Given Danziger’s Claims Essay

Given Danziger’s claims about ‘methodomorphic theories’ and given what you know of quantitative and qualitative research methods and psychology in general, what do you think would be the obstacles to attempt to break free of the ‘methodological circle’? Research methods in modern psychology offer a variety of methodological options for researchers to utilise. However, there are issues associated with all methods. This essay will examine problems associated with the ‘methodological cycle’, such as the monopolisation of statistical methods in social sciences. These ‘issues’ continue to be common practice in psychological research and present obstacles to moving towards a less rigid, constrained method of working. This will be followed by exploring approaches that move forward, towards a more fluid and inclusive method of empirical psychology, such as Theoretical Sampling in Grounded Theory and Relational metatheory. Danziger coined the term ‘methodological circle’, asserting that many psychological researchers adopt methods based on certain assumptions about the subject matter, which in turn â€Å"only produce observations which must confirm these assumptions† (Danziger, 1998, p 1). These assumptions continue to be common practice in current psychological research, and pose as a barrier to moving away from the ‘methodological circle’. Psychology as Pure Science Kuhn (1962) described â€Å"ordinary science† as involving discussion of problematic truth claims and is carried out within the context of implicitly shared metatheoretical frameworks; on the other hand â€Å"paradigms† involve discussion that challenges these metatheoretical frameworks themselves. Psychology operates within both of these frameworks. ‘Ordinary science’, also known as Scientism, involves uncritically accepting that science is both highly distinct from, and superior to, ‘common sense’ and methods for identifying cultural patterns. However, factors that a social scientist may wish to study do involve facets that are not static and are defined by the context in which these facets operate. An example of this could be trauma. Trauma is viewed by individuals in Western society as a concept which individuals or a collective may suffer after a disrupting or distressing event. However, in less developed societies, such as in Rwanda which suffered mass genocide, no instances of trauma are reported (Alexander et al, 2004). Such examples highlight the problems presented by adopting a purely scientific (positivist) approach to a social phenomenon. In addition to this, it must be remembered that even though research will always endeavour to be as objective as possible they will, ultimately, use their common-sense knowledge of how social phenomena operate in order to define and measure these variables for precise investigation (Silverman, 1993). Psychologists who work purely in line with Scientism make the error to totally remove itself from common sense, rather than acknowledging and working with it, adopting, say, a more constructivist approach e.g. Conversation Analysis. Kock (1973) sums this up assumption beautifully by saying â€Å"The entire subsequent history of psychology can be seen as a ritualistic endeavor to emulate the forms of science in order to sustain the delusion that it already is a science† (Kock, 1973, p. 66). Dependence on statistics The use of statistical methods in psychology can be said to have become â€Å"institutionalized† (Danziger, 1998, p. 4). According to Danziger, such institutionalization presents 3 main problems: 1. It assumes that statistical conclusions are the only means of providing reliable and valid results for interpreting and developing theory; 2. It asserts that certain rules and models are constant, and cannot be amended or updated by new evidence; 3. it postulates that methodology must lead theory formation, and not the other way round. Such facets create a rigid environment, which restricts ways in which the social scientist can explore social phenomena which focuses on interactions between figures rather than meanings of interactions. The importance of the meaning behind words was acknowledged as far back as Freud, who stated â€Å"In medics you are accustomed to see things†¦in psychoanalysis, alas, everything is different†¦Words were originally magic and to this day words have retained much of their ancient power†¦Words provoke affects and are in general the means of mutual influence among men† (Freud, 1918, p.12). This statement emphasises the importance in not just, say, overt behaviour in the amount of words one uses (i.e. numerical data) in an interview, but also what one says and the meaning behind those words (i.e. qualitative data). Artificial settings to measure real life Psychology is the science of the real life, cannot be manipulated in artificial models. In its attempt to become a ‘pure’ science, psychological research methods tend to prefer to use controlled, experimental procedures, where one variable is directly manipulated by another variable, controlling for any other influencing factors. While such methods offer detailed and reliable statistical information, details of social, political, economic, and historical contexts can be overlooked (Waitzkin, 1990). The variety within psychology Psychology is a broad discipline with a variety of approaches such as Social and Cognitive Psychology. Social Psychology looks at qualitative interactions in the real world between people, whereas Cognitive Psychology examines the thought processes involved in individual reasoning. The former cannot be effectively manipulated in a controlled laboratory experiment, whereas the latter can be. If one attempts to artificially create and conduct a social experiment which uses solely statistics as a method of obtaining and interpreting results, one will miss the rich data that can be gained through qualitative measurement, looking at meanings and interpretations. A degree of flexibility is required in theory construction and method development, taking care to acknowledge how applied the science is and the vast array of methodological procedures to adopt. Top down vs. bottom up When conducting empirical investigation in psychology, the research question should lead the methodology, not the other way round. However, with the dominant quantitative method, researchers tend impose theories on data and see whether or not the data supports the theory. Upon these results, the researchers either accept or reject their hypotheses, rather than further exploring any discrepancies. Alternatively, researchers who adopt a qualitative method allow the data drive the theory and design models and theory from data. This is unpopular with many as it can oversimplifying complex social phenomena. As we can see, both designs appear to be poloarised, with little or no room for convergence. Deductive vs. Inductive Another assumption that perpetuates the ‘methodological circle’ is the belief that quantitative methods always must use a hypothetico-deductive approach and qualitative methods an inductive approach. Again, this restricts the way in which researchers can work with their subject matter, and rather than adopting an antithetical approach, researchers should endeavor to focus on the rationale of the study and the research question. Realism vs. Idealism In a similar vain to the short discussion above, there is the determinist assumption that all quantitative researchers are realists and qualitative researchers are idealist in their approach. This assumption enforces more restrictions on the way research would be carried out. Indeed quantitative research could do well to accept more subjective and individual attitudes, as qualitative methods could with more objective, measurable approaches. Moving forward Acknowledging the obstacles above, I will now explore ways in which psychology can move forward, away from the ‘methodological circle’ towards an approach that recognises and embraces both ‘quantitative’ and ‘qualitative’ virtues. Such an approach should not be concerned with paradigmatic purism but more concerned with identifying effective ways of conceptualising and discovering answers to the research questions. Grounded Theory -Theoretical saturation and sampling When using Grounded Theory, researchers use Theoretical sampling until they reach ‘Theoretical saturation’, where researchers collect data â€Å"until (a) no new or relevant data seem to emerge regarding a category, (b) the category is well developed in terms of its properties and dimensions demonstrating variation, and (c) the relations among categories are well established and validated.† (Strauss & Corbin, 1998, p. 212). Such a fluid and flexible approach provides a useful means in theory construction because it builds the theory as it evolves from incoming data, offering an alternate perspective on how the results are interpreted than the restrictive positivist, deductive approaches. Relational metatheory Relational metatheory offers a relational dialectical perspective in which interpretation (a more quantitative, positivist approach) and observation (a more qualitative, construstivist approach) are both acknowledged and used (Overton, 1998; 2003). Relationism metatheory acknowledges that there is interconnection between the person, culture and biology (Hase, 2000), which is a much more fluid and explorative method then a split metatheory (using only quantitative or qualitative). This results in more complex, self creating, self organising, self regulating and adaptive systems that function and develop in relation with sociocultural constructs. In conclusion, there is a range of obstacles researchers encounter when attempting to break free of the ‘methodological circle’. These include both theoretical considerations such as theory construction and practical considerations such as the dependence on statistics. In order to move away from these imposed restrictions, researchers should consider adopting a more inclusive, flexible approach such as Grounded Theory and Relational Metatheory. As Danzgier concludes we must overcome these problems associated with the ‘methodological circle’ in psychological research; if not â€Å"theory testing in psychology will be a matter of choosing among different versions of a theoretical position, the fundamental features of which are in fact beyond dispute.† (Danziger, 1985, p.13). References Alexander, J. C., Eyerman, R., Giesen, B., Smelser, N. J., Sztompka, P. (2004) Cultural Trauma and Collective Identity, University of California Press, CA Danziger, K. (1985) The methodological imperative in psychology. Philosophy of the Social Sciences, 15, 1-13 Freud, S. (1918) The Complete Introductionary Lectures on Psychoanalsis, Alden Press, Oxford Hase, S. (2000) ‘Mixing methodologies in research’, NCVER conference, Coffs Harbour, April. Koch, S. (1963) Psychology: A Study Of a Science, (Koch, S. (Ed.). (1959-1963), McGraw-Hill, New York Kuhn, T. S. (1962) The structure of scientific revolutions. University of Chicago Press, Chicago Overton, W. F. (2012) Paradigms in Theory Construction, (Eds L’Abate, L.) Springer; US. Silverman, D. (1993) â€Å"Beginning Research†. Interpreting Qualitative Data. Methods for Analysing Talk, Text and Interaction, Sage Publications, Londres Strauss, A. L. & Corbin, J. M. (1998) Basics of qualitative research: techniques and procedures for developing grounded theory, Sage Publications, US Waitzkin, H. (1990) On Studying the Discourse of Medical Encounters, Medical Care. 28:6, 473-487

