of the Branch Davidian Compound in Waco Texas. The Branch Davidians are a deeply religious group that originated in 1955 from a schism in the Davidian Seventh Day Adventists. They have many theological beliefs in common with Messianic Judaism. The Waco raid began because ATF (The Bureau of Alcohol, Tobacco, and Firearms) agents were trying to arrest a man named David Koresh, the head of the Davidian Branch, and search the Davidian Compound. The feds believed that Koresh was illegally converting semi-automatic AR-15’s into the fully automatic machine guns that soldiers use. Both McVeigh and Nichols were once spotted at the compound in Waco and were openly supporting the other Branch Davidians. In 1993, McVeigh drove to Waco, Texas during the Waco Siege to show his support. At the scene, he distributed pro-gun rights literature and bumper stickers, such as When guns are outlawed, I will become an outlaw. The bombing occurred exactly two years to the day after the compound burned to the ground killing 80 men, women, and children after a 51-day standoff between the Branch Davidians and the FBI. The bombing definitely put the spotlight on other groups with anti-government sentiments. McVeighs trial was set for Denver, Colorado on March 31, 1997. On June 3rd 1997, the jury found McVeigh guilty of all 11 counts, including eight counts of first degree murder in the deaths of eight federal law-enforcement agents, conspiracy to use a weapon of mass destruction, using a weapon of mass destruction, and destruction of a federal building. The jury deliberated for 23 and a half hours before deciding the verdict. In the end, Timothy McVeigh was left all alone as dozens of former best friends and family relatives testified against him (Eddy et al. , 1997). On June 14th 1997, the jury sentenced McVeigh to death by lethal injection. Many of the victims families were ecstaticly over joyed with the decision, as many people could see it no other way than to put him to death for the horrible crime he had committed. However, there were some people who were very saddened by the whole trial. One observer claimed that its not going to bring back my wife and lessen my loss, said Mike Lenz, whose wife was pregnant when killed by the explosion. Another echoed his attitude toward the situation, I really did not want the death penalty, said James Kreymborg, who lost his wife and daughter. Ive had enough death. (Wilmsen Simpson, 1997). The evidence against McVeigh was overwhelming. According to testimony, McVeigh constructed himself a fake drivers license with the name Bob Kling. Someone matching McVeighs description rented a Ryder truck in Junction City, Kansas. That truck which was identified by the axle number found at the bomb site blew up in Oklahoma City. McVeighs fingerprints were found all over a receipt that showed the purchasing 2,000 pounds of ammonium nitrate. He told his friend, Michael Fortier, that he planned to stash a getaway car in an alley near the federal building. The keys to that truck were found in the alley. In addition, testimony proclaimed that McVeigh was stopped 1 ? hours after the bombing; explosive residue was found on ear plugs inside his vehicle; he had an envelope packed with newspaper clippings and papers with revolutionary writings; he wore a tee-shirt with the slogan: The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants. (Wilmsen Simpson, 1997). The trial for Terry Nichols had a different result compared to the one for McVeigh. Nichols trial took place after McVeighs trial. On December 24th 1997, the jury found Nichols not guilty in 10 of the 11 original charges against him. He was found guilty of one charge of conspiracy and eight lesser charges of involuntary manslaughter. The jury deadlocked as how to sentence Nichols and left it up to the judge (Gorov, 1998). On June 5th 1998 the judge, US District Court Judge Richard P. Matsch, gave the 43-year-old Nichols a life sentence for his role in the bombing (Haynes, 1998). The bombing was quickly solved, but the investigation turned out to be one of the most exhaustive in FBI history. No stone was left unturned to make sure every clue was found and all the culprits identified. By the time it was over, the Bureau had conducted more than 28,000 interviews, followed some 43,000 investigative leads, amassed three-and-a-half tons of evidence, and reviewed nearly a billion pieces of information. In the end, the government that McVeigh hated and hoped to topple swiftly captured him and convincingly convicted both him and his co-conspirators. The relatives of the victims were able to have some redemption with the horrible tragedy that happened. The worst terrorist act on US soil was committed by two Americans, the least likely thought by government officials to contain such a hatred for the American government. The April 19th 1995 bombing was an unthinkable tragedy but also an important lesson for the United States: one should look to themselves before pointing fingers at others. Page Camp, J. (1995). Terror in the heartland. CNN interactive: Oklahoma City Bombing: http://cgi. cnn. com/US/OKC/facts/Bombing/Terror5-4/index. html. Clark, T. (1995). The worst terrorist attack on US soil: April 19th 1995. CNN interactive: Oklahoma City Bombing: http://cgi. cnn. com/US/OKC/daily/9512/12-30/index. html. No author (1995). The Bombing. CNN interactive: Oklahoma City Bombing: http://cgi. cnn. com/US/OKC/bombing. html. Eddy, M. , Lane, G. , Pankratz, H. , Wilmsen, S. (1997). Guilty on every count. The Denver Post: rickross. com/reference/mcveigh1. html. Gorov, L. (1998). No Nichols death penalty: Jurors deadlocked; judge will sentence. The Denver Post: rickross. com/reference/mcveigh5. html. Haynes, V. D. (1998). Nichols gets life for bombing role. The Denver Post: rickross. com/reference/mcveigh6. html. Wilmsen, S. Simpson, K. (1997). McVeigh receives ultimate penalty. The Denver Post: rickross. com/reference/mcveigh3. html. Oklahoma City Bombing. History. com. AE Television Networks, n. d. Web. 23 Feb. 2013 THE TRUTH ABOUT THE OKLAHOMA CITY BOMBING. THE TRUTH ABOUT THE OKLAHOMA CITY BOMBING. N. p. , n. d. Web. 23 Feb. 2013. Terrorist Bombing, Murrah Federal Building, Oklahoma, 1995. Oklahoma City Bombing 1995. N. p. , n. d. Web. 24 Feb. 2013.

Consumer Behaviour towards CO2 emissions from aircrafts Essay

Consumer Behaviour towards CO2 emissions from aircrafts - Essay Example But, studies stressing on the need to bring about social transformation as a likely and effective tool to combat the ongoing global environmental crisis, are rare. There is a global consensus on the measures that need to be implemented in order to achieve a substantial reduction in carbon emissions. Some of these measures point to increasing the use of environmentally friendly products which have lower carbon foot prints. If such a reduction is to be achieved, it would call for a major change in our lifestyles. This paper on Consumer behavior towards CO2 emissions from aircrafts seeks to stress on this very aspect and investigate and analyze the level and extent of awareness of UK consumers in relation to eco friendly modes of transport. Transportation plays a fundamental role in accelerating a countrys economic development; however, the transportation sector must adhere to the ethical aspects of their businesses by adopting and implementing policies that avert global environmental threats. The aviation industry alone, accounts for a 3% of carbon emissions. Considering the spurt in public spending on transport, particularly aviation, this percentage could rise significantly posing a major threat to the global environment. A fundamental goal of the firms operating in this industry, thus, must be to strive to reduce carbon emissions and seek greener and sustainable options. Currently, there has been a major transformation in consumer attitudes in the UK towards sustainable products and services and are increasingly demanding greener and eco friendly products. The market for eco friendly products has not only emerged but has come to dominate the industry over time. Surveys and researches conducted in this behalf furthe r substantiate this fact. The spurt in globalization has increased the importance of mobility but at the same time,

Families in Poverty Assignment Example | Topics and Well Written Essays - 1500 words

