International Trade and Tariff Essay Example for Free

International Trade and Tariff Essay Tariffs Explain the various impacts of an import tariff in small nations vs. large nations. The impact of an import tariff in a small nation is entirely unlike then an import tariff from a larger nation. When smaller nations imposes a tariff, it does not affect world prices, however the price of the importable commodity will start to rise, usually by the amount of the tariff for manufacturers and trade in the small nation. When large nations impose a tariff, it will reduce the volume of trade. Large nation tariffs also improve terms of the nation’s trade. Since the volume of trade is being reduced, it tends to lesson the nation’s welfare. However it also can improve the nation’s welfare. It depends on the welfare of the nation to if it actually rises or falls depending on the two conflicting forces. What are the three main reasons governments prefer using a tariff to restrict imports versus quotas? A few reasons why tariffs are better option than import quotas is because, tariffs can generate revenue for the Government, import quotas can lead to administrative corruption, and import quotas can cause smuggling. The reason the government can make money off of tariffs is because there can be a percentage put on imported goods that will generate extra money. There are millions of different things that are imported into a country and the small percentage of tariffs generates a lot of revenue that would be lost of the government unless their trade had an authorizing fee on goods being imported. This can lead to administrative corruption, if there are no restrictions on importing goods then the government has the ability to pick and choose who can import and who cannot. This can give the custom officials a lot of power since they would have the ability to favor and only allow certain corporations. Tariff system helps to rid the possibility of corruptions. This not just the price, but also the quantity sold through supply and demand. Smuggling can occur with an import quota when there are large shortages. A tariff cannot provide a set number on the goods or products that are coming into the country so the number of imports will increase when the demand for it goes up. Should our government use a weak dollar exchange rate policy to make imports more expensive in order to help our exporters? The weakening of the U. S. dollar means that the dollar has fallen in value compared other currency. The weak dollar is good for exports, but not good for importers. The value of currency will decrease when the demand for that specific currency is low, which will make importing goods more expensive. A weak dollar can make things difficult for exporters that are selling to the United States. If a foreign company wants to sell goods to the U. S. it either needs to up the price of the product or sell it at a lower price because of the exchange rate. What roles do the IMF and WTO play in trade and the use of tariffs? The IMF or International Monetary Fun is an global business of countries that strives to guarantee the constancy of the worldwide financial and economic system. The IMF tries to make sure that there is balanced growth to international trade, it promotes exchange constancy and helps to give countries a way to balance payment issues. Tariff rate data comes from the IMF database and the country’s authority figures. The WTO or World Trade Organization is a global company that works on the rules of trade between two countries. It helps to ensure that international trade moves smoothly and generously. It also gives countries a helpful and just outlet for dealing with arguments over importing issues. The WTO regulations permit a nation to defend certain businesses if the elimination of tariffs would have detrimental side effects, such as the loss of necessary national trade.

Case study Human Social Behavior

Case study Human Social Behavior Introduction- This article is about the human behavior and the various factors which affects the human behavior. One of the factors that have a great impact on the behavior of human is the social environment and here all types of sociological effects are discussed. Various individual environmental factors and their impact on behavior are also discussed here. Inheritances also affects the human behavior and in this article two types of inheritances are discussed and that are cultural and the genetic inheritances. Nature and nurture both has impacts on the development of humans and nurture has some of the effects on behavior of humans. In the end of the article there is a detail discussion about the evolutionary thinking and the factors like psychological and the biological which changes the human behavior Body 1-7 Behavior of the human being decides the overall personality and this behavior of human are influenced by many factors like cultural, economic, and sociological. Human behavior is influenced by the most discussed effect that is the sociological effect. The most complex society of any creature on earth is of humans and it means self-preservation beyond the level of persona; physical survival is extended by us. Humans live in a very typical society in which there is bonding between the groups for the purpose of mutual and protection. Families, friendships, associations etc are included in these groups. Due to the formation of society and humans social links increases the bond between different people which is a human behavior. One of the bad behavior that every human being have is of greed and this behavior of human finishes them completely but due to society and links with different families and groups decreases the human greed of money or anything else. Due to increase of population a nd the urbanization, the people have started neglecting the social relationship and everyone is giving importance to the money rather than social relationship and behavior. Because of this, the rate of crime and deviant behavior of humans are found in cities. All these sociological effects have impacts on the behavior of the human beings and the social environment plays an important role in the development of the child which includes the attainment of full genetic and human potential. (Conklin, 