Exploring Cultural anthropology Essay

Cultural difference(s) is one of the research topics that best suits for a cultural anthropologist to study. In my own perspective as a cultural anthropologist, cultural difference in the United States of America is one of the topics I might propose to research. In the United States where the issue of racism is of most major concern among other races, the history of racial discrimination has passed down until today. Many races including Asians are discriminated with regards to services, priorities, socialization, and its laws. Although there are sufficient laws that suspend racial discrimination among other races, this issue will still be in existence because of each cultural differences. This study may help in understanding better cultural differences/racism where it is in existence in the whole and is at most importance to international relations. Why would you choose this culture and topic for research? I chose the culture of United States since it has been the model of every other culture in the world. Many countries are instigated to pattern their country to the United States political system, diversity in religion, economy, and culture and traditions. As a world’s sole superpower, its culture plays an important role in maintaining its political and economic power to the world. American sports in example, military tradition, and advancement in science, arts and in entertainment (Hollywood); these are the things that draws political and economic power to the United States. Its culture is of most interest by other countries in the world. With regards to racism, I chose this topic for the reason that, until today, the United States struggles in eliminating or otherwise minimized racial discrimination domestically. It is a human nature to treat other races superior or inferior among them. It is of our interest the better ways if eliminate, prevent racial discrimination among others. The study of United States culture will give better understanding what it takes to be a charismatic country and a representation to the world. The study of racism will give better understanding how will we become accustomed to other races (The Journal of American Culture, 2009). What do you hope to discover, accomplish, or address by studying this culture? How could you prepare for culture shock? The culture of the United States through careful study would lay the foundation how a developing will and/or a poor country rise to power, elevate their political and economic influence to developed countries, and improved their standard of living via instigating American culture. I’m hoping to give details on different cultures, and address the needs of other people towards information dissemination. With regards to culture shock, studying culture may help in adjusting and/or adapt to culture differences. References â€Å"The Journal of American Culture. † American Family Traditions, (2009). American Family Traditions. Retrieved June 11, 2009 from americanfamilytraditions database.

European domination Essay

As the antebellum period began, America was approaching its golden anniversary as an independent political state, but it was not yet a nation. There was considerable disagreement among the residents of its many geographical sections concerning the exact limits of the relationship between the Federal government, the older states, and the individual citizen. In this regard, many factions invoked concepts of state sovereignty, centralized banking, nullification, popular sovereignty, secession, all-Americanism, or manifest destiny. However, the majority deemed republicanism, social pluralism, and constitutionalism the primary characteristics of antebellum America. Slavery, abolition, and the possibility of future disunion were considered secondary issues. Cultural and social changes were sweeping the cities of America during the period. Industry and urbanization had moved the North toward a more modern society with an unprecedented set of novel cultural values, while the South had essentially lagged behind in the traditions of the 18th century. The mixing of traditional folkways with a more modern vision of America had caused social influence, political authority, and traditional concepts of family to become uncertain, unstable, and somewhat ambiguous. (Volo & Volo, 2004) The history and sociopolitical influence of the African-American church documents an interminable struggle for liberation against the exploitative forces of European domination. Although Black religion is predominantly Judeo-Christian, its essence is not simply white religion with a cosmetic face lift. Rather the quintessence of African-American spiritual- mindedness is grounded in the social and political experience of Black people, and, although some over the years have acquiesced to the dominant order, many have voiced a passionate demand for â€Å"freedom now. † The history of the African-American church demonstrates that the institution has contributed four indispensable elements to the Black struggle for ideological emancipation, which include a self-sustaining culture, a structured community, a prophetic tradition, and a persuasive leadership. The church of slavery, which began in the mid-eighteenth century, started as an underground organization and developed to become a pulpit for radicals like Richard Allen and the platform for revolutionaries like David Walker. For over one hundred years, African slaves created their own unique and authentic religious culture that was parallel to, but not replicative of the slave-owner’s Christianity from which they borrowed. Meeting on the quiet as the â€Å"invisible church,† they created a self-preserving belief system by Africanizing European religion. Commenting on this experience, Alice Sewell, a former slave of Montgomery, Alabama, states, â€Å"We used to slip off in de woods in de old slave days on Sunday evening way down in de swamps to sing and pray to our own liking† (Yetman, 1970, p. 263). During the late 1700s, when slavery was being dismantled in the North, free Black Methodists courageously separated from the patronizing control of the white denomination and established their own independent assemblies. This marked the genesis of African-American resistance as a nationally structured, mass-based movement. In 1787, Richard Allen, after suffering racist humiliation at Philadelphia’s St. George Methodist Episcopal Church, separated from the white congregation and led other Blacks, who had been similarly disgraced, to form the African Methodist Episcopal Church (A. M. E. ) in 1816. The new group flowered. By 1820 it numbered 4,000 in Philadelphia alone, while another 2,000 claimed membership in Baltimore. The church immediately spread as far west as Pittsburgh and as far south as Charleston as African-Americans organized to resist domination. (3) Through community groups, they contributed political consciousness, economic direction, and moral discipline to the struggle for freedom in their local districts. Moreover, Black Methodists sponsored aid societies that provided loans, business advice, insurance, and a host of social services to their fellow-believers and the community at large. In sum the A. M. E. Churches functioned in concert to organize African-Americans throughout the country to protect themselves from exploitation and to ready themselves for political emancipation. During this same period, David Walker exemplified the prophetic tradition of the Black church with his â€Å"Appeal to the Colored Citizens of the World,† published between 1829 and 1830. Walker employed biblical language and Christian morality in creating anti-ruling class ideology: slaveholders were â€Å"avaricious and unmerciful wretches† who were guilty of perpetrating â€Å"the most wretched, abject, and servile slavery† in the world against Africans. To conclude, the church of the slave era contributed substantially to African-American social and political resistance. The â€Å"invisible institution† provided physical and psychological relief from the horrific conditions of servitude: within the confines of â€Å"hush arbors,† bondspeople found unfamiliar dignity and a sense of self-esteem. Similarly, the A. M. E. congregations confronted white paternalism by organizing their people into units of resistance to fight collectively for social equality and political self-direction. And finally, the antebellum church did not only empower Blacks by structuring their communities; it also supplied them with individual political leaders. David Walker made two stellar contributions to the Black struggle for freedom- -he both created and popularized anti-ruling class philosophy. He intrepidly broadcasted the conditional necessity of violence in abolishing slavery demanding to be heard by his â€Å"suffering brethren† and the â€Å"American people and their children† in both the North and the South. As churches grew in size and importance, the Black pastor’s role as community leader became supremely influential and unquestionably essential in the fight against Jim Crow. For instance, in 1906, when the city officials of Nashville, Tennessee, segregated the streetcars, R. H. Boyd, a prominent leader in the National Baptist Convention, organized a Black boycott against the system. He even went so far as to operate his own streetcar line at the height of the conflict. To Boyd and his constituents no setback was ever final, and the grace of God was irrefutability infinite. Then, with the advent of World War I (1914-1918) and the availability of jobs in the North, Blacks migrated to urban centers such as New York, Detroit, Chicago, and St. Louis–and they took their church with them. Hundreds of thousands of African-Americans packed not only their dreams, but also their Bibles, and struck out for the â€Å"promise land. † In exploding metropolitan enclaves they built thriving congregations like the 14,000-member Abyssinian Baptist church of Harlem, which won international acclaim for serving and organizing its people: it found them jobs, it secured them housing, it fought for their rights, and it directed their ballots. This was consistent with the â€Å"Social Gospel† as advocated by Black ministers who preached that societal sin–such as the starvation of children–could only be destroyed through Christian love and benevolent programs. To them the primary responsibility of the church was to establish ministries of social service that would eliminate injustice and abolish poverty in the African-American community, and this became the objective of many large urban assemblies. However, these impersonal metropolitan congregations with their grand strategies of social improvement did not appeal to all migrants, especially newcomers from the rural South. Instead, this group founded small assemblies in abandoned stores that offered them personal acceptance, belonging, identity, friendship–and perhaps most of all–a shelter from white racism. Hence, â€Å"storefront churches† had their genesis as part of the self-preserving culture produced by African-American Christians to ensure the survival of their communities. (Simms, 2000) Citing church membership figures accounting for fewer than twenty percent of the antebellum slave population, a number of revisionist historians have recently challenged the widespread view that Christianity was embraced by millions of slaves hungering for its message of love, hope, and salvation. And although revisionist critics have responded that such statistics provide a far from accurate gauge of just how deeply Christianity permeated the slave population, the question remains as to whether or not the mass conversion of as many as four million slaves within a single generation ever occurred, given that the vast majority had little or no exposure to Christian teaching prior to the Jacksonian period. Despite such controversy, nearly all interpretations of slave religion maintain that after about 1830, Southern planters, motivated by a desire for social control as well as sincere concern for the salvation of bondsmen, successfully introduced Christianity to the spiritually starved slave community. And even though support for this conclusion rests heavily on supposition and interpolation, it has nonetheless been presented in a number of the modern era’s most influential studies of slave religion. Local preachers were encouraged to minister to nearby plantations and, in regions lacking sufficient clergy, slaveholders, themselves, were urged to hold prayer meetings among bondsmen. Also, many churches invited slaves to join their congregations, often partitioning off separate areas such as balconies to enable them to worship alongside whites. Taken as a whole, then, it is difficult to deny that Christianity played an important role in at least some quarters of the slave community after 1830.