Families in Poverty - Assignment Example 1d. Women, infant and children get benefited from WIC as they get food supplement, free information on health, milk and formulas for babies, immunization referrals and reduction in medical expenses. However, the cons of this program is that it gets misused by the family who can take care of themselves, difficult to access for women living in rural areas and results in increase prices for formulas for parent not on WIC program, since half of the formula being sold in US is been subsidized by WIC. (Rector & Sheffield, 2011) 2a. After reading the article it can be said that the writer was implicitly implying that the poor we consider today are not really poor. If one pays attention closely, poor according to statistics own air-conditioning, a car, X-box, PlayStation and are not living over crowdedly, which shows that they are better off than the middle class of previous years. The sarcasm that the poor worries about paying the air-conditioning bill and putting food on the table implies that the eligibility criteria for government welfare should be reevaluated. The question ‘how a poor person can be poor, if they own a TV and air-conditioning?’ is actually an exclamation rather than question, because what poverty actually means is that the person is homeless, foodless and in time of severe hardship, rather than worrying about being not able to pay AC bills. 2b. As of now, owning such items will disqualify the participant form being considered poor, because the government definition of a poor household include house/apartment installed with air-conditioning, television, car, two color televisions, DVD player and VCR. 3. If I could formulate a plan or strategy to remove poverty, it will include all the departments of the State and a meeting at national level (Smiley & West, 2012). The plan will comprise of few different techniques and this will involve increasing of minimum wage to $11 per hour, as lack of money is the major

Edgar Allan Poes The Tell Tale Heart Essay Example for Free

Edgar Allan Poes The Tell Tale Heart Essay Edgar Allan Poes The Tell Tale Heart relates the story of one mans obsession at the seemingly trifle and otherwise common place prospect of the gaze of anothers eyes. So consumed is this person of his obsession with the eyes belonging to his tenent or landlord that one night he decides to gouge it off, kill its owner, and bury the eyeball in question under the floorboard. Needless to say, Edgar Allan Poe succeeds in exacting yet another dose of terror, dread and trepidation from his readers. The stated sentiments exist partly because of the plot, but largely because of Poes use of visual imagery, characterized by words which harp on the senses as people perceive it.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   These perceptions, the heightened sensations that the narrator, who is in fact, also the murderer in the story, feels    in the extent of the short story is given structure by the way which he proceeds to talk of his victim. He writes first of being alluded to the eye, not being particularly attached to it initially, but describing it with an endearment out of place, and with a distinction which one would not normally employ when referring to something as ordinary as one of the five senses, except perhaps if people were talking about their lovers (which the narrator is not). His interest shifts and evolves as the story progresses. Talk of the eye in question becomes irrational to the point of alarming, and readers know at this point that something ominous is about to ensue. The narrator begins to talk distinctly of the eye as it were a separate entity, separate from that of its owner, the landlord, who he admits of being nothing but kind, and not having mistreated him in any way. His loving and long winded descriptions regarding, and romancing the eye in question, and the person to whom it belongs to culminates in a course of action which brings him to the landlords bedroom in the middle of the night. While in the victims sleep, he decides to take the eye for himself, and he describes it with such loving and final triumph as though it were a destiny and an important task that had long been awaiting fruition, and the time has come for it to bear fruit.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   More than what has already been narrated and told in the plot, the story tells of one mans obsessive longing, his ascension to insanity (or a closely related version of it) because of the pursuit of that longing, and the consummation of the same longing and madness by means of taking matters into his own hands, and literally plucking out from the face of the earth what had been bothering him for so long. Although not the most pleasant of activities, and certainly not the one people would resort to as a matter of routine or principle. But for the narrator, for the person who needed to put an end to this longing, this itch, this gap which need to be filled, it meant the world and more. It meant a sense of triumph. It indulged his senses and satisfied his itch for an irrational but complex need to fill up a gap in his inner being and sanctum. Despite the questionable ethical as well as moral tendency with which he proceeded in committing the crime, to him it was a necessary road to ease and fulfillment. A Poem As It Regards to the Tell Tale Heart True, people are kind and truer still, people are beautiful but beauty exists in fewer instances these days. In smaller and smaller and smaller packages. So come dearest, let us you and me die

A Rose for Emily Essay -- A Rose For Emily, William Faulkner

1. Question no. 2 A large amount of the tension in Eugene O’ Neill’s Before Breakfast stems from the main characters’ poor economic conditions. The audience begins to understand their situation when Mrs. Rowland says to her spouse â€Å"Hmm! I suppose I might as well get breakfast ready—not that there's anything much to get. Unless you have some money? Foolish question!† (paragraph 10) Mrs. Rowland, the depressed wife of a penniless poet, spends the entirety of the story complaining about her husband’s infidelity and worthlessness. Amidst her rant, she exclaims â€Å"I've a good notion to go home, if I wasn't too proud to let them know what a failure you've been—you, the millionaire Rowland's only son, the Harvard graduate, the poet, the catch of the town—Huh!† (line 16) This quote refers to the fact that when she married Mr. Rowland, he appeared to have a very promising future and was considered, as mentione d above, the â€Å"catch of the town.† Her husband’s lack of both financial success and current employment, coupled with his unfaithfulness, are the factors that ignite her frustration and, ultimately, lead to the monologue that induces Mr. Rowland’s suicide. 2. Question no. 4 William Faulkner’s â€Å"A Rose for Emily† is presented from the viewpoint of the titular character’s neighbors and fellow townspeople. The narrator begins the story by describing Emily as somewhat of a town spectacle; a mysterious hermit basking in solitude. The first description of Emily by the narrator is â€Å"Alive, Miss Emily had been a tradition, a duty, a care; a sort of hereditary obligation upon the town†¦Ã¢â‚¬  (paragraph 3) This ingratiates the audience with the idea that Emily was not particularly personal with anyone within the town and was considered mo... ...e intemperate language to my wife.† (paragraph 6) This makes it seem as if the narrator is trying to tone down how terrible his actions are which, in turn, makes him unreliable. Bonus: Ancient Greek Drama evolved innumerable times within its period. Aeschylus, Sophocles, and Euripides contributed to and ignited many of these contributions. Aeschylus’s plays allowed for a greater number of characters to be introduced, which allowed conflict to arise within the plot. This took the place of previous plays in which characters spoke only to the chorus. Sophocles impacted Greek Drama by both creating a role for a third character and introducing more complex characters into the plot. Finally, Euripides expanded upon the idea of creating complex characters and also introduced characters that were previously unfamiliar to Greek audiences, such as female protagonists.