2004) The biological and the psychological changes occurring in the human beings are basically during time period from birth and the end of adolescence. Genetic factors are the factors which are related to the genes of the child and also refer to the changes that occur at every point in growth. Social environment plays a very important role in the development of child and a new born baby do not experience any fear to contact with any specific people but after the time period of 8-12 months there is a change in them and they start to prefer the people who are familiar and also start showing the feelings like anxiety and distress when they are separated from their family members. Social environment helps the child to understand the social rules in the period of preschool and adulthood. The time period of middle childhood have the characteristics of friendship with age mates and also the beginning of romantic love. Another social effect on the child development is of bonding between the diffe rent groups of people and the idea of maintaining social relations develops in the child which helps him/her lifelong. There are various processes which are controlled genetically and they are known as maturation. Maturation is related to the mental and the physical development of the child and a child is said to be matured when he/she becomes capable of taking their own decisions and are well aware of the things which are good or bad for them. According to the some doctors and live examples it is seen that usually maturity comes at the age of 18 and the main thing to consider here is that is maturity comes from the social environment. All the social factors like relationship in society, working in society etc, helps in the attainment of complete genetic and the potential of human. But along with social environment there are factors which are known as individual environmental that affect the social behavior of human. There are various individual environmental factors that affect the human social behavior but the two most important environmental factors are physical environment and family environment factors. Physical environment: For child the physical environment includes the school environment and this environment includes the size of school and the size of classroom. The children who are more popular and rich normally enjoy high status and the popular children have the well developed role-taking skills. There are some people who are anxious and low in self esteem withdraw their contacts and which results in the bad impact on social relations. For example the children in school or college who are very aggressive prefer the normal children as their friend. (Steen, 2001) Family environment: The most important environmental factor and the socializing institution is family. With the birth of the child the parents starts taking care of his physical circumstance well being and not only the well being but also bring them up, educate them and this prepares them to contribute to the society. Parents have also influence on the aggression of their child and control on the aggression by parents helps the society to grow very much. So these two individual environmental factors affect the human social behavior. Inheritances also play important role like the cultural inheritance have more effects in comparison to the genetic inheritance and such cultural transmittance affects the development and behavior of human beings. There are two types of inheritances and they are cultural inheritance and the other one is genetic inheritance. The storage and communication of information, imitation and teaching refers to the cultural inheritance. The cultural inheritance is transmitted by brains where as the inheritance based on the genetic is known as genetic inheritance and these are not transmitted by brains and by genes. The genes involved in the cultural inheritance prepare the structure of brain where as in genetic inheritance all the things depends on genes. The latest stage which involves in the evolution of heredity is considered as cultural inheritance. There is a complete mechanism for the genetic inheritance and this mechanism give rise to the cultural inheritance. So cultural inheritance is better more important than the genetic because genetic behavior is permanent and there is no work of brain in this but in cultural every work is solved by brains which are transmitted by brain and this is not perm anent. The cultural transmittance affects the development as it helps in setting the mind and it gives the comparison between the good and worse. The behavior of human being like greed is also removed by cultural transmittance because this type of behavior of any person is not accepted by the culture and which results in the perfect growth and development of the human beings. But the most important factor which influences the growth and development of individual is the family environment. Discussions about the nurture and nature are also necessary for the human behavior. (Lerner, 2002) Both nature and nurture have great effects on the development of humans but here are some of the effects of nurture. Affect of nurture on the development of the individual means the factors which are environmental present around the individual which includes growing of the person and development on many levels. There are many factors included in the nurture and they are effect of family, schools, culture, media, society etc. Nurture has great effects on the development of a child and mostly on the students. The most important factor that affects greatly is the family atmosphere and the influence of family can make an individual perfect but the bad family atmosphere can ruin the life of the individual also. Most of the influences of the families are on career development of an individual which is more than the influence of school, work etc. For the college students like us who are given the great responsibility of decision making at the time of growing up and must be able to choose ea sily and get the job very easily. Members of the family help in making the atmosphere healthy by making it helpful and socially fit. It is because of family that that helps individuals to make social relations and helps in increasing their feelings towards