Fifth Business Essay Example | Topics and Well Written Essays - 1000 words

Fifth Business - Essay Example The snowball that hit Mary Dempster caused the premature birth of Paul and the insanity of Mary. This episode in his childhood had brought Dunstan an unending guilt that had enveloped him all through his life. There were several people whom Dunstan had met that helps him understand his roles as well as let himself loose of the burden of guilt he had felt since that eventful day with Staunton and Mary Dempster. Myth finds a place in the heart of Dunstan and teaches him to grow. Magic is the escape of yore that Dunstan seeks and successfully rediscovers. Religion, myth, and magic are intertwined in Dunstan Ramsay's life, crucial for the completion of Ramsay as a person through the wonder they inspire. (http://www.geocities.com/echomyst/literature/fifth_business.html, para 1) Being a saint and being a mad person depend entirely on how people thought of one's personality. The religious practices and influences of one person according to his or her beliefs affect how people would see one's perception towards him or her. Dunstan Ramsay's taking full responsibility of Mary Dempster had taught him the saintly versions of life. She had shown him several miracles that had brought him closer to her that he regarded Mary as more than his friend, but a spiritual guide - a fool-saint who has nurtured his soul. His feelings towards him were even more than the maternal love he had felt towards his own mother. The miracles that Mary had shown her were those when she brought his brother back to life, that she appeared to him in his own war (World War I) related illness, and that she converts a dirty tramp into a minister - Surgeoner, whose life Mary changed forever and now heads the Lifeline Mission. (http://www.geocities.com/fossilfreak/books/fifth.html, para 3 & 15) However, Dunstan attitudes towards Mary were contrasted by the society such that they regard her as a "mad" woman that even her husband sees her a his "heavy cross." He had a totally different view of Mary's personality even though his innocence ked him to see her sexuality as "madness," he was still able to accept her as a "wise woman" and as a "saint." ("Dialectic") This situation in the novel only shows that a saintly representation of someone else to another person may sometimes be a madness to other people as dictated by his or her religious beliefs and the people he or she is associated with. Furthermore, these representations or views towards other people changes as one encounters other situations that might lead him to discovering new worlds of manly desires and characters. Conclusion There is therefore a thin line separating personal mythologies such as being a saint and being a mad person as perceived by other people. These perceptions are based on how one's personality is able to influence the life of another in a way that would relieve the burdens that a person carries in his life and grow maturely as a person. (http://www.geocities.com/fossilfreak/books/fifth.html, para 23) Works Cited: Dialectic, Morality and Deptford Trilogy. http://www.lib.unb.ca/Texts/SCL/bin/get.cgidirectory=vol12_1/&filename= LoVerso.htm. December 12, 2006. _______. http://www.geocities.com/echomyst/literature/fifth_business.html. December 12, 2006. Fifth Business Introduction The various religions present in the society encompass various beliefs as well. But

Current Issues in Computing Essay Example | Topics and Well Written Essays - 2000 words

Current Issues in Computing - Essay Example On the other hand there is differing perception in the manufacturers and the users in the heat density reduction parameters, which need rationalization. Thermal management also needs to be included while designing devices and the issue is likely to become more complex over the years. Reduction of power is also related to power aware computing, which is designing software and hardware to ensure optimum management of power. The growth of information technology has spawned a vast industry based around computers and information science. The impetus to economies and employment provided by computing ignores the silent yet alarming environmental hazard posed by systems compressed in small spaces requiring enormous amounts of power and generating large quantities of heat. Heat generated by computers is easily calculable, but one seldom takes into account the heat of hundreds of humans working in small spaces. There is increased awareness of environmental hazards of power and heat in computing, which are being addressed by the industry and academicians. The main issues to be considered are the nature and magnitude of the threat and measures that can be taken to minimize or overcome these. This is being carried out by a study of two prominent trends in computing environment, heat density and power aware computing. In this section we will examine the trends in power consumption and resulting heat dissipation in computers and data processing as well as storage systems and central office type telecommunications equipment. A White Paper, â€Å"Heat Density Trends in data Processing, Computer Systems and Telecommunications Equipment† is the main source of the study. (Uptime Institute: 2000). A number of other papers and presentations have also been considered to validate the trends in the Uptime Institute paper. There is a general feeling of smugness in the computing world generated by the

Insider threart Essay Example | Topics and Well Written Essays - 250 words

Insider threart - Essay Example Insider threat has been classified to include fraud, espionage, theft of intellectual property and IT sabotage. These normally cost an organization a heavy loss and most of them barely ever recover. There are several actions that an organization can take in order to prevent its vulnerability to internal threats. First, the organization can take the initiative to educate the employees and make them fully aware of what comprises an insider threat. Employees need to understand that they also need to work in the best interest of the organization and report any suspicious or malicious activity that may be taking place in the organization (Finan, 2013). Secondly, the management can implement strict password and management policies and practices to ensure the security of the organization by limiting employee’s access to any confidential information. In addition, the organization should have a secure recovery and backup processes in place in order to ensure they can easily handle the threat without letting it get out of hand. In conclusion, no company should imagine that they are completely safe from insider threat. It is important that they take the essential steps which are applicable to their organization in order to ensure some form of security. Most companies find it hard to recover because most insider threats are skilled professionals and the companies are rarely ever prepared for it (Finan, 2013). Finan, E. (2013). A Preliminary Examination of Insider Threat Programs in the U.S Private Sector. Intelligence and National Security Alliance. Retrieved From :

MILITARY PAY SYSTEMS Research Proposal Example | Topics and Well Written Essays - 2500 words

MILITARY PAY SYSTEMS - Research Proposal Example DATA ANALYSIS AND REPORT l. APPENDICES AND REFERENCES Time schedule Resources needed Personnel Assurances /Clearances Questionnaire/ survey/interview A COMPREHENSIVE ANALYSIS OF MILITARY PAY SYSTEMS a. INTRODUCTION The military is a major arm of the government; it is an organization that is endowed with the sole and sensitive function of providing internal and external security of the country. A vital area of research under the military pay system would be general rather than specific. The research is therefore concerned with addressing the military pay in a diverse perspective: the structural make up of the system; how the structure operates; accountability; and responsibility of the system. Also, all the issues that impact the overall system will be addressed by the research undertaking; under issues, gender and military will be addressed, military and crime, recruitment in the military and their salary schemes including other relevant issues. It is these kinds of motivations and u rge to find out that have propelled the urge to find out about the military pay system. This study will lead to the development of strategies to help deal with the challenges depicted (Neuman 2009). This is to ensure that the future benefits realized from the system are maximized for the future generations. Research on Military pay is also because there is tremendous transformation in the socio-economic sector. The socio-economic changes have severely affected the stakeholders in the military by causing severe stress due to the culture and the social make up of the society. This has lead to the creation and sustained social crimes like rape, murder, and economic vices in the military. Therefore, this research project is towards seeking, exploring and investigating/finding out the following: To examine the extent to which the military pay systems and structures have influenced the economy of the country. To identify and evaluate the areas which require change and restructuring for ef ficiency. To assess the impacts of the changes affected ones they are in position. The evaluation here seeks towards finding a sustainable solution for the military pay tribulations. b. PROBLEM STATEMENT Military officers are an important asset to any country hence must be accorded all the assistance they need in order to perform their work efficiently. The research is hence seeks to find out why there is never enough compensation to the military for the work they do and the risk they expose themselves to. The relevant expected risks shall be identified and advocacy plus awareness be shouted to the government that they will never be in the position to provide enough compensation for the risks that the military are engaged (Neuman 2009). Those seeking to join the forces will also have enough knowledge and facts to make a basis before deciding to join the forces or not. c. RESEARCH RATIONALE The problem is that the compensation is never enough and the reason therefore has a fundamenta l task of finding why this is so; the major reasons behind this fact. This research is also towards finding out about the nature and magnitude of the risks and tries proposing a compensation that if given to the service men would be closer to substituting the risks that they face in the course of discharging their duties (Financial Friendly fire 2006). The research requires a dissection into the roles of the study and can only be determined using qualitative approach of data collection and analysis; this will be done through collection of information from a varied group of persons in the military identified through random selection, topics to be discussed with them is as well got randomly. The methods of investigation entail