Computer Assisted Language Learning

Introduction Computers can be tremendously useful tools for English language instruction. They process data quickly and integrate voice, music, videos, pictures and text into lessons. They can be programmed to tailor instruction and test for each individual learner. They can even used to make students feel more comfortable and willing to take risks, because of their â€Å"untiring, unjudgmental nature† (Butler-Pascoe 1997:20). While there are many potential benefits to be derived from these â€Å"machines†, the issue now is not whether but how computers should be used for language instruction. Regardless of the speculated disadvantages of using computers for language instruction, advance by some individual or groups, computers and CALL materials are already being used for English language instruction and will continue to be used. It can be used as a modern approach towards language teaching and learning in which the computer is utilized as an aid to the presentation, and as reinforcement and assessment of material to be learned by usually including substantial interactive materials. Over the years with the emergence of the World Wide Web or the Internet, CALL widened its scope. It has become communicative, interactive and explorative such that audio and video exercises or activities can easily be integrated. The role of language teaching has grown as years have gone by. As observed, interactivity in learning becomes â€Å"a necessary and fundamental mechanism for knowledge acquisition and the development of both cognitive and physical skills† (Barker, 1994:1). Today, computer technology can help advocate the communicative approach to learning because it, too, is concerned with the interaction between the teacher and the learner, and the students’ learning needs and learning styles. Due to the significant changes in second language teaching and learning (e. g. the role of the teacher, the role of the learner, the role of multimedia, and the way the learning process is conducted in the classroom settings), interaction has become an increasingly important and relevant area of study in the field of second language acquisition since it reflects what goes on in learning and teaching processes. Communication is intrinsic to success, effective instructional practice as well as individual discovery. The implementation of interactivity can be perceived as an art (Sims 1997) because it requires a comprehensive range of skills, including an understanding of the learner, an appreciation of software application capabilities, the importance of rigorous instructional design and the application of appropriate learning materials. The value of the multimedia and the Internet in the enhancement of interaction for language learning can not be disregarded. Warschauer, M. , & Healy, D. 1998) stated that the type of software and the task teachers set for the students have a large effect on the type and quality of students interaction with each other when working in pairs or small groups. With the continuing development of technological advances in the areas of communication and multimedia, the challenge for English (foreign language) classrooms goes far beyond current knowledge about the effective use of technology. The CALL is a milestone as far as language teaching is concerned. And with that realization in mind, this study, â€Å"Computer Assisted Language Learning (CALL): Interactive Teaching in English Using Different Websites in San Pablo Elementary School is presented. Statement of the Problem The general objective of this study is to help improve the English capability and competency of the students in Grade I of San Pablo Elementary School making it interactive and communicative using the Computer Assisted Language Learning (CALL) materials imparted through the use of Different English Websites. Specifically, it tried to answer the following questions: 1. How will the CALL technology provide interactive English comprehension, vocabulary, and writing exercises? 2. How will the CALL create interaction among the student and teacher? 3. How will the lessons be made interactive and communicative? 4. Will this approach be found satisfactory through test result? And 5. Will this approach be found satisfactory by its users? Significance of the Study English learning has become the most important task for students. At very young age parents send their children to private training or classes to enhance their English learning and to provide their children a strong foundation in English. However, there are still some problems and dilemmas for students in language learning. Most students still could not have effective communication after years of English language learning. Some students have difficulty in their expression in an English presentation, although they have higher scores in English tests. Computer has been considered as an important learning tool in the modern second language learning. Computer Assisted Language Learning (CALL) has provided amazing opportunities for improving second language learning such as it can motivate students’ interesting or improve learners’ varied linguistic skills (AbuSeileek 2007). Nowadays, San Pablo Elementary has 6 computers (2 are originally school property, 4 are personal property of the teachers) placed in a laboratory room equipped with new hardware and software but it’s not fully explored and utilized in English language teaching. The study is important due to the following reasons: 1. To help improve the English capability and competency of the students in Grade I of San Pablo Elementary School. 2. To help students learn to interpret new information and experiences on their own terms. 3. With the use of CALL more shy students can feel free in their own students'-centered environment. This will raise their self-esteem and their knowledge will be improving. 4. Through the use of different English Educational Websites students will perform collaborative project where in they will do their best to perform it within set time limits. 5. To make the class more interesting and to increase students’ interest and motivation. 6. To provide information’s regarding Computer Assisted Language Learning (CALL). METHODOLOGY There are various concerns considered in this action research. There is no simple finite number of these concerns, nor is there a simple dichotomy between qualitative and quantitative approaches. Indeed, there is an off-cited division in the second language acquisition (SLA) field between those researchers who favor qualitative methodologies and those who prefer quantitative ones. Research Design: This study is an action research. This study was conducted for the purpose of solving a problem or obtaining information in order to solve some kind of day to day immediate concern such as how to figure out ways to use technology to improve the teaching of grammar in the classroom. To dealt with are the needs and concerns of the students. Data concerning the problem (both qualitative and quantitative) were collected and interpreted. Qualitative- the data collected include a pre-survey and a post-survey. Quantitative- a test (post-test) administered. Research Procedure: The Profile of the students’ background, experience and future needs are obtained. The purpose of the needs analysis was to find out whether they agree or disagree on the use of the CALL technology in language learning and to find out their familiarity with the CALL materials and the Internet in teaching the English language. The following are stages conducted in this study: Stage 1: Survey by Interview To help determine the age, gender, needs and experience of the students using a computer, a structured interview were prepared and administered. Stage 2: Utilization of the Different English Websites in the Classroom The primary audience for the websites are the Grade I students of San Pablo Elementary school with a particular teacher, the audience used worldwide ESL sites exist which are designed for a certain English language level. It is important to consider a site’s purpose, since meaningful comparisons of evaluations can be made among sites with the same or at least similar intended goals, uses and audiences. In this study English websites can be directly used by the Grade I students of San Pablo Elementary School. Stage 3: The Post Test To help determine the progress of the students in San Pablo Elementary School after taking the lesson using CALL materials. Stage 4: The Post Survey Administered and answered by the students after the â€Å"test-run†. Research Setting and Participants This action research was conducted at San Pablo Elementary located at Block. 14 San Pablo, Tarlac City. The school is categorized as a complete, non-central school, mono-grade having 2 sections each grade level. Computer laboratory provided by the teachers in the school was used. This study used 35 students in Grade I section Daisy. The section is heterogeneous. The data collected for this study will come from the observations and tests taken by the students. An in depth analysis of the collected data was carried out. PRESENTATION AND ANALYSIS OF DATA A survey interview has been developed in participants’ home language for the purpose of collecting background information. Based on the pre-survey interview, the researcher collected this data. Table 1: Students Profile No. NameAgeGenderComputer at HomeWith / without Experience in computer 1Banag, Jonie D. 7MNoneWithout 2Bermudo, Mark Anthony D. C. 6M1With 3Boehn, Adrian M. 6M1With 4Butchayo, John Carlo G. 7MNoneWithout 5Fallorina, Jerry M. 8MNoneWithout 6Gaupo, Gerald7MNoneWithout 7Lacanlale, Christian G. 7MNoneWithout 8Luna, Alexander N. 6MNoneWithout 9Manalili, John Lloyd C. 6M1With 10Maninang, Emer6MNoneWithout 11Manlapas,Randy A. 6MNoneWithout 12Martinez, Clive Xavier M. 5MNoneWithout 13Morales, Aiveen Nash M. 6MNoneWithout 14Pilariza, Hans Russell L. 7M1With 15Puno, Jerome M. 6MNoneWithout 16Roldan, Rainier T. 6MNoneWithout 7Tolentino, John Michael E. 7M1With 18Uring, Justine H. 6MNoneWithout 19Bautista, Marichell D. C. 6FNoneWith 20Botio, Renalyn M. 7F1With 21Casem, Allyana N. 6F6With 22Castaneda, Rey-ann 7FNoneWithout 23Dizon, Clarisse Joy R. 6F1With 24Lacanlale, Clarissa G. 6FNoneWith 25Manlapas, Adrian Mae 6FNoneWithout 25Nucup, Lyka M. 6FNoneWithout 