everyone. As the technological resources are more with families as compared to students, family is considered for the support of the individual in career. (McCall, 2009) According to my survey majority is in favor of the change seen in the behavior while personally experiencing the world outside. It is the view of the most of the persons who interacted with the other people that this experience changed their attitude. Mostly the human behavior is affected by the nature of the human and a drastic change is seen in the ancient and the modern human behavior. The most important thing to know about human is nature and its influences on growth and functioning. Nature of an individual is the only thing which can give the idea that what kind of person heshe is. For example, if a person has honest and friendly nature then heshe will get every possible help during their bad time from their friends and family members. On the other hand if the person has a greedy or selfish nature then no one will like to help him and no one will like him as a friend. Person with good nature behaves in different manner and person with bad nature behaves in other manner. (Wormer, 2010) There are large number of differences between the ancient and the modern behaviors of humans. The modern human behavior is found in the type of language, religion, art, music, cooking etc. Due to the advancement in every field whether it is cultural, economic, political etc, the human behavior has also changed a lot. The people in the ancient times had so much social relations and they worked together in such a way that they had no selfishness and no greed of money. People in ancient times didnt even think of harming the others but the modern people dont even think about others and just think about themselves and how to make more and more money. According to the recent survey it was found that the modern people have 50% less social relations than ancient people. Modern people are harsh towards each other and they dont even think before giving harm to anyone. From all these points we can conclude that the behavior of modern people has changed a lot in comparison to ancient people. Alo ng with the nature evolutionary thinking also affects the behavior of humans and some other factors like socio-biological factors and psychological factors also contributes to it. Evolutionary thinking is the thinking which is based on the change in the inherited traits of the population of human beings through the successive generations and this change is the result of interaction between the processes that brings variations in the population. One of the greatest strength of this type of thinking is that it always helps in answering why question style in a fashion which can be scientific and non-metaphysical. Evolutionary thinking has great effects on the behavior of humans and it makes the person to take the decisions with great knowledge and matures that individual. Reflection of evolutionary thinking about health is the concept of natural healing. In this the psychological are also discussed and these factors are those factors that develops as the defense mechanisms and these factors are created when there are changes in the family environment of an individual and that includes restrictive, abusive and creating feelings of fear in the individuals. These fa ctors have a great impact on the behavior of human like the individual who faces all these problems become lonely and makes their behavior of cheating anyone etc. Socio-biological factors are the factors that mean the biological behavior for all social behavior. These factors are the biological or generic factors and they are operative in mate selection. This factor changes the behavior of human and makes their behavior common and mature. These are the relation between the evolutionary thinking and its effect on human behavior. (Hume, 2010) Result of Questionnaire- 1= Strongly Agree, 2= Agree, 3= Neutral, 4= Disagree, 5= Strongly Disagree. Questionnaire Results: 1 2 3 4 5 1. There is a change seen in your behavior while personally experiencing the world outside. 6 11 5 3 2. You gain skills or abilities while interacting with other people on your way. 10 11 1 3 3. Has this experience changed or affected your attitude. 10 10 4 1 4. There is improvement in your ambitions and knowledge. 11 9 3 1 1 5. There is any leadership qualities observed through your past experience. 4 9 11 1 6. There has been personality development in your behavior through experience. 7 13 3 1 1 7. There is any distraction seen in the focus and the concentration on work. 1 12 9 2 1 8. There has been adoption of ideas of different things that motivate you. 6 10 6 3 9. There is any goal set to achieve your target. 8 12 3 2 10. There is some learning attitude developed in you to understand the things better through your past experiences. 8 13 4 Conclusion- So as to conclude with the whole article we have created many of the bodies in order to throw light on the issue of the human social behavior which has influenced many of the social issues which are discussed. There is much importance of the social environment which is created in the development of the child which includes the achievement of the genetic and human potential. The Human behavior is changing with the increasing factors in the world where environmental factors of an individual also affect the behavior of a human being. There are discussions carried out to make the full description of the human social behavior and challenges which are faced by the company due to various kinds of human social behavior. We have defined the Human social behavior as the population which behaves influenced by the emotions, cultures, ethics, rapport and hypnosis which falls within a range of some behavior and some outside acceptable limits. There are various human natures provided which has adverse effect on the human behavior and many of the theories are mentioned in order to prove and justify the human behavior as changed. There is change in thinking which has been found in many of the humans that has greatly affected the human social behavior and attitude towards the other people and the other factors such as socio-biological; psychological factors also come into affect at the same time.