Karsk Lanscape Essay Example | Topics and Well Written Essays - 1000 words

Karsk Lanscape - Essay Example When rain water first flows through acidic soils, it becomes much more acidic and more capable of dissolving superior quality rocks and large volume of the rock. As acidified water percolates through the cracks on limestone, it enlarges them gradually, allowing more water to get through. Continuation of this process with time enlarges the fissures to an extent they can take in entire rain water moments after falling. Underground, the water from the fissures join up to form small underground streams, causing massive and widespread corrosion and dissolution of rocks. These lead to development of underground cavities at varied depths and of different sizes. Notable karst areas include the Nullarbor Plain in Australia and Chocolate hills, Philippines among many others (Larsen, 2003). Karstification results in formation of varied features of varied sizes and at different depths. Karst topography has some small sized features on its surface collectively referred to as Karren or Lapiez. Examples of these are: As acidic rain occurs, it runs on the surface and causes dissolution of limestone or other soluble surface rock. As it keeps running over the surface, it dissolves and sculptures it with each run of water causing grooves and solution flutes on the ground. This causes a vast area of parallel flutes known by their German name Rillenkarren Vertical joints and bedding planes in limestone can be widened and enlarged by solutions to form a series of deep elongated slots called grikes. Such larger and fairly deeper features are known as grikes. These are closed depressions in karst areas, usually circular in outline. Dolines either formed by dissolution of rocks close to the surface or by underground dissolution that forms a cavity whose roof then collapses to expose a hollow depression on the surface. Sinkholes formed by dissolution of rock is are fairly well rounded

Perishable shipping Research Paper Example | Topics and Well Written Essays - 750 words

Perishable shipping - Research Paper Example A dealer and manufacturer may agree to set a maximum price that will prevent dealers from charging higher prices. Setting floor prices, as well as limiting territories may force dealers to offer services that the producer intends in the event of buying products. However, avoidance of antitrust cases may be paramount through the setting of independent prices. Different swell allowances may affect TEDSBOX policies that would in turn affect packaging and the unsaleable food products. A swell allowance is the uniform rate that is applied to sales. Most business practices advocate for charging same swell allowance among manufacturers. Charging different rates may prove to be ineffective especially to products that have consistent handling policies. The non-pursuance of the adjustable rate policies may discourage benefits associated with swell allowances. Adjustable rate policies aid in offering various reimbursement rates by product category. Highly perishable products require much of these policies. Without the existence of adjustable rate policies, the sales shift of highly perishable goods will be difficult and reimbursements will not take place. In addition, the manufacturers will experience rigidity in adjusting policies with changes occurring in the business environment. This situation creates inefficiency in the agricultural industry as it tends to be the most flexible industry in terms of price adjustments and business policies (Sykes 1995). The cold chain is a process that incorporates the shipping of temperature sensitive commodities along through a supply chain (Ayers and Odegaard 2008). Transportation occurs through refrigerated and updraft packaging methods. Logistical planning is necessitated to ensure security and protection of these shipments. There are several shipping methods; however, FEDEX uses air cargo when transporting sea

Optimisation of Web Protocols and Services Research Proposal

Optimisation of Web Protocols and Services - Research Proposal Example Like many improved efficiencies in the business environment, optimisation of Voice-over-Internet Protocol (VOIP) technology by utilising Intelligent Energy Aware Networks in order to reduce carbon footprint can be achieved both quantitatively and non-quantitatively. The best way to optimise the quantitative function of cost efficiencies remains through Activity-Based Costing (ABC). ABC has become a prevalent cost method for many manufacturing and production industries since its inception. In addition, it has gained exposure in the service industry over the last decade. (Kocakulah, Mehmet, Diekmann, 2005, 10) Despite popular opinion, service companies are ideal candidates for ABC due to their minimal amount of direct materials. They maintain a high level of fixed costs based on personnel who supply indirect support to products and consumers. Fortunately, cost efficiencies from VoIP implementation apply to both manufacturing and service organisations. Hence, this study involves the eff ectiveness of innovation of the existing internet protocols and creation of the brand new protocol or service system for internet. Non-quantitative attributes are harder to measure than quantitative. As a result, they tend to provide confusing conclusions. Improvements not significantly increasing companies bottom-line are viewed as a poor investment decision when in fact they may improve efficiency. Such capital expenditures are best measured with a scorecard approach which reflects "cause and effect" relationships. (Travis, 2004, 137) Perhaps the easiest sell for VoIP systems remains their ability to save corporations money. Unlike many of VoIP's benefits, cost savings is quantitative in nature. There are several ways in which cost savings occurs. Most savings stems from the ability of offices geographically located in different states or countries to communicate with one another without incurring long-distance fees. This benefit occurs because traditional circuit switches do not carry the electronic signal. Instead, the signal travels through a web based connection and is reassembled at the termination point. Electronic signals travel over the web free of charge the same way e-mail is delivered. Since VoIP is classified as information or data service as opposed to communication service, no charge is incurred. Statement of the problem Achievement of optimisation of VoIP technology can reduce carbon footprints and improve business environment. Research Questions The study is meant to answer following research questions. Q1. How to establish an effective process to calculate the overall cost of the current PBX network and compare to the expense of optimising a VoIP networ

Discussion Questions Assignment Example | Topics and Well Written Essays - 250 words - 10

Discussion Questions - Assignment Example Unearned revenue is recognized as an asset and liability. But when the service has been provided for it is then recognized as an earned revenue. They issue bond in order to help them obtain a long term finance. I would rather buy the bond at a discount because it will be cheap with a higher interest rate. The determining factor is the interest rate reflected in the market. It is a method that spreads the discount evenly over the periods during which interest is paid. When dealing with bonds payable, it involves crediting interest expense and debiting on bond payable. It also spreads the premium evenly over the months. The number of months the bind is held is divided by the number of months from the beginning of the tax period to the maturity date. The result is then multiplied by the bond premium, which is a reduced amount each year. This is because of the bond amortization form earlier years which also helps in calculation of the premium each year They are both treated as liabilities. Notes payable are recorded by the company as a liability while the other party, for example a bank, records the entry as notes receivable. Then the company makes another entry, debiting the interest expense and crediting the interest payable. On the other hand for accounts payable the company do not accrue any interest. Therefore the creditors recognize it in their books as accounts receivable and the company credits its accounts payable. Statement of cash flows enables a company displays information about the inflows (receipts) and outflows (payments) of cash of a company. It includes information about the income statement, balance sheet and the retained earnings statement. It is divided into three ways that tell us on how the company receives and uses its money. Operating section outlines money received from the daily operations of the company. On the other hand, the investment activities section outlines the price

Meaning of life - Human Essay Example for Free

Meaning of life Human Essay We walk around in the world and we as human beings look to find fulfillment and happiness in many things such as sports, friends, and boy/girlfriends and as young people when we get rejected by these things we act like we can’t go on with life. . But i challenge you to think about the meaning of LIFE. Well Life is a Gift of God, Abundance of receiving things. In John 4 its speaks on living water and how Jesus uses both the physical and spiritual meaning of water when he speaks to the Samaritan Woman, He refers to the spiritual side as living water. People in the world tend to you suicide or hurting themselves as a way out of situations but God gave us eternal life so that we may be humble servants unto him. . God never puts more on us than we can bear. . Life is important so we really need to know the meaning of it because it seems to be lost in todays society. .I used to be bitter and sad before i had gotten saved. . I had a huge void that needed to be filled and nothing truly could fill it. . Except GOD.