27Obenario, Angelina D. C. 6FNoneWithout 28 Padua, Maricar 7FNoneWithout 29Panag, Maiel T. 6F1With 30Pangan, Cristina C. 7FNoneWithout 31Pangilinan, Gloria8FNoneWithout 32Quintos, Jennalyn Y. 6FNoneWithout 33Sabat, Maadrian E. 6FNoneWithout 34Sagadraca, Angelika Joy M. 6 FNoneWithout 35Salas, Jomae V. FNoneWithout There were 35 participants that took part in study. The table shows that the students consist of 19 male and 16 female. One of them is 5 years old, 21 are 6 years old, 11 are 7 years old, and 2 are 8 years old. Out of 35 students, only 6 have their own computer at home and 10 have experience in operating a computer. The second quarter test result serves as point of reference in this study. The test is composed of 30 items consisting questions about listening skills, vocabulary, grammar, reading and comprehension. The table below shows the scores of the students and the calculated mean. Table 2: Second Quarter Test Result No. NameScore 1Banag, Jonie D. 15 2Bermudo, Mark Anthony D. C. 12 3Boehn, Adrian M. 16 4Butchayo, John Carlo G. 20 5Fallorina, Jerry M. 17 6Gaupo, Gerald15 7Lacanlale, Christian G. 16 8Luna, Alexander N. 12 9Manalili, John Lloyd C. 17 10Maninang, Emer13 11Manlapas,Randy A. 18 12Martinez, Clive Xavier M. 18 13Morales, Aiveen Nash M. 19 14Pilariza, Hans Russell L. 19 15Puno, Jerome M. 22 16Roldan, Rainier T. 14 17Tolentino, John Michael E. 22 18Uring, Justine H. 18 19Bautista, Marichell D. C. 14 20Botio, Renalyn M. 21 21Casem, Allyana N. 20 22Castaneda, Rey-ann 12 23Dizon, Clarisse Joy R. 14 24Lacanlale, Clarissa G. 21 5Manlapas, Adrian Mae 24 25Nucup, Lyka M. 16 27Obenario, Angelina D. C. 23 28Padua, Maricar 16 29Panag, Maiel T. 21 30Pangan, Cristina C. 15 31Pangilinan, Gloria12 32Quintos, Jennalyn Y. 22 33Sabat, Maadrian E. 16 34Sagadraca, Angelika Joy M. 18 35Salas, Jomae V. 14 Formula of Mean: The mean may often be confused with the median, mode or range. The mean is the arithmetic average of a set of values, or distribution; however, for skewed distributions, the mean is not necessarily the same as the middle value (median), or the most likely (mode). The arithmetic mean is the â€Å"standard† average, often simply called the â€Å"mean†. Total scores602 . Mean= Number of cases M= 35 Mean= 17. 2 November 3, 2010 marks the first day for Third Quarter period and ended January 20, 2011. In this period of time the Grade I students of San Pablo Elementary School had undergone the said study. The children were exposed to different English websites that cater different reading, speaking, listening, grammar, and vocabulary exercises. The teacher serves as the moderator that helps and guides the students on operating the computers and explaining further instructions and directions. The researcher focuses on three English websites and these are the following: 1. Agenda Web – Hundreds of Free English Exercises (http://www. agendaweb. org/) 2. English Interactive – (http://www. englishinteractive. net) 3. Calluni. net – (http://www. calluni. net) The said websites have different activities that are suitable for primary grade level taking up English lessons. CALL Programs designed for teaching grammar include drill and practice on a single topic (Irregular Verbs, Definite and Indefinite Articles), drills on a variety of topics (Advanced Grammar Series, English Grammar Computerized I and II), games (Code Breaker, Jr. High Grade Builder), and different programs which are specifically designed to promote second-language listening (Listen! ), multimedia programs for second language learners (Accelerated English, Rosetta Stone), and multimedia programs for children or the general public (Aesop's Fables, The Animals). Pronunciation programs (Sounds American, Conversations) generally allow students to record and playback their own voice and compare it to a model. Several comprehensive multimedia programs (Firsthand Access, The Lost Secret) include similar features. Reading programs designed for ESL (English Second Language learners and tutorials designed for children or the general public (MacReader, Reading Critically, Steps to Comprehension). and games (HangWord). Also included are more general educational programs which can assist reading (Navajo Vacation, The Night Before Christmas) Text reconstruction programs allow students to manipulate letters, words, sentences, or paragraphs in order to put texts together. They are usually inexpensive and can be used to support reading, writing, or discussion activities. Popular examples include Eclipse, Gapmaster, Super Cloze, Text Tanglers, and Double Up. Vocabulary activities includes drill and practice programs (Synonyms), multimedia tutorials (English Vocabulary), and games (Hangman, Scrabble). Teacher and learner roles The distinct roles in the laboratory are compared and differentiated from the roles assumed in the traditional classroom. The researcher noticed a big difference between a traditional classroom setting and a laboratory setting using the CALL technology. Various factors influenced the way students and the teacher interacts. The teacher and the computers interact and interpret their roles in the laboratory. Warschauer, 1998 says that when multimedia is used the role of the teacher as authority source and expert changes. Hence, the teacher does not dominate the floor and does not do most of the talking. Besides, he or she does not direct and redirect the development of the topic, pose display questions, nominate students as next speakers, or evaluate individual student's contributions, all of which is the norm in traditional teacher-fronted EFL (English Foreign Language) classrooms. There are several aspects that determine the role of the students in the laboratory setting. The researcher noted that the setting, the tools (the computers), the personality of the students, and the way in which the teacher establishes the teaching learning activities as well as the way that he or she interacts with them plays an important role in the laboratory classroom setting. These aspects are interrelated each other and in the next section they are expanded. In the traditional classroom students are more willing to pay attention to the teacher lecture. In contrast, at the laboratory, according with Huang 2000 the student-teacher communication seemed to be blocked to some extent by the layout of the computer lab. Physically, the computer laboratory is larger than the traditional classroom. The physical distance enlarged the psychological distance. It has the tendency that the two-way communication between the teacher and the students turned to be the one-way teacher to student communication. During the development if this research and from time to time the researcher ncouraged her students to interact with each other. She constantly asks herself the way to combine more interaction into the laboratory learning activities more often than she does. To enrich the interaction, she tried and determined what strategies will work and how to do it. Therefore, using the instructional guides that she has designed, she made suggestions and she frequently encouraged her students to employ new strategies to promote multiple-level interaction in t he lab. She has moved toward interaction taking place between the learner and the content, the learner and the instructor, and between learners. Traditional classroom roles are considerably changed. There are two main types of roles that appear at the lab. On the one hand, by the nature of the setting there are a number of roles which emerge and come into sight. On the other hand there are also a number of roles that learners begin to have. In the computerized classroom there are some roles that emerge which are very different from the traditional classroom. For instance, high interactive computer programs have the power to catch student attentions; sometimes, this power that multimedia technology induces over learners is so high till the point that at times students got so concentrated in the computer proposed activities that they ignore the teacher’s instructions. The role of the teacher changes from source of knowledge to instigator, promoter, coach, helper, model, and guide of knowledge construction. It is not easy to change the teacher traditional role of simply showing students how to do things and providing then with the answers they seek. It would be much better to require students to engage in activities that make them be critical thinkers using computers as a learner partner. After three months of the intervention using the Computer Assisted Language Learning Technology the children took up their Third Quarter Test that serves as the Post Test for this study and employed post survey interview which was intended to collect data on participants’ attitudes toward learning English with CALL technology, and their perception of CALL technology. The table below shows the result of the Third Quarter Test taken up by the students in Grade I students together with the previous scores taken on the First Quarter Test. Table 3: Test result From First to Second Quarter No. NameScores Second QuarterThird Quarter 1Banag, Jonie D. 1520 2Bermudo, Mark Anthony D. C. 1221 3Boehn, Adrian M. 1628 4Butchayo, John Carlo G. 2023 5Fallorina, Jerry M. 1722 6Gaupo, Gerald1525 7Lacanlale, Christian G. 1627 8Luna, Alexander N. 1225 9Manalili, John Lloyd C. 1726 10Maninang, Emer1326 11Manlapas,Randy A. 1827 12Martinez, Clive Xavier M. 825 13Morales, Aiveen Nash M. 1924 14Pilariza, Hans Russell L. 1923 15Puno, Jerome M. 2220 16Roldan, Rainier T. 1419 17Tolentino, John Michael E. 2226 18Uring, Justine H. 1825 19Bautista, Marichell D. C. 1422 20Botio, Renalyn M. 2129 21Casem, Allyana N. 2030 22Castaneda, Rey-ann 1221 23Dizon, Clarisse Joy R. 1419 24Lacanlale, Clarissa G. 2118 25Manlapas, Adrian Mae 2430 25Nucup, Lyka M. 1627 27Obenario, Angelina D. C. 2329 28Padua, Maricar 1620 29Panag, Maiel T. 2126 30Pangan, Cristina C. 1521 31Pangilinan, Gloria1218 32Quintos, Jennalyn Y. 2221 33Sabat, Maadrian E. 1618 4Sagadraca, Angelika Joy M. 1819 35Salas, Jomae V. 1424 The above table shows the satisfying result of the Third Quarter Test. Table 4: Test Result (Second – Third Quarter) Quarter TestNumber of Cases Number of ItemsHighest ScoreLowest ScoreTotal Number of scoresMean Second3530221260217. 2 Third3530301882423. 