The Oral Corrective Feedback English Language Essay

The Oral Corrective Feedback English Language Essay The focus on errors made by second language (L2) learners and Corrective Feedback (CF) _ called as negative evidence, repair, negative feedback and focus-on-form by linguists, discourse analysts, psychologists and those who work recently on classroom Second Language Acquisition (SLA) respectively _ had been exist on almost every movement that had took place in the area of language teaching and learning (Lyster Ranta, 1997). In 1950s and 1960s behaviorists believed that errors can damage learning and should be corrected immediately. Recently, those working within the interactionist framework (e.g. Long, 1996) maintain that since CF enables learners to make connections between form and meaning in the context of communication, it is important for acquisition (Golshan Ramachandra, 2012, p. 120). The role of feedback is also evident in structural and communicative approaches in which à ¢Ã¢â€š ¬Ã‚ ¦ feedback is viewed as a means of fostering learner motivation and ensuring linguistic ac curacy (Ellis, 2009, p. 3). Owing to such attention given to error treatment, scholars were interested to know how they could respond learners errors which results in effective teaching of L2 and how they should behave in different contexts to have a long lasting effect on learners language. Review of related literature Making the nature of CF clear many studies had done and researchers investigated different questions aroused around this issue, for example Lyater and Ranta, in 1997, observed four French immersion classroom to find the different types of corrective feedback, their distribution in communicatively oriented classroom and the distribution of uptake following different types of corrective feedback. Four years later in 2001, Lyster reviewed the recordings again. This time he tried to find the answer to two other questions that were not discussed in Lyster and Ranta (1997): 1.what types of learners errors lead to what types of corrective feedback? 2. What types of corrective feedback lead to the immediate repair of what types of learner errors?(Lyster, 2001, p. 275) Samar and Shayestefar (2009), in Iran, analyzed their database made from observing two EFL classrooms to find how EFL teacher error treatment in terms of CFs vary across these classrooms and what type of CFs leads to learners u ptake and successful repair. Related to this issue Balighizadeh and Abdi (2010) mentioned that language learning and corrective feedback bound up together and make an appropriate language learning environment. They believed that the function of feedback is more apparent in EFL contexts which teacher is the only source for answering students questions and feedback giving. Corrective feedback Ellis (2009) wrote that corrective feedback takes the form of a response to a learner utterance containing a linguistic error (p. 3). This erroneous utterance could be delivered in the form of an oral production of L2 or a piece of writing that means teachers can give feedback to both writing and speaking of L2 learners. Bitchener (2008) points out to this issue that there may be prominent differences between SLA work in oral and written feedback in second language acquisition writing studies( as cited in Soori, Kafipour soury, 2011, p. 497). Therefore this paper only focuses on corrective feedback which is given to oral erroneous utterances. According to previous study done by Lyster and Ranta (1997) these utterances consist of nonnative-like uses of L2 which they classified them to phonological, lexical or grammatical errors and in some cases when more than one type of error occurred in a student turn (e.g. phonological+ lexical) this is called multiple (p. 45). The response can c onsist of (1) an indication that an error has been committed, (2) provision of the correct target language form, (3) Metalinguistic information about the nature of the error or (4) any combination of these (Soori, Kafipour Soury, 2011, p. 495). Six types of CFs first reported by Lyster and Ranta (1997), therefore, divided into two categories by Soori, Kafipour and Soury based on the way they treat learners errors. This kind of classification established on the basis of information-processing model à ¢Ã¢â€š ¬Ã‚ ¦ which describes skill acquisition as a gradual change in knowledge from declarative to procedural mental representations (Ding, n.d., p.88). Therefore giving the correct form helps learners to boost their declarative knowledge_ knowledge of a language system_ but giving metalinguistic information helps learners to increase control over their already internalized declarative knowledge which means to increase their procedural knowledge (Ding, n.d.). Types of corrective feedback Lyster and Ranta (1997) distinguished six different types of feedback in their study and Ding (n.d.) added English examples to these CF types Explicit correction refers to the explicit provision of the correct form. As the teacher provides the correct form, he or she clearly indicates that what the student had said was in correct. (e. g. Oh, you mean, you should say). (1) L (learner): and three pear (sounds like bear). T (teacher): not beer. Pear. Recasts involve the teachers reformulation of all or part of the students utterance minus the error. (2) T: when you were