Traffic Light Controller System Design

Traffic Light Controller System Design library IEEE; use IEEE.STD_LOGIC_1164.ALL; use ieee.std_logic_unsigned.all; Uncomment the following library declaration if using arithmetic functions with Signed or Unsigned values use IEEE.NUMERIC_STD.ALL; Uncomment the following library declaration if instantiating any Xilinx primitives in this code. library UNISIM; use UNISIM.VComponents.all; entity tlc is   Ã‚  Ã‚   Port ( sensor : in   STD_LOGIC_VECTOR (3 downto 0);    hr : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hg : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   hy : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   fr : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   fg : out   STD_LOGIC_VECTOR (0 downto 0) ;   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   fy : out   STD_LOGIC_VECTOR (0 downto 0) ); end tlc; architecture Behavioral of tlc is signal ts : std_logic_vector(3 downto 0); signal tm : std_logic_vector(3 downto 0); signal tl : std_logic_vector(3 downto 0); type state_type is (s0,s1,s2); signal state : state_type; begin process (sensor) begin if sensor

Importance of Teaching Listening Skills

Importance of Teaching Listening Skills Listening comprehension is an important language skill to develop. Language learners want to understand target language (L2) speakers and they want to be able to access the rich variety of aural and visual L2 texts available via network-based multimedia. Furthermore, listening comprehension is at the heart of L2 learning and the development of L2 listening skills has demonstrated a beneficial impact on the development of other skills (e.g. Dunkel 1991; Rost 2002). Therefore, it is important to develop L2 listening competence; yet, in spite of its importance, L2 learners are rarely taught how to listen effectively (e.g. Mendelsohn 2001, 2006; Berne 2004; LeLoup Pontiero 2007). In addition, listening is an essential skill which develops faster than speaking and often affects the development of reading and writing abilities in learning a new language (Scarcella and Oxford, 1992; Oxford, 1993). According to them, the main reason is that one receives input through listening to instructions or explanations prior to responding orally or in writing. Listening is not an easy skill to acquire because it requires listeners to make meaning from the oral input by drawing upon their background knowledge of the world and of the second language (Byrnes, 1984; Nagle Sanders, 1986; Young, 1997) and produce information in their long term memory and make their own interpretations of the spoken passages (Murphy, 1985; Mendelsohn, 1994; Young, 1997). In other words, listeners need to be active processors of information (Young, 1997). Meanwhile, Vandergrift (1996, 1997, and 2003) asserts that listening is a complex, active process of interpretation in which listeners try to su it what they hear with their prior knowledge. According to Richards (1983), this process is more complex for second language learners who have limited memory capacity of the target language. Therefore, it is necessary for them to utilize various listening strategies. As most English teachers Iran believe, although we have learned a lot about the nature of listening and the role of listening in communication, L2 listening has been considered to be the least researched of all four language skills. This may be due to its implicit nature, the ephemeral nature of the acoustic input and the difficulty in accessing the processes. In order to teach L2 listening more effectively, teachers need a richer understanding of the listening process. Research into L2 listening is important because a better understanding of the process will inform pedagogy. According to Vandergrift (2007), students who learn to control their listening processes can enhance their comprehension; This, in turn, affects the development of other skills and overall success in L2 learning. 1.2. Statement of Problem Listening comprehension may seem relatively straightforward to native language (L1) speakers but it is often a source of frustration for second and foreign language (L2) learners (e.g., Graham, 2006). Further, little attention has been focused on systematic practice in L2 listening (see DeKeyser, 2007) i.e.; on the integrated instruction of a sequential repertoire of strategies to help L2 learners develop comprehension skills for real-life listening (Berne, 2004; Mendelsohn, 1994; Vandergrift, 2004). A review on recent research on second or foreign listening instruction suggested a need for an analysis of the effectiveness of metacognitive instruction for developing L2 listening comprehension. Current approaches for effective L2 listening are toward real-life authentic ample-input listening with more of top-down approaches and process instruction. Most of the studies, support real-life listening with authentic materials (Buck, 2002; Goh, 2008; Richards, 2005; Vandergrift, 2007; Veenman et a1., 2006). Top-down approaches have drawn more recent favors than bottom-up approaches (Goh, 2008; Rost, 2002; Vandergrift, 2004). Process listening was favored to product listening (Vandergrift, 2004; Field, 2003; Buck, 1995; Krashen, 2008). Interest was also indicated in raising student awareness of the listening process (Vandergrift, 1999; Mendelsohn, as cited in Vandergrift, 2004). Among the approaches to L2 listening, metacognitive instruction for L2 listening was noted to be a most recent trend (Annevirta et al., 2007; Beasley et al., 2008; Chen, 2007; Derwing, 2008; Field, 2008; Goh, 2008; Graham et al., 2008; Lee Oxford, 2008; Vandergrift, 2007; Veenman et al., 2006; Zohar Peled, 2008). In general, comprehension historically has received only minimal treatment in the teaching of English as a Second Language (ESL), but it is, in fact, one of the most important skills a second language (L2) learner must master to succeed in academic studies (Jung, 2003, Thompson Rubin, 1996). For learners to become proficient in listening comprehension, they must receive comprehensible input (Vandergrift, 1997, p. 495) as well as have ample opportunity to practice using, or producing, the language. In second language acquisition, listening comprehension used to be considered a passive activity; thus, it did not merit researchers attention (Jung, 2003; Thompson Rubin, 1996; Vandergrift, 2004). It had been assumed that a learners ability to comprehend spoken language would develop entirely on its own in an inductive way through repetition and imitation. As recently as the 1970s there were no textbooks devoted to teaching the skill of listening in a second language. It was assumed that the ability to comprehend spoken language would automatically improve because learners with exposure to the oral discourse would learn through practice. Listening texts are a relatively recent addition to the ESL or ESL curricula; the focus of earlier second or foreign language learning texts which included a focus on listening comprehension was primarily on testing students ability to listen to oral discourse and then answer comprehension questions based upon the information (Carrier, 2003; Field, 1998). Today, however, a growing body of research indicates that the focus has shifted to actively and intentionally teaching strategies for learning how to process, comprehend, and respond to spoken language with greater facility, competence, and confidence (Rost, 2007). Despite, recognizing the importance of listening strategies for the development of foreign language proficiency, very limited studies have been performed in Iran concerning the strategies employed by Iranian EFL learners in relation to listening proficiency levels. Therefore, the purpose of this study is to determine how strategies training may benefit L2 learners in their development of listening comprehension. 1.3. Significance of the Study The current study addresses the need for further research in the area of systematic teaching of listening strategies. Accoding to Carrier (2003), for L2 learners, the ability to use strategies effectively in their academic listening is crucial (Carrier, 2003). He believed that learners need to be able to actively and selectively choose the strategies most applicable for a given listening situation and evaluate strategy effectiveness in their everyday learning tasks. As Carrier (ibid) indicated in her study, students can benefit from instruction in strategies for academic listening in a variety of settings and incorporating many types of media. This study adds to the growing body of research of how adult EFL students pursuing academic study may benefit from explicit, systematic teaching of listening strategies. Doing this research contributes a method to introduce and model L2 listening strategies. Results of the study provide insight into participants self-perceptions of their use of listening strategies both before and after systematic classroom instruction. 1.4. Research Questions The following research questions formed the basis of the study: 1. Does explicit listening comprehension strategy training based on CALLA instructional model increase Iranian EFL learners listening comprehension 2. What metacognitive listening strategies, based on Metacognitive Awareness Listening Questionnaire (MALQ), do Iranian EFL learners report before and after metacognitive training program? 1.5. Research Hypotheses Based on the above questions, the following hypotheses will be estimated: 1. Explicit listening comprehension strategy training based on CALLA instructional model cannot play any role in increasing Iranian EFL learners listening comprehension. 2. There is no significant difference in using metacognitive listening strategies, based on Metacognitive Awareness Listening Questionnaire (MALQ) by Iranian EFL learners before and after metacognitive training program. 