54 The table number four shows the big difference between the scores of First to Second Quarter Test. After conducting the test run students were asked if they find the program satisfying. 33 of the students answered â€Å"yes† and still hoping for some more lessons using CALL technology. of the students answered â€Å"no† because for them CALL is a much complicated way in studying the English subject. Summary of Findings Based on the data gathered in this research CALL technology in the classroom provi ded a context in which opportunities for English development are enhanced, since students are motivated to extend their efforts and resources in order to meet the demands of real communication in a social context. It also entails meaningful use of the target language and demands teachers and students to treat language as a medium of communication. The second quarter result shows a great improvement compared to the result taken last quarter. The program works best with individual users, but pair work would also be possible. Use in the classroom situation would be dependent upon the availability of computers. CALL technology proved an effective tool for language learning and teaching. Although Internet is more affordable and available today than ever before, unfortunately and despite the incredible advances and advantages, not very many English as a foreign language students and teachers benefit from its potential. Computers have a eaningful application in the area of foreign language teaching and learning. The incorporation of CALL into the curriculum and language programs is important but there is a need to integrate it into the course goals, based on research practices. In addition, this may provide opportunities for authentic language practice. Almost all the student who undergone the program find the program very satisfying and keep on asking for more lessons with the same strategy of teaching. Conclusion: Computer Assisted Language Learning (CALL) for Teaching English to Young Learners (TEYL). The computer is a child's wonderland. The use of CALL software such as Windows Messenger, E-mail, the Internet, and other specific and non specific software can be integrated using effective pedagogy to create a powerful language learning program. Computer Technology offers a certain degree of independent and structured learning. It easily assists and even stimulates young second language learners in all four skills of listening, speaking, writing, reading and also critical thinking (Cobb & Stevens, 1996). Technology has the potential to play a major role in English or foreign language learning and instruction. The history of CALL suggests that the computer can serve a variety of uses for language teaching. It can be a tutor which offers language drills or skill practice; a stimulus for discussion and interaction; or a tool for writing and research. With the advent of the Internet, it can also be a medium of global communication and a source of limitless authentic materials. But as pointed out by Garrett (1991), â€Å"the use of the computer does not constitute a method†. Rather, it is a â€Å"medium in which a variety of methods, approaches, and pedagogical philosophies may be implemented† (p. 5). The effectiveness of CALL cannot reside in the medium itself but only in how it is put to use. Recommendation: In the contemporary educational environments, it is a pity, that there are some schools that despite the fact of having a computer room which is privilege, there is not a full possible exploitation of that source of knowledge. Many people and some teachers feel uncomfortabl e with technology even there are times when they get scare of it; in that case, the best way to overcome this fear is facing it by solving as many computer exercises as possible. An important implication of this study is to foster the use of computer assisted learning without neglecting the mystery that covers up the uses of new technologies. Teachers especially from government owned schools should have opportunities such as trainings and seminars about the use of computer and how it would be used in teaching Teacher’s computer literacy is important. A feeling of satisfaction is received and accomplished when teachers and students discover that computer provides another way to acquire knowledge. It enhances motivation and promotes interaction. In traditional classrooms, interaction has been limited because of minimal physical possibilities or because of teachers’ lack of training in using technology.. Working with computers is a joint of motivational elements that makes the students’ participation more free and spontaneous. It is frequent that students bring English music compact discs to the laboratory. Those elements also promote interaction and new roles for both students and teachers. Therefore, students have more responsibility, risk taking, interaction and self-evaluation criteria towards the autonomous learning. The teacher should take individual differences in preferences, and ability into account. For example, interactivity is limited when there is only one way of navigating the internet, and the materials are presented in a rigid manner. There are more ways of navigating the internet and many different possible topics to explore. Students can select different activities to read and study. Different aspects of every day life and people work are listed to account for individual differences in ability, and preferences. The Department of Education should help in improving the computer laboratories of each government school and for those who has no computer at all. They should also consider applying an Internet connection for each school that can not only be used in teaching but also in easy communication of the school to the main office or division. It can also serve as an easy way of submitting reports and help decrease the paper works for the teachers and principals. Teachers should also take a rigid guidance on the students on how they will use the computer and the internet in searching for knowledge. Students should always be properly guided while surfing the internet for them to be protected about the negative influences of the internet. Bibliography: †¢ ^ a b Levy M. (1997) CALL: context and conceptualisation, Oxford: Oxford University Press. †¢ ^ a b Schmid Euline Cutrim (2009) Interactive whiteboard technology in the language classroom: exploring new pedagogical opportunities, Saarbrucken, Germany: VDM Verlag Dr. Muller. †¢ ^ a b Lamy M. -N. & Hampel R. (2007) Online communication in language learning and teaching, Houndmills: Palgrave Macmillan. †¢ ^ Shield L. & Kukulska-Hulme A. (eds. (2008) Special edition of ReCALL (20, 3) on Mobile Assisted Language Learning. †¢ ^ Davies G. & Higgins J. (1982) Computers, language and language learning, London: CILT. †¢ ^ Bush M. & Terry R. (1997) (eds. ) Technology-enhanced language learning, Lincolnwood, Illinois: National Textbook Company. †¢ ^ a b c Davies G. , Walker R. , Rendall H. & Hewer S. (2011 ) Introduction to Computer Assisted Language Learning (CALL). Module 1. 4 in Davies G. (ed. ) Information and Communications Technology for Language Teachers (ICT4LT), Slough, Thames Valley University [Online]: http://www. ict4lt. org/en/en_mod1-4. htm †¢ ^ Levy M. & Hubbard P. 2005) Why call CALL â€Å"CALL†? Computer Assisted Language Learning 18, 3: 143-149. †¢ ^ Marty F. (1981) â€Å"Reflections on the use of computers in second language acquisition†, System 9, 2: 85-98. †¢ ^ Sanders R. (ed. ) (1995) Thirty years of computer-assisted language instruction, Festschrift for John R. Russell, CALICO Journal Special Issue, 12, 4. †¢ ^ Delcloque P. (2000) History of CALL [Online]: http://www. ict4lt. org/en/History_of_CALL. pdf †¢ ^ Davies G. (2005) Computer Assisted Language Learning: Where are we now and where are we going? [ Online]: http://www. camsoftpartners. co. uk/docs/UCALL_Keynote. htm †¢ ^ Hubbard P. 2009) (ed. ) Computer-assisted language learning, Volumes I-IV, Routledge: London and New York: http://www. stanford. edu/~efs/callcc/ †¢ ^ Language Learning & Technology (2010) 14, 3, pp. 14-18 [Online]: http://llt. msu. edu/issues/october2010/index. html †¢ ^ Butler-Pascoe M. E. (2011) â€Å"The history of CALL: the intertwining paths of technology and second/foreign language teaching†, International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, 1: 16-32: http://www. igi-global. com/ijcallt †¢ ^ Davies G. & Higgins J. (1985) Using computers in language learning: a teacher's guide, London: CILT. ^ Jones C. & Fortescue S. (1987) Using computers in the language classroom, Harlow: Longman. †¢ ^ Hardisty D. & Windeatt S. (1989) CALL, Oxford: Oxford University Press. †¢ ^ a b Warschauer M. (1996) â€Å"Computer-assisted language learning: an introduction†. In Fotos S. (ed. ) Multimedia language teaching, Tokyo: Logos International [Online]: http://www. ict4lt. org/en/warschauer. htm †¢ ^ Warschauer M. & Healey D. (1998) â€Å"Computers and language learning: an overview†, Language Teaching 31: 57-71. †¢ ^ Underwood J. (1984) Linguistics, computers and the language teacher: a communicative approach, Rowley, Massachusetts: Newbury House. ^ Schneider E. W. & Bennion J. L. (1984) â€Å"Veni, vidi, vici, via videodisc: a simulator for instructional courseware†. In Wyatt D. H. (ed. ) Computer-assisted language instruction, Oxford: Pergamon. †¢ ^ Fuerstenberg G. (1993) A la rencontre de Philippe: Videodisc, Software, Teacher's Manual and Student Activities Workbook: Yale University Press [Online]: http://web. mit. edu/fll/www/projects/Philippe. html †¢ ^ Warschauer M. (2000) ‘†CALL for the 21st Century†, IATEFL and ESADE Conference, 2 July 2000, Barcelona, Spain. †¢ ^ Bax S. (2003) â€Å"CALL – past, present and future†, System 31, 1: 13-28. †¢ ^ Bax S. Chambers A. (2006) â€Å"Making CALL work: towards normalisation†, System 34, 4: 465-479. †¢ ^ Bax S. (2011) â€Å"Normalisation revisited: the effective use of technology in language education†, International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 1, 2: 1-15: http://www. igi-global. com/ijcallt †¢ ^ Mounteney M. Spaced repetition learning systems (SRS): http://www. omniglot. com/language/srs. php. Accessed 14 July 2011. †¢ ^ Decoo W. (2001) On the mortality of language learning methods. Paper given as the James L. Barker lecture on 8 November 2001 at Brigham Young University [Online]:

Government Regulation Essay

Government regulation in business today is vital because it attempts to create a level playing field for companies competing against one another and regulate honest business practices toward the consumers. It is important to for any business to understand how government regulation affects their industry and how they intend to run their company. Industrial regulation is the government regulation of an entire industry. The purpose of industry regulation is for a an entity to watch an industry’s prices and products to make sure that they do not create a monopoly or take advantage of consumers. There are basically two kinds of regulation, price regulation and social regulation. Price regulation is regulation directed towards industries that have tendencies that may produce a monopoly. The industries that price regulation agencies monitor are: the Federal Energy Regulatory Commission (FERC), which are basically responsible for monitoring gas and oil pipelines and other energy based industries; the Federal Communications Commission (FCC), who are supposed to regulate television, telephones, and other areas of communication; and the Securities and Exchange Commission (SEC), who regulates financial markets. Social regulation monitors the conditions where goods and services are produced, the safety of those items produced, as well how the production of those good might affect society. The industries that social regulation agencies are worried about are: the Food and Drug Administration (FDA), Environmental Protection Agency (EPA), and the Equal Employment Opportunity Commission (EEOC). The main purpose behind these organizations is; to stop monopolies from being formed and to control the pricing of the products or services because these industries have elements that may potentially create a monopoly. The affect that government industrial regulation has on the market will vary depending on several different variables such as how antitrust laws are interpreted, the administration enforcing the laws, taxation, and how strictly the laws are enforced. The purpose of the government regulation is to ensure monopolies aren’t formed and to make sure  that prices and products aren’t taking advantage of customers. They also want to make sure that oligopolies are not formed to make sure there is not too much power over pricing and also to promote fair and heal thy market competition. Depending how the laws are enforced will help decide how much of an impact there is to a certain market. The idea is to strive for equality and integrity in certain industries. Knowing how courts are interpreting antitrust laws and how they affect a firms specific industry is important to understand when making business decisions for a company along with knowing the boundaries for where regulatory agencies may consider a monopoly or oligopoly could potentially be formed by having too much control. Social regulation is served with monitoring the conditions under which goods and services are produced, the safety of the goods being produced, and any effects production may have on society. The social regulatory agencies are; the Food and Drug Administration (FDA), the Environmental Protection Agency (EPA), and the Equal Employment Opportunity Commission (EEOC). Social regulation is different from pricing regulation because social regulation applies to almost all firms and is not designed for the specific purpose of stopping a monopoly. One example would be when the Occupational Safety and Health Administration (OSHA) decide to issue a requirement that all worke rs have periodic break from work, it would apply to all firms in the United States who are under OSHA’s control. On the other hand, pricing regulation would not. People who are opposed to social regulation believe that regulation carries a steep administrative cost and that those costs actually hurt consumers more than the regulation actually helps. They think this happens because the social regulation laws are often poorly written and very difficult to interpret or enforce. Those who back social regulation do agree with some of what the naysayers think but they believe that the benefits of social regulation are worth the high costs and that regulation just needs to be improved. They think that social regulation has made manufacturing a lot safer in the United States and reduced discrimination within the workplace. Both sides have valid arguments however to actually judge between these two views is very difficult because accurately figuring out the costs or benefits is pretty much impossible. (Colander 2010). A natural monopoly is an industry in which significant economies of scale make the existence of more than one firm inefficient. An  e xample of a natural monopoly is AT&T. Up until 1982; AT&T was what was called a regulated monopoly. It had the exclusive right to provide telephone service in the United States. AT&T controlled 90 percent of the telecommunications market: long-distance and local telephone service, and the production of telephones themselves as well as other communication equipment. AT&T was given this right because it was felt that economies of scale made supplying telephone service a natural monopoly. Telephone service required every house to be connected with lines. These lines had to be buried underground or strung overhead on poles so it didn’t make sense to have more than one company installing separate lines. The government also decided that telephone service should to be available to all everyone, even those who live in remote areas, where service costs more to provide. An unregulated company in a similar position probably would have practiced skimming, which in this case would have been to provide service to low-cost areas and avoiding high-cost areas. AT&T was allowed to continue as a monopoly but they were subject to regulatory control by the Federal Communi cations Commission. This government regulation was put in place in order to limit the company’s profit to a fair level and prevent AT&T from abusing its monopoly. AT&T’s business was also limited to telephone service. Under AT&T’s monopoly, phone service in the United States was the best and cheapest in the world at the time. Even if phone service was more expensive than it actually needed to be, most agreed that the system worked well. (Colander 2010). Antitrust policy is essentially the government’s policy towards the competitive process. The United States antitrust laws were put in place by both federal and state governments in order to regulate corporations. These policies intend to keep companies from becoming too large and stop them from fixing prices. These laws also attempt to give businesses an equal opportunity to compete in a market. There are four major parts of legislation that are known as the antitrust laws. In the United States these laws basically began with the Sherman Antitrust Act of 1890. The Sherman Antitrust Act stopped limits on competitive trade and made it illegal to form a monopoly. The nest next antitrust act was the Clayton Act, which was passed in 1914. The Clayton Act protects against mergers or acquisitions that would either greatly decrease competition or offer the threat of becoming a monopoly. Another major piece of legislation was the  Robinson-Patman Act from 1036, which made it illegal to practice price discrimination by allowing some businesses to purchase products at lower prices than other businesses. The last of the four pieces of legislations to the antitrust laws is the Federal Trade Commission (FTC), which was formed in 1914. The FTC was created to enforce the country’s antitrust laws. Many of the antitrust laws are not very specific and can be hard to interpret. The FTC’s job is to interpret the laws and enforce them. The three main regulatory commissions of social regulation are: the Food and Drug Administration, the Equal Employment Opportunity Commission, and the Occupational Safety and Health Administration. These three commissions watch over social regulation in different ways. The FDA stops drugs from being sold until there is enough information about the effects of the drug can be determined. The FDA often takes a long time to test and go through the approval process. They FDA can take up to five or even ten years to approve a drug and it is a very costly process. Because this is such a lengthy and expensive process it usually means higher priced drugs fo r consumers. The next commission to discuss is the EEOC. This is the commission that regulates discrimination in the workplace. The EEOC investigates discrimination complaints based on criteria such as: individual’s race, color, nationality, religion, sex, age, or disability. The final commission to look at is OSHA. OSHA is essentially responsible for regulating health and safety of workers within the workplace. The five primary federal regulatory commissions that govern social regulation are the Food and Drug Administration (FDA), The Equal Employment Opportunity (EEOC), the Occupational Safety and Health Administration (OSHA), the Environmental Protection Agency (EPA), and the Consumer Product Safety Commission (CPSC). The major functions of these agencies are to monitor the conditions under which goods and services are produced, the safety of those goods, and the side effects of production on society. Works Cited Colander, David C. Economics: Eighth Edition San Francisco: McGraw-Hill Irwin 2010.