in school? L: yes. I stand in the first row. T: you stood in the first row? L: yes, in the first row, and sit, ah, sat the first row Clarification requests indicate to students that the utterance is ill-formed in some way and that a repetition or reformulation is required. This is a feedback type that can refer to problems in either comprehensibility or accuracy, or both. (3) L: why does he fly to Korea last year? T: Pardon? L: why did he fly to Korea last year? Metalinguistic feedback contain either comments, information, or questions related to how well-formed the students utterance is, without explicitly providing the correct form. (4) L: I went to the train station and pick up my aunt. T: Use past tense consistently. L: I went to the train station and picked up my aunt. Elicitation refers to techniques that teachers use to directly elicit the correct form from the student. Teachers can elicit completion of their own utterance by strategically pausing to allow students to fill in the blank, or use questions such as How we do X in English? to elicit correct forms, or directly ask students to formulate their utterance. (5) L: once upon a time, there lives a poor girl named Cinderella T: once upon a time, thereà ¢Ã¢â€š ¬Ã‚ ¦ L: there lived a girl. Repetition refers to a teachers repetition, in isolation, of a students erroneous utterance. In most cases, teachers adjust their intonation so as to highlight the error. (6) L: Mrs Jones travel a lot last year. T: Mrs Jones travel a lot last year? L: Mrs Jones traveled a lot last year. Two other strategies that are used in L2 classrooms are clarification request and paralinguistic signals (Ellis, 2009). Paralinguistic studies most of the time accompanied with recasts in order to make them more explicit for students. Uptake A construct closely related to provision of CF is uptake (Samar Shayestefar, 2009, p. 110). Lyster and Ranta(1997) introduced uptake as: Uptake in our model refers to a students utterance that immediately follows the teachers feedback and that constitutes a reaction in some way to the teachers intention to draw attention to some aspect of the students initial utterance (this overall intention is clear to the student although the teachers specific linguistic focus may not be). (p. 49) The data revealed that uptake of students could have two types, sometimes their errors repair completely and sometimes uptakes need repair and the students may produce the utterance with another type of error which it is the teacher that should give CF again. Classification of corrective feedback types Explicit feedback vs. implicit As it is written in Ding (n.d), a popular classification of CFs is to divide them according to their explicitness and implicitness. Yang asserted that In the case of implicit feedback, there is no overt indicator that an error has been committed, whereas in explicit feedback types there is (as cited in Ding, n.d., p. 86). Long (as cited in Ding, n.d.) asserted that recast is a form of implicit feedback and can be easily neglected, especially in a meaning-focused context. Balighizadeh and Abdi (2010) had mentioned that à ¢Ã¢â€š ¬Ã‚ ¦ because they are not explicit, do not isolate the features of language form that are the focus of feedback, and do not interrupt_ even briefly_ the flow of meaningful interaction (p.59). Lyster (2001) had found a different result. He found that recast most of the time accompanied with another strategy such as repetition or paralinguistic signal or raising stress on the part that error occurred which make the recast less implicit. Other researchers which compared the effects of recasts and metalinguistic information on delayed performance of L2 learners proposed that interactional feedback in the form of metalinguistic informationà ¢Ã¢â€š ¬Ã‚ ¦might have been more effective than recasts because learners might be more likely to perceive it as overtly corrective (as cited in Balighizadeh Abdi, 2010, p.64). Ding (n.d.) stated that this dichotomous classification of feedback can be problematic (p. 86). Another classification which tried to prevent such vagueness and was the focus of Ding paper is dividing the CF strategies into recasts and prompts. Recasts vs. prompts Lyster (2001) introduced the term negotiation of form which he placed four Cf strategies (i.e. elicitation, metalinguistic clues, clarification requests, and repetition of error) under its rubric. All of these strategies lead to peer- or self-repair and therefore lead to a high rate of uptake. While recasts and explicit correction provide the correct answer and therefore they do not lead to peer- or self-repair. This distinction is clearly expressed by Lyster (2001): recasts and explicit correction are thus distinguishable from the negotiation of form in that the former supplies correct forms that learners may or may not repeat, whereas the latter provides signals to facilitate peer- and self-repair (p.274). Negotiation of form is called prompt according to Dings (n.d.) studies. Because recasts provide language learners with target-like reformulations and exemplars, they account for a significant part of language input in L2 classrooms, while prompts encourage learners to produce the ir own target-like output (p.87). Researchers findings Lyster and Ranta (1997) analysed their database in order to find the relationship between