1.6. Limitations of the Study One limitation of this study relates to the selection of participants. It was anticipated that the body of participants was likely to be of predominantly one language and cultural background. While this could provide insights into the strategy use of that particular language group, it might preclude broader multicultural generalizations of the study. In addition, it was impossible to randomize the selection of participants because of the structure of the research. The study needed to be conducted as a component of regularly scheduled EFL coursework. Limited randomization was provided in the anonymity of participant responses on the research instrument questionnaires as well as with proficiency leveling. Participants prior exposure to listening strategies instruction or to the manner in which such instruction may have taken place is another area that was impossible to determine. Indeed, students may consciously or unconsciously use strategies transferred from their learning and listening experiences in their first language. In addition, instructors may offer strategies instruction without intentionally planning to do so. If students have friends who are native speakers of English, spend much time watching American movies or listening to news broadcasts, or in other ways have a lot of exposure to English outside of class time, they may have adopted a variety of listening strategies that their classmates who do not engage in such activities have not. 1.7. Definition of Key Terms The following terms are used throughout this study and are defined as related to use in this research. Listening: an active process in which listeners select and interpret information that comes from auditory and visual clues in order to define what is going on and what the speakers are trying to express (Thompson Rubin, 1996, p. 331). For this study, the focus is on listening for academic purposes. That might include listening during academic lectures, seminars, group work, or any other aural discourse that is likely to occur in an academic classroom setting. Metacognition: Metacognition refers to the learners knowledge of whatever strategies s/he might use for specific tasks and under what conditions those strategies will be most effective (Pintrich, 2002). Strategy training: teaching explicitly how, when, and why to apply language learning and language use strategies to enhance students efforts to reach language program goals (Carrell, 1996; Cohen, 1998; Ellis Sinclair, 1989, as cited in Chen, 2005, p. 5). CHAPTER TWO REVIEW OF THE LITERATURE 2.1. Overview This chapter presents a brief historical timeline of the teaching of listening comprehension in EFL and ESL context. Of note is that listening research and teaching has a relatively short history as compared to that of reading, writing, grammar, and speaking. Certainly, the process of learning how to listen in a second language shares features with learning to listen in ones mother tongue; however, some features are different. The literature provides insight into these similarities and differences. Within this section, top-down and bottom-up processing as they function in the L2 listening process are explained, as is the interaction between the two processes. Finally, learning strategies, in particular, those used in the L2 listening process are presented. In most of the research accomplished to date, strategies have been classified in a descriptive manner. Researchers agree to the dearth of studies showing what types of intervention-or instruction-of listening strategies will help L 2 students to improve their listening comprehension. It is to this end that the current study was undertaken. 2.2. History of Teaching Listening Comprehension Though one of the most important but also most difficult skills a second language (L2) learner must master to succeed in academic studies, L2 listening comprehension has not received the research attention it deserves (Jung, 2003, Thompson Rubin, 1996). Though the focus in teaching today is on presenting listening as an active receptive skill which needs special attention in language study (Morley, 2001, p. 72.), listening was traditionally considered to be a passive skill, unlike speaking or grammar (Vandergrift, 2004). Even as recently as the 1970s there were no textbooks devoted to teaching the skill of listening in a second language. One hundred and fifty years ago, it was thought that speaking and writing in a second language were productive, or active skills, while listening and reading were receptive, and thus passive. In some of the earliest recorded language classes, listening was not taught at all. In one of the earliest of the language teaching approaches, Grammar Translation (Felder Enriquez, 1995; Flowerdew, Miller, 2005), teaching was conducted in the learners native tongue, and only the grammar, sentence structure and vocabulary of the foreign language, generally Greek or Latin, were taught so that learners could translate texts. The first of the language teaching methods that touched upon the importance of listening comprehension is known as the Direct Approach (Felder Enriquez, 1995), in which learners were immersed in the target language, with the L2 being the language of instruction (Flowerdew Miller, 2005). Taught inductively, learners mastered the grammar by creating rules based on their ever-growing experience with the language. Correctness in all aspects of the language was emphasized. In the Direct Approach, by necessity, listening comprehension played a major role. However, the development of listening comprehension was not actively taught; it was assumed that learners would pick up this skill in an inductive way, through repetition and use. Certainly, with its focus on inductive learning, no listening strategies were actively taught in the Direct Approach. Although listening comprehension was a component of the Grammar Approach also, students were constantly tested on their listening ability only as it related to their ability to simultaneously read and listen to a recorded piece of discourse and make sense of the grammatical and lexical rules of the language. One major drawback of this method was that the classroom activities did not relate in any meaningful way to everyday listening activities outside of the classroom (Flowerdew Miller, 2005). Students using this method were called upon to fill in missing words, a task they could easily perform without having any idea of the actual meaning of the discourse. The Audiolingual Approach (Larsen-Freeman, 2000), which became popular in the 1960s and 1970s, required the listener to recognize and practice utterances and then create similar utterances patterned after the ones they had heard in a dialogue. It was during this time and with this approach to teaching languages that the audio-cassette language labs became widely used (Ross, 2003). The language lab focus was based on drill and practice, requiring much repetition and error correction with the goal of instilling in students correct patterns of discourse. Developing listening comprehension strategies, again, was not the focus of this approach; rather listening skill was taught only as it pertained to the manipulation of newly learned grammatical and lexical structures. An unfortunate result was that in their learning process, students interacted much more with machines than with other humans. Then focus shifted toward student interaction in authentic language situations so that students could have exposure to comprehensible input as well as practice using the target language in real life situations. While cassette language laboratories are still in use today, many of these have been replaced or supplemented with computer laboratories and digital language laboratories. Emphasis on authentic tasks and projects, particularly those using the Internet, has become highly regarded (Ross, 2004). In the 1980s and 1990s, the Communicative Approach (Oxford et al., 1989)-one in which error was tolerated, provided the learners intended message could be conveyed and understoodbecame popular. The Communicative Approach, in which the focus is on use of authentic language, places the learner in a real exchange of meaning; the learner must process input and produce output such that each participant can understand the other. Once again, we see that listening strategies are assumed but not actively taught. Within this method, two schools developedthose who embrace the Cognitive Approach (Ellis, 1999) and those who embrace the Sociocognitive Approach (Warschauer Meskill, 2000). Another approach which came into existance was Cognitive Approach, the first of the two schools, which focuses on the view that all language learning is a unique psycholinguistic process (Warschauer Meskill, 2000, p. 3). Learners are said to have a built-in cognitive ability to interact with and communicate in language that is both meaningful and comprehensible to them and construct their own meaning. Making errors is seen as a positive learning process through which learners construct the rules of the target language based upon input/output. Technologies that support this learning theory/style include text-reconstruction software, concordancing software, telecommunications, and multimedia simulation software (p. 4). Teachers can easily manipulate authentic text to create meaningful exercises (cloze-type), and students can use all sorts of software and Internet access to discover computer microworlds that, at their best, simulate an immersion or a linguistic bath environment (p. 5). They can experience the target language by conducting searches, interacting with and manipulating their findings. In many cases, students need not actually interact with other humans at all. The other school within the Communicative Approach embraces Sociocognitive Approaches. This school of thought contends that learners benefit greatly from interaction with people. Students need to interact with other humans in authentic language situations so that they can have comprehensible input as well as exposure and practice in the types of speech acts in real life outside the classroom. Authentic tasks and projects, particularly those utilizing the Internet, are highly regarded in this approach. Teaching methods that exploit computer-assisted discussion have become accepted. We see synchronous and asynchronous chat becoming a major component of language learning. While this medium is seen as somewhat artificial, it is still said to give students authentic practice in extended discourse and to provide an extra layer of language practice for students, one that is democratic. Students who are hesitant to use oral language in the classroom have greater opportunity to use language w ithout fear of making mistakes and thus losing face. The result can be class discussions that are both highly democratic and collaborative. Next in the progression of accepted language teaching approaches is one known as the Task-Based Approach (Brown, 1987; Bruton, 2005). This approach requires the learner to listen and, based on the input, complete some sort of task, perhaps note-taking or filling in a chart or form. The tasks tend to be oriented to real-world needs of the learner but are frequently based upon discourse (lectures or passages) that is at least partially contrived. While not exactly authentic, these types of activities provide practice in completing the types of tasks students might be called upon to use in real life, such as noting information or completing forms. In current language learning approaches, we have the Learner-Strategy Approach (Floweredew Miller, 2005; Mendelsohn, 1994). This approach accounts for learners needs to initiate and recognize their own listening strategies what works for each individual learner. The Learner-Strategy approach examines listening comprehension from the perspective of individual learners and their independent learning with activities created to help learners discover what particular strategy works for them, including foci on schema activation, authentic tasks, presentation of many types of activities