Impact Of Unmet Expectations On Employee Attitudes Coursework

Impact Of Unmet Expectations On Employee Attitudes Coursework Impact Of Unmet Expectations On Employee Attitudes – Coursework Example Impact of unmet expectations on employee attitudes Impact of unmet expectations on employee attitudes Cassandra is assistant manager in Walden sports. She has several unmet expectations that had been mentioned during her job interview but have not been met in the course of her four months in the company. She had been told that the employees forms part of the Walden family in their relations. She interpreted this as great teamwork and high levels of communication between the employees. However, the work relation in the company is quite fractured. The newly established travel agency has created a war between the traditional retail employees and the travel experience folks. There is also lots of work in the management section creating high level of confusion and competition. In addition, the employee indicates that she is not sure of who to go to whenever the overlap and overwork issues become problematic. These unmet expectations could affect her job performance since her level of mot ivation might decrease. She might also feel inferior considering that even the top officials are unwilling to collaborate with other employees, her included. The realistic job preview could have helped change the employee’s expectations. She could have been told the true characteristics of the job both positive and negative and she could know what to expect before even joining the organization (Laureate, 2014). She could have the true picture of the war between the employees, the overwork and the unavailability of individuals to talk to incase of problems in addition to other benefits of the organization. This could result into Cassandra and the other employees to have the true picture of the working condition of the organization.ReferencesLaureate Education, Inc. (2012). Antecedents of job attitudes. Baltimore, MD: Author.

Essay Sample on Civil Disobedience

Essay Sample on Civil Disobedience The term civil disobedience means refusal to obey civil laws in an effort to induce change in governmental policy or legislation, characterized by nonviolent means, theories on this term have been around for a long time. (American Heritage Dictionary 3rd Edition pg161) People like Mahatma Gandhi and Martin Luther King Jr. have took up and preached their own theories on civil disobedience. The two have there own reasons why to practice civil disobedience but there view on it is in similar manner. Mahatma Gandhi wanted to stop South African government from making all Indians register with Registrar of Asiatics. Martin Luther King Jr. wanted to stop the segregation of the colored people in southern parts of America. While both men fought for different causes they had a similar theme they both saw their people been treated unjustly. Martin Luther King Jr. saw colored people in southern parts of America been prosecuted on bass of there color. Mahatma Gandhi saw Indians been prosecuted on bass of there race. Both men knew that the only way to stop their prosecutors is by standing up to them. Mahatma Gandhi unlike most of Indian community wanted to stand up to Great Britain in passive resistance he called it a weapon of weak men. Gandhi believes that the way to stop the prosecution of his people is by civil disobedience. Mahatma Gandhi used civil disobedience because he knew that it was the only way that the Indian people could fight the Great Britain laws. Gandhis called his form of civil disobedience Satyagrahis and, one of the believe that Satyagrahis gave was that Indian people where strong and with that believe it made the Indian people believe they will have the power to over rule the laws that Great Britain passed. Gandhi also said that Satyagrahis was a peaceful form of civil disobedience and violence is prohibited even when it would be in their favor. Gandhi said that Satyagraha and brute force, being each a negation of the other. Another thing that Gandhi view on civil disobedience held was that when a person decide to be a part of the movement that he knows the consequences and is willing to pay the penalties for his actions. Satyagrahis used news journals and books to inform the people about what was happening, which was a good way to keep all the member informed. When all the does steps went into action Gandhi and a lot of Satyagrahis followers where send to jail. Gandhi told his followers that under Satyagrahis believes all of them should obey the rules that where set by the jail as long as they Ð £not inconsistent with [there] self-respect or with [there] religious convictions. After the Gandhi pull all of the his civil disobedience in action it didnt take long for the Great Britain to try to come to some kind of a compromise with the Indian community about the registration laws. Gandhi strong believe in hi Satyagrahis was what helped him and the rest of the Indian community stop their prosecutors and gain some freedom for his people. Gandhi believed that his use for civil disobedience was justified because Great Britain and their government was treating the Indian unfair and would keep doing that until the Indian would stand up to them. In same way as Gandhi used civil disobedience to protect his people from racial prosecution Martin Luther King Jr. used tactic s of civil disobedience to protect the colored people from prosecution based on their color. Martin Luther King Jr. just like Gandhi was a leader in his community and believed that civil disobedience was the way to change the laws and feeling that where set against the colored people in southern states of America. King believed that only way to get his point across is by taking action but he just like Gandhi believed that the action that has to be taking should be in form of non-violent protest and with out use of any physical force. King also says that to justify acts of civil disobedience you must have prove that wrong is been done to you and have fact to prove why you are opposing something or someone. King justified his act of civil disobedience by show that there was a lot of hatred towards the Negroes by the country police and court systems. He then say that after you have prove of that wrong is been done upon you try to show your fact to the opposite side and try to negotiate and come up with a solution that favors both sides. King tried to negotiate with the political government but they refused to talk to him. Then he tried to take his negotiations to the economic community where he tried to come to some kind of compromise. But when that didnt work out either he didnt see anything that he or his people could do beside take direct action against the government. Just as Gandhi said to his people King also told his people that the direct action they take would have to be done in a non-violent matter with never using any physical force against the opposition. He also told his followers as Gandhi told his that you would have to know the consequences and would be able to pay the penalties without and striking back with physical. When all of his followers understood what they where getting them self in to King used his final step in his civil disobedience tactics. He took up direct action as the final step when nothing else worked. He start to have sit-ins and marches he used does tactics because he believed that only in that matter will the government be force to give in and try to negotiate and give the colored people some respect and power. Just like Gandhi forced the Great Britain government to negotiated some type of compromise by not giving in and lets all of the Satyagrahis be send to jail with out fighting back. So did King with his followed with the marches and the sit-ins. King just as Gandhi believed that only way to get any change is if you do protest out in the open where everyone can see you and that you are willing to accept the penalty by been send to jail. Just as Great Britain government saw that they been unfair to the Indian people make the America government see the injustice they are showing towards colored people and make them negotiate with you to come to some kind of a compromise. King believe that only way to have jus tice is by having tension and the best way he saw to make justified tension is by civil disobedience. Both King and Gandhi saw civil disobedience had been just because they felt that segregation and prosecution was unjust. They saw civil disobedience as making the opposition see that they are wrong and what they doing is morally wrong. King and Gandhi saw the laws that where passed against their people as unjust laws because they only affected small part of people and not affect the people who pass the laws. King showed an example how laws are not always just by saying that everything that Hitler did in Germany was legal and everything that Hungarian freedom fighters did in Hungary was illegal. He was trying to show how even the government made the law legal it was still unjust as a moral law and civil disobedience would have been justified as the right thing to do. Gandhi just like King felt that not everything that was legal was just and that why as King he believed that civil disobedience is the way to make just with a unjust legal law. During this day I believe that I would take up Martin Luther Kings view on civil disobedience as my own because I see just how he said that not all laws that are legal are just. I believe that not all that is made law is just for all people but only make it just for the majority. King view on civil disobedience is more suitable for this day and age that why people would try to fallow his example if they would have to take up civil disobedience. You can also order a custom term paper, research paper, thesis, dissertation or essay on civil disobedience from our custom essay writing service which provides students with prime-quality custom written papers.