feedback type and learner uptake. According to them the most popular feedback technique used by teachers in their project was recast which turn out to be a technique that results the least uptake of any kind (i.e. repair and need-repair). Clarification request, metalinguistic feedback, and repetition are similar in eliciting uptake from students, and it should be mentioned that metalinguistic feedback was more successful than clarification request and repetition. The most successful technique for eliciting uptake is elicitation: All learner utterances following elicitation involve uptake with an almost even distribution between repair and need-repair (Lyster Ranta, 1997, p.54). From these results it can be concluded that the techniques that lead to peer- or self-correction should be used more in form-focused activities. The more students notice the feedback and the more they involve in processi ng the language items the more uptake results. In order to answer two questions proposed by Lyster (2001) that was mentioned in this paper, Lyster examined the relationship among error types, feedback type, and repair. He found that grammatical and phonological errors tended to invite recasts, whereas lexical errors tended to invite negotiation of form more often than recast (Lyster, 2001, p. 287), And the majority of phonological repairs were learner repetitions following recasts and the majority of grammatical and lexical repairs were peer- and self-repairs following negotiation of form (Lyster, 2001, p. 288). Lyster stated that although the majority of the feedback following grammatical errors involved recasts, the majority of grammatical repairs followed the negotiation of form. Conversely, lexical and phonological repairs resulted, for the most part, from the different feedback types that these error types tended to invite. (Lyster, 2001, p. 285) Samar and Shayestefars (2009) finding was in accordance with Lyster. According to them the recast the most employed feedback (i.e. recast), is the most likely to lead no uptake. Metalinguistic and explicit corrections are the most successful types of feedback leading to successful uptakeà ¢Ã¢â€š ¬Ã‚ ¦ with metalinguistic more successful at eliciting repair (Samar Shayestefar, 2009, p.125 conclusion Although the findings of different researchers are the same, but it cannot be said that these results are conclusive (Tedick, 1998). Tedick (1998) offered four suggestions for teachers based on the experiences of her colleague_ Ms. De Gortari. According to her an English language teacher shoul (1) consider the context, (2) become aware of his current practices, (3) practice a variety of feedback techniques, and (4) focus on the learner _ it is important to let the learner self-correct. Therefore it is important for teachers to become aware of different techniques of Cf and use the findings of researchers in order to gain the best result from their action. If they are working on form, negotiation of form is preferred and suggested, if they are working on fluency and meaning it is better to correct them unobtrusively.

symbolaw Symbols and Symbolism - Birds as a Symbol in The Awakening Es

Birds as the Symbol of Bondage and Freedom in The Awakening Birds that are enclosed in cages indicate solitude and bondage; those that roam in the open air above the seas represent freedom and happiness. The captivity or freedom of these animals is the symbolism that Chopin uses to illustrate the captivity Edna experiences from society and the freedom she desires.   Through this vivid bird imagery in her novel The Awakening, Chopin elucidates the struggle and freedom Edna encounters. From the beginning of the novel, the author supplies bird imagery to represent captivity and solitude. The "green and yellow parrot, which h[angs] in a cage outside the door [of Madame Lebrun's home], ke[eps] repeating over and over: 'Allez vous-en,' [come in]" (43).   The pleas of the parrot parallel with those of Edna, a desire for communication. She longs for a companion to whom she can pour her heart and soul into, without being reminded of the restrictions and cares of Victorian society; a relationship that she did not have with her husband, but with Robert. Though E... symbolaw Symbols and Symbolism - Birds as a Symbol in The Awakening Es Birds as the Symbol of Bondage and Freedom in The Awakening Birds that are enclosed in cages indicate solitude and bondage; those that roam in the open air above the seas represent freedom and happiness. The captivity or freedom of these animals is the symbolism that Chopin uses to illustrate the captivity Edna experiences from society and the freedom she desires.   Through this vivid bird imagery in her novel The Awakening, Chopin elucidates the struggle and freedom Edna encounters. From the beginning of the novel, the author supplies bird imagery to represent captivity and solitude. The "green and yellow parrot, which h[angs] in a cage outside the door [of Madame Lebrun's home], ke[eps] repeating over and over: 'Allez vous-en,' [come in]" (43).   The pleas of the parrot parallel with those of Edna, a desire for communication. She longs for a companion to whom she can pour her heart and soul into, without being reminded of the restrictions and cares of Victorian society; a relationship that she did not have with her husband, but with Robert. Though E...