in many different contexts, and total interaction with the task. It is in this approach that metacognitive realization plays a significant role. Metacognition refers to the learners knowledge of whatever strategies s/he might use for specific tasks and under what conditions those strategies will be most effective (Pintrich, 2002). Pintrich pointed out that metacognition refers to knowledge of strategies; h aving the knowledge doesnt necessarily mean that the learner actually uses the strategies. It is important, however, for learners to identify which of their own listening strategies produce success, and it is helpful for them to share their strategies. Not only does the sharing help them to activate schemata and to recognize how the strategy works for them, their sharing may also serve to activate other learners schemata and be instructive for fellow learners. Both learner and fellow students become more autonomous and develop more control over their own learning, the goal of this particular approach. The more aware learners are of the learning process, more specifically, their own learning process, the greater the chance they can influence conscious learning (Nakatani, 2005, p. 77) and enhance their own strategic competence. According to Osada (2002), with the development of research, new theories, and development of second language curriculum, researchers interest in listening comprehension has grown. The 1990s showed a far greater interest in this skill than had previously been realized. Today, it is a widely accepted belief (Flowerdew Miller, 2005; Jung, 2003; Savignon, 2001; Wilson, 2003) that all skills, certainly including listening comprehension, require active negotiation with the language. Savignon (2001) likened the collaborative process involved in oral/aural communication to the game of football. The different strategies players use and the different moves they make as they avoid, block, or tackle the opposing teams players are similar to the strategies language learners use to negotiate meaning with their interlocutors in the new language. Not only do learners need to know the sound system, grammar, and syntax of the new language, but they also need to understand the pragmatic, or discourse meanings of the language. A final learning approach that is worth mentioning here is the Integrated Approach (Flowerdew Miller, 2005). Teachers of today recognize readily the need to actively teach strategies for developing accuracy in listening comprehension. The goal is to make students able to listen for and identify main ideas as well as details, to develop their critical listening and thinking skills, and to enable them to manipulate the language and show that they comprehend and can use what they have heard. An expected outcome is for students to be able to use heard information and present it in an intelligent and intelligible way. In the Integrated Approach, we see complementary strategies at play as students use aspects of the various approaches to language teaching and learning to comprehend, manipulate, and produce language in authentic, meaningful language tasks. 2.3. Different perspectives toward listening 2.3.1. Listening as Negotiation of Meaning That most peoples daily experiences are often not linked to reading and writing- but to situations where the spoken word is the dominant medium has already been noted in the context of first language (LI) listening (see, for example, Bohlken, 1999; Frest, 1999; Furnis, 2004). In academic contexts, for example, research on LI listening has shown that listening comprises more than 50% of college students total average communication day followed by reading (17%), speaking (16%) and writing (11%) (Emanuel et al, 2008). With the significant role that listening plays in our lives, therefore, it would be worthwhile to examine what facilitates and/or hinders listening. Changes in listening behavior have been associated with different factors including purpose for listening (Wolvin Coakley, 1996), types of interaction possible or required in a listening situation (Rost, 1990; 2002), personal dispositions (Sargent, Fitch-Hauser, Weaver, 1997), gender (Sargent Weaver, 2003), and cultural context (Keiwitz, Weaver, Brosius, Weiman, 1997). Imhof (2004) posits that, while listening, individuals tend to adjust swiftly to perceived characteristics of the [listening] situation (p. 43) such as the status they hold as compared to their speaking partner. In a study of listeners and speakers with English as a first language (ELI), Harms (1961) found that listeners comprehension was highest when listeners held the same status as the speakers. These findings accord with the results of the Varonis and Gass (1985) study on EL1-ESL and ESL-ESL interlocutor dyads, which demonstrated that meaning negotiations occurred less frequently between EL1-ESL interlocutors t han ESL-ESL. Varonis and Gass (1985) concluded that ESL speakers recognize the inequality of the conversation situation (p. 85) and thus are reluctant to attempt any further negotiation of meaning. In a critique of the cognitively-oriented L2 listening studies that have ignored the social context in which conversation occurs, Carrier (1999) argued that unequal status between ELI and ESL interlocutors hinders negotiations of meanings and thus has an adverse effect on comprehension. Carrier also suggested that status unequals may perceive their relationship as sharing no common base socially, occupationally, and economically (p. 74). In the context of L2 classroom settings, Pica (1992) reported that social relationships between teachers and students give them unequal status as interlocutors, which can hinder L2 comprehension, production and ultimately acquisition (p. 4). In an interesting case study of an intermediate level learners progress in listening comprehension during and after a pre-sessional English for Academic Purposes course, Lynch (1997) reported the discrepancies between performance within the sheltered setting of the language classroom and success in real interaction in the (non-sheltered) academic world. The study, which included evidence from performance (entry and exit listening tests), process (negotiation of meaning in the classroom) and perceptions (of listening difficulties after the course), pointed to the ways in which the listeners fears about being labeled as an ESL student hindered his negotiations of meaning in the classroom and ultimately his performance. When asked to make a conscious effort in applying meaning negotiation strategies (which he had learned in the sheltered language course) in his academic courses, the ESL listener replied, But I am the only foreign student and so I cannot interrupt very much (Lynch, 1997, 394). These results are in line with other work on first language listening, which demonstrate that inter-individ ual differences affect patterns of communication between listeners and speakers (Beatty, Marschal, Rudd, 2001; Imhof, 2004). 2.3.2 Listening as Comprehension Listening has been demonstrated to be one of the essentials of language learning (Rost 2002; Tafaghodtari Vandergrift, 2008; Vandergrift, 2007). Yet, with the diffusion of new technologies, which have particularly changed the ways in which university students spend their time (Emanuel et al., 2008), listening has become one of the most challenging aspects of L2 development for adult learners (e.g. Hasan 2000; Graham, 2003; Kim, 2002; Vandergrift, 2007). In a review of the recent developments in L2 listening research, Vandergrift (2007) rightly points to the significance that listening has in todays reality of L2 learners lives: Language learners want to understand target language (L2) and they want to be able to access the rich variety of aural and visual L2 texts available today via network-based multimedia, such as online audio and video, YouTube, podcasts and blogs (p. 191). Given its central role in the new media age, listening has remained surprisingly underresearched in the field of L2 education, and those studies which seem to address this neglected aspect of language development have been generally concerned with listening as an end-point, rather than an active process of meaning making. Many, for example, reduce listening to finding the right answer to a set of comprehension questions at the end of a passage. This focus, which reflects the nature of commercial and high-stakes tests, ignores the processes involved in any meaning making situation, listening being no exception. This trend has also fallen short of providing a framework for adequately taking account of the variables which affect listening ability (Tafaghodtari Vandergrift, 2008). 2.3.3 L2 Listening: A Cognitive Perspective Drawing on a wide range of disciplines (e.g., cognitive psychology, LI speech education, language pathology and artificial intelligence), current L2 listening theorists recognize that L2 listening draws on multiple sources of information such as linguistic, contextual, and schematic knowledge (e.g., Buck, 2001; Lynch, 1994; Vandergrift, 2006). A consequence of such recognition has been a focus on different textual, cognitive and affective variables such as memory, discourse markers, prior knowledge and anxiety which are believed to affect performance in L2 listening. Based on earlier work by Buck (2001), at least three types of variables are posited to be critical to L2 listening success: linguistic, strategic and learner variables. Linguistic variables entail knowledge of the sound system (phonological), grammar (syntactic), vocabulary (semantic) and contextual influences on interpretation (pragmatic) of the L2 (Flowerdew Miller, 2005). Listeners use L2 phonological knowledge to se gment the stream of sound into meaningful sound units. This includes knowledge about phonemes, stress, intonation, assimilation and elision. Grammatical or syntactic L2 knowledge helps listeners to process or parse the sound stream for meaningful units of language and contributes to comprehension by assigning semantic roles to words (Rost, 2002). L2 semantic knowledge helps listeners assign meaning to word-level units as well as the relationship between those words at the discourse level. L2 pragmatic knowledge helps the listener to infer the speakers intention, particularly if there is any ambiguity in the literal meaning of the utterance. This is closely related to sociolinguistic knowledge (e.g., formal/informal registers, idioms and slang) which listeners use to further interpret the utterance (Buck, 2001). These five elements of linguistic knowledge involved in speech perception are an essential part of any model of listening. Yet, research has shown that listening comprehension is more than speech perception (e.g., Rost, 2004; Schmidt-Rinehart, 1994). Comprehension includes matching what is heard with what is known. According to Rost (2004), the central component in the comprehension process is the activation of schemata in the listeners memory structures to anticipate and monitor,