Saudi Arabia water problem Term Paper Example | Topics and Well Written Essays - 1250 words

Saudi Arabia water problem - Term Paper Example According to Bragg and Bragg (2005), the oceans contain about 97% of the entire water on the earths’ surface; in Saudi Arabia, water has been supplied in three forms, mainly surface water, which accounts for about 10%, the underground aquifers that provide the majority percentage of more than 80%, and the various desalination plants, which provide about 5% of water. The availability of essential water supply continued to deplete and the water resources become limited, prompting the adoption of desalination plants. Natural resources define all the resources that occur freely within the environment that exist in a natural form, such as natural forests, minerals, water, and natural gases. 1. Background Desalination refers to the several processes of conversion of salt water to fresh water through the removal of salt and other minerals. Several approaches are used to treat seawater including thermal evaporation of seawater and use of modern desalination plants, osmosis in reverse. Nanomembranes are filters made from organic polymers with less thickness that are used to separate the liquids and gases at the molecular levels. Such technology is also used in desalination of seawater, purification of polluted water, and the removal of carbon dioxide and other pollutants from exhaust gases. The modern technology adopted in Saudi Arabia has enabled the exploitation of underground water by companies such as Saudi Aramco, an oil company, and hence increasing availability of water in the country. 2. Desalination process In Saudi Arabia, there has been water scarcity because of the rising population, which led to the adoption of desalination technology through the development of modern polymer materials producing semi-permeable membranes, which allow selective passage of water and other ions. The technology is categorized according to content extracted (water or salt from the main stream), separation process, and the energy used in the entire process (Anon, 1997). Eva porative processes have been used for extraction of fresh water from the mainstream. Such evaporative desalination processes consist of various methods. Multi stage flash (MSF) method involves the evaporation of seawater in chambers with low pressure as compared to the vapor pressure. The low-grade steam from the turbines heats the tubes within the distiller, which heat the seawater intake. The heated seawater then passes into low-pressure vessels, and boils into steam. The steam is condensed on heat exchanger tubes, which are cooled by the incoming water, feed to the heater. The conversion of seawater to steam depends on the pressure maintained within the vessel. In multiple effect distillation (MED), condensing steam heats tube bundles, resulting into evaporation. The vapor produced is used as steam in the next chamber operating at low pressure and temperature (Micale, Cipollina and Rizzuti, 2009). B. Nano membrane technology

Is water a natural right or is it a commodity Essay

Is water a natural right or is it a commodity - Essay Example Different civilizations throughout history considered water as a mutual property resource and not an open access resource. Hence there were different priorities over water usage. Drinking water had the highest priority; nobody who wanted drinking water was turned away. The community well dug by the community in general was freely used by the community. In a civilization like Rome, shows a typical example of how water was allocated when there was an actual allocation and sanitation system. They had an unrestricted water source recognized as the lacus. Here the Romans rich or poor could collect water for free. The use of lacus required one to transport the water to their private homes using their own labour and money. Then there was another kind of executive supply of water whereby the water would be delivered to the homestead via pipe for a fee. It was an actual right recognized by the Roman and the Jewish law which was known as the â€Å"Right to thirst†. This shows that human beings since the early civilization have recognized water especially drinking water as a human right and not a commodity (Branco, 150). In today’s world, international human rights and law have been put in place which acknowledges water as a human right and not a commodity. This was agreed on after a lot of discussion and debate by 122 countries. This decision was arrived at formally in 28 July 2010. This was done in a General Assembly (GA) resolution (A/64/292 which was established on draft resolution A/64/L>63/Rev.1.) It led to the UN Human Rights Council espousing an obligatory resolution that acknowledged that the human right to water and sanitation is an element of the right to a sufficient standard of living. Although it is recognized in international law it cannot be imposed in the national echelon until it’s integrated into the national legislation (Gupta, 304). This resolution confirms that the human right to nontoxic drinking water and sanitation is originat ed from the right to adequate standard of living and is inextricably tied to the right of the highest possible standard of physical and mental health, also the right to life and human dignity. This right places several responsibilities on governments. They are meant to ensure that all their citizens can access sufficient, uncontaminated water and affordable in an equal manner. Some of the uses that water should be availed for include drinking, personal sanitation, washing clothes, food preparation and personal hygiene. The States should ensure that first priority should go to personal and domestic uses over other uses. This water should be sufficient, clean affordable and accessible. Governments should also take up secondary priorities of irrigation and availing water for manufacturing in an affordable manner (International water sanitation center, 204). The number of people unable to access clean and improved sources of domestic and drinking water is 780 million and at least 2.6 bi llion lacking access to sanitation services. This shows that still a lot has to be done to make sure water is accessible to all in the planet. Other problems that have afflicted secure and accessible sourcing of water is the cross-border conflicts in the Middle East, The Eastern Mediterranean and other parts of North America. Some non-governmental organizations (NGOs) and researchers have tried to establish the fact that the right to water is also