The Rhetoric of Terror Essay -- Essays Papers

The Rhetoric of Terror From the writer: In the wake of September 11, the United States retreated into intense patriotism. However, love for this country is something more than hanging an American flag outside your home. True love of America is something more; it is civic virtue, practicing good citizenship. Vote on Election Day, read the newspaper and write letters to members of Congress. Failing to take advantage of freedom and democracy may lead to the rise of evil. From the teacher, Vivian Rice: The events of September 11, 2001, dramatically affected the work in many of our writing classes during the 2001-2002 academic year. For many students from that morning on, the semester was an emotional time of worry, grief, and finally questioning. Joshua Lax’s essay was written in response to a research argument assignment. Lax used the opportunity to consider why and how Osama bin Laden was able to inspire his followers to accept his vision of the world. Lax draws on his understanding of the theory of media and propaganda from his Newhouse classes as well as our class’s activities in writing this piece. From the editor, Patrick Dacey: Joshua Lax rips through the images that have plagued Americans since September 11th. But he does not antagonize the media; instead he focuses on how propaganda, rhetoric, and language are used to produce social change. The piece reveals reasons why America has become a target for war through the power of an outspoken, persuasive leader. Whether your opinions on the war are different, based on fear, or just hidden; Lax does not shy away from his views and uses powerful research to make his opinions known, and in a sense, justified. The final test of a leader is that he leaves behind him in ... ....S. Department of State. Bureau of Public Affairs. 25 November 2001 http://www.state.gov/r/pa/bgn/. "Encyclopedia Britannica: Lebanon." Encyclopedia Britannica Online. 25 November 2001 http://www.search.eb.com/bol/topic?tmap_id=118138000&tmap_typ=gd. Finch, Lynette. "Psychological Propaganda: The War of Ideas During the First Half of the Twentieth Century." Armed Forces & Society: An Interdisciplinary Journal 26.3 (2000): 367. Plato. "Gorgias." The Collected Dialogues of Plato. Ed. Edith Hamilton and Huntington Cairns. Princeton: Princeton University Press, 1961. 229-307. Ranstorp, Magnus. "Terrorism in the Name of Religion." Journal of International Affairs 50.1 (1996): 41-63. Shomar, David. "United States and the Muslim World: How We See Each Other." The University Forum: The Global Response to Terrorism. Byrd Library, Syracuse. 18 October 2001.

Job Analysis Methods

HUMAN RESOURCE MANAGEMENT ASSIGNMENT 1 DETAILS OF METHODS OF GETTING INFORMATION FOR JOB ANALYSIS Job analysis may be defined as a methodical process of collecting information on the functionally relevant aspects of a job. It involves job description (determining the duties and skill requirements of a job) and job specification (determining the kind of person who should be hired for the job). The methods of Job Analysis are as follows: 1. INTERVIEW METHOD This tool is considered to be very useful to the analysis of jobs.It is a method to collect a variety of information from an incumbent and supervisors by asking them (individually or as a group) to describe the tasks and duties performed. The benefits are that it allows the incumbent to describe tasks and duties that are not observable. However, they may exaggerate or omit tasks and duties. Three types of  interviews  are used to collect  job analysis  data: *  Individual  interviews  with each  employee. * Group   interviews  with groups of employees having the same job, and *  Interview  supervisor who are knowledgeable about the job  being analyzed.Interviews consist of structured Interviews and unstructured interviews. 2. QUESTIONNAIRE METHODS There are many techniques, one of them which is: 3. POSITION ANALYSIS QUESTIONNAIRE (PAQ MODEL) This model developed by McCormick, Jeanerette, and Mecham (1972) is a structured instrument of job analysis to measure job characteristics and then associate them with human characteristics. It consists of 195 job elements that describe generic human behaviors during work activities. It includes: 1. Information input (where and how the worker gets information), 2.Mental processes (reasoning and other processes that workers use), 3. Work output (physical activities and tools used on the job), 4. Relationships with other persons, and 5. Job context (the physical and social contexts of work). Over the years it has been observed that there exists a wea lth of research on the PAQ since it has yielded reasonably good reliability estimates and has been linked to several assessment tools. 4. OBSERVATION In this method incumbents are observed performing their jobs which enables the trained job analyst to obtain first-hand knowledge and information about the job being analyzed.This method is suited for jobs in which the work behaviors are 1) observable or 2) job tasks are short in duration or 3) jobs in which the job analyst can learn information about the job through observation. With observation, the trained job analyst can obtain first-hand knowledge and information about the job being analyzed. It allows the job analyst to see the work environment, tools and equipment used, interrelationships with other workers, and complexity of the job. 5.CRITICAL INCIDENT TECHNIQUE (CIT model) This method applied to discover behaviors towards working which can help classify performance into a good and bad level. These  observations  are used to solve practical problems and develop psychological principles. The main purposes are building  job descriptions, job specification and job standards, creating a list of good and bad behaviors which can then be used for  performance appraisal and testing the effectiveness of  the job  description and job specification. . WORK SAMPLING This method is a  measurement technique  for  the  quantitative  analysis of  non-repetitive  or  irregularly occurring activity. Work sampling operates by an observer taking a series of random observations on a particular thing of interest (machine, operating room, dock etc. ) to observe its state (working, idle, sleeping etc. ). When enough samples are taken, an analysis of the observations yields a statistically valid indication of the states for  each thing analyzed.It is relatively inexpensive to use and extremely helpful in providing a deeper understanding of all types of operations. 7. REPERTORY GRID The  repertory grid technique is a method for eliciting personal constructs, i. e. what people think about a given topic. It is based on George Kelly's  Personal Construct Theory. It is called a ‘grid' because one way of doing it is to use a matrix with the people along one side and the similarity and contrast poles along another side. The method is as follows: Identify a range of 10-20 people who do the job (these are called  elements). * Select three at random. * Select two that seem more similar in some way. * Identify what it is about them that is similar (this is the  similarity pole). * Identify what is different about the other person (this is the  contrast pole). * Repeat this until you have about 20 contrasts. * Thin this down to about 10 by combining similar contrasts. The remaining contrasts should give a good idea of the factors that make up the job.

Foundations of Human Services Worksheet Essay

1. Identify the four themes of human services. The four major themes of human services according to the chapter are one problem in living human beings not being able to meet their own needs all the time. Second the growth number of problems in modern world helps with people not able to get help from family or the community. Third self-sufficiency giving people the tools needed to provide for themselves. And last, social care is assisting clients in meeting their social needs, with the focus on those who cannot care for themselves, social control in who receives services and under what conditions they receive them and rehabilitation is the task of returning an individual to a prior level of functioning. 2. Identify professional disciplines that influence human services. Sociology examines ways in which human societies influence the people who live in them. Sociology helps the human service field by trying to understand the differences within human culture. Also to understand the surroundings of life affect their living, like family structure, roles within the family, gender, race, and poverty. Psychology is the study of the mind and behavior. It embraces the affects of human functions of the brain from childhood to old age. And for Anthropology is the study of culture, physical, and society. 3. How have societal viewpoints concerning mental illness or health influenced human services over the past three centuries? The societal view point in the beginning was people who were mentally ill were treated as if they were physically ill. In hospitals and they lived in atrocious conditions and were treated with brutality and cruelty; customary treatment methods was bleeding, restraint, and cold showers. Then occupational therapy, amusements, and exercise were introduced. Over the years the bad treatment in hospitals was closed and some stopped and centers was open in patient out patient, and groups homes now help with the treatment of mental illness. It is not treated as one illness for everyone but as an illness for just that person. 4. How have societal viewpoints concerning child welfare influenced human services over the past three centuries? Societal viewpoints went institutions multiplying, as the public demanded the removal of children from almshouses. Unfortunately, juvenile institutions were not always an improvement, and overcrowded conditions and poor care prompted the establishment of a system that placed children in private homes. To having foster parents and rules of child care in place that must be followed. There are now services in place for children that max out of the system to get help with food, education, and housing. Families can now get child care, the Earned Income Tax Credit, food stamps, and Medicaid to help take care of their children. 5. How have societal viewpoints concerning incarceration and probation influenced human services over the past three centuries? According to the chapter the probation system we have today started back in 1813. Things have been added to it along the way, like meeting with the prisoners before they are set free into the world to see if they have somewhere to go and if they need help with housing, food and employment. Today probation is given by a judge and can be also given after serving time in prison. There are probation officers in place to make sure that they are following the laws, getting help to get off of probation and live in the real world. 6. Explain how political and legislative changes have affected client care. Over the time political and legislation have changed laws. To make things work for the people and the government. Rules and guidelines put in place for human service workers to follow to help clients with their needs. Also with guidelines and rules for clients to have to follow so they can receive government assistance. The rules are still changing today due to the amount of need and the limited funds available. Guidelines are changing who can qualify for help and who don’t. Also the amount of children you can claim. Changes will always change for good and bad as time go on until legislation finds what works for all equally.