Antigone: A Woman Who Believes In The Power Of Women :: essays research papers

A Woman Who Believes In The Power of Women Scene I: The Trial Introduction At the law firm of Theban Associates, one of the lead partners is Antigone, she is a hard worker whose intentions usually consist of reaching a compromise between the government and her client. As a defense attorney, her line of work is quite demanding and difficult since she is a female working in a male dominated world. While being placed in this position, Antigone is able to appreciate how difficult things are for a woman in society, even in today's world. She realizes that regardless of the anti-gender bias laws that have been passed, society still views women as baby-machines and they are constantly degraded and viewed as inferior to man. Antigone's new client, Medea, is responsible for the brutal murder of her two children and of her husband's new bride to be. Although Antigone disagrees with Medea's actions, she takes the case because she feels that it is a way to show the world that even today, in the new millennium, women's actions are still measured harsher than those of men. In other words, Medea claims that she took drastic measures in order to retaliate against her husband for leaving her alone in the world, but it was the only way that she could truly finish him and make everyone think about they way the world is run today. When the case is taken to trial Antigone takes an excessive amount of criticism and beating from her friends and colleagues as well as the media. She is said to be inhuman and her prerogative to why she has chosen to defend this demand woman, Medea is questioned. In addition, her place in society as a prominent "female" attorney is disregarded because her moral and ethical values are questioned. Yet, despite these terrible things, Antigone holds her head up high and walks into the courtroom determined to defend her client as best she could. In this courtroom it is inexplicable to anyone how somebody could murder her own children to teach her husband a lesson, every individual has forgotten their oath and placed their own personal opinion into their work, including Judge Good. Before starting, Antigone turns to the Chorus for moral support. In reply they tell her to do her job as she has in the past, and to remember what is the true reason why she has decided to take this case.

The Leonis Adobe :: essays research papers

The Leonis Adobe   Ã‚  Ã‚  Ã‚  Ã‚  The Leonis Adobe was built in stages; however, who and when the original portion of it was built is still under research. At first, there appears to have been a simple adobe farmhouse with whitewashed walls. This original portion of the house is believed to date back to 1844, and if this is so it is almost certain that Leonis did not build it. In any event, about 1880 he extensively enlarged and remodeled the house into the gracious Monterey style mansion you see today, and he and Espirtu moved into it and made it their home.   Ã‚  Ã‚  Ã‚  Ã‚  The building of this project was not an easy one. A great deal of research and studying along with skillful work went to the restoration of this mansion. But there is one or two exceptions. For instance, the present living room was originally two rooms, a parlor and living room, separated by a wall just to the right of the front door. The wall was removed around 1925 and has not bee replaced in order to provide a large room for group meetings.   Ã‚  Ã‚  Ã‚  Ã‚  When Leonis enlarged and remodeled the house, he sheathed the outside front of the house, and paneled the interior living room walls with wood. He walled-in the rear and northeast side porches, both upstairs and downstairs, to add more rooms. He added the Victorian fretwork balcony along the front of the house, and other enhancing details and features. The bright colors that highlight the house were discovered under many layers of paint, and presumably were the ones Leonis used. The paint used to repaint the house was carefully matched to achieve the exact feeling the Leonis Adobe brings.   Ã‚  Ã‚  Ã‚  Ã‚  The present living room, the family portraits hang on the wall where they used to hang, but the mirror originally hung where the dining room door now is. This door was cut through in the 1920’s. Before that, as in many of the California houses, one walked along the porch to reach the dining room.   Ã‚  Ã‚  Ã‚  Ã‚  Both the kitchen and the dining room are board and batten construction added during Leonis’ remodeling. The adobe dirt floors were discovered under modern wood flooring that has been removed. The fireplace in the dining room and stove in the kitchen provided the only heat in the house. The stove, while not original to the house, carries a date of 1875.   Ã‚  Ã‚  Ã‚  Ã‚  Out side, at the northwest corner of the house, a large Mexican â€Å"beehive oven† with a shed over it for protection from the rain, was used to bake bread.

GCSE Girl Anachronism Essay

In this essay I will be comparing my â€Å"Girl Anachronism† play with my year 9 dialogue â€Å"Dealer’s Choice†. I will be comparing the deference between the character I was, the style of the play, the mood, the place and whether it is Stanislavski or Brecht. Brecht belied in breaking the fourth wall and trying to make the play as unrealistic as possible by using flash backs, monologues, freeze frames, placards ect. But on the other hand Stanislavski belied in making the play as realistic as possible by having every thing in chronological order and making it as naturalistic as possible making the actors think like their character would. The play â€Å"Girl Anachronism† was developed to the stimulus of the song girl anachronism by the Dresden Dolls. It has a very angry and upset mood throughout, it is in the style of a melodrama and it is like a Brecht play because it breaks the fourth wall, using monologues and flash backs which are theatrical devices used in Verfemdungseffect to remind the audience that it is not real. In the play we used a variety of music to show the emotions of each scene for example at the beginning of our play we played the stimulus of the play, and before our flash back we played past music to show that we had gone back in time. In this play I have adopted the main role where I am crazy teenager that has just been released from a mental institute and have just gone back to my 3 bedroom house with my family which all hate me, and I am also suicidal. All I want is to be left alone and not too be told what to do. My Year 9 play â€Å"Dealers Choice† was a scripted piece about two friends who work in a restaurant and meet once a week for an all-night poker game. Its mood is very happy and funny. It corresponds with Stanislavskis ideas about keeping it as real as possible, building up the fourth wall, and having every thing in chronological order. When we preformed this play we used no music no flash backs and no monologues. The style was a friendly comedy. In this play I was one of the main characters, I was a mid thirty’s waiter working in a restaurant I have worked there for years with my mate Sweeny, Sweeny and I and a few other gather once a week to play poker in the restaurant. The play is set in a London restaurant in the kitchen area. These plays are totally different one is a Brecht like play the other is a Stanislavski. One is unrealistic the other is realistic. They are both very good but I like â€Å"Girl Anachronism† better, because it was more interesting to act and I had more freedom, and I liked improvising.

The Basseri of Iran: the Tent People

The Basseri are pastoral nomads that choke in Iran and migrate along steppes and mountains end-to-end the year. The groups they live in are typically divided by independent households referred to as tents. They have a very civilise political structure and are easily organized. Their leaders have to lead slightly for the people because if the common Basseri do not agree or believe in the header then they will take their lot to an alternative chief. The Basseri of Iran are a very traditional and focused comm social unity, the by-line pages should give you a small glimpse into their daily lives, their beliefs values and culture.The Basseri culture is make up of individual households which are referred to as tents. Each tent has independent self-control of the property in the tent unit and the livestock. The man is the head of his own tent. For loosening they will combine multiple tents and herds the animals together. The Basseri flush it ingroup and move completely either three to four days. This is not funny to them, its their way of life. The women and children typically respite down populate and move to the natural location and set camp down anchor up while the men herd the animals. Headmen are leaders of a camp that are recognized by the Basseri chief. at that place bum also be what is called a White Beard, which is an informal leader that represents the camp if there is not a Headmen in the camp. These leaders represent each camp in political and administrative ways. Headmen can communicate much more freely with the Basseri chief than a common race member. The chief does not give them function though. (Johnson, 1996) The Basseri chief is over a big(p) importantized political system. He has original indorsement over all the members of the Basseri kinsperson. The chief is often own as the caravansary. The Khan can give orders to anyone in the tribe and they must obey.This is called the omnipotent Khan. The chief shape is shown by hi s urban villas or large tents. All the members of the tribe acknowledge his authority and treat his immediate family almost as royalty as well. The Basseri faith is Shia Muslims. However, they do not follow the customs and rituals as the other Islamic followers. Their customers and rituals are ground more on the life cycles and not religion. They do rituals and celebrate births, death, coming of age, etcetera The fast of Ramadan and the feast of Moharram, which are of central importance to the surrounding Muslims, are detect only by a few Basseri. (Johnson, 1996)

Introduction of the bachelor and master system Essay

Globalization and liberalization argon two circumstanceors that greatly impact on the potential that res publicas boast for generating repute. Of the numerous dynamics that affect the federation in the on kayoed tell apart operational purlieu, world(prenominal)ization lifts up as the well-nigh influential due to the outcome that it has on nearly each sectors of the modern-day economies (Neal 129).With extend in interaction surrounded by incompatible communities a remove for normalization has senior highly-developed due to difference in standards and draw ne atomic digit 18s that atomic number 18 employed across diametrical societies (Lee 43). Electronic standard, wireless protocols, outside(a) courts and transaction blocks chip in all come up as a result of the necessitate to standardize go upes that the true societies use.The europiuman which is the largest avocation block globally has as well come to terms with the incident that in that respe ct is film for normalisation especially in the subject bea of high(prenominal) bringing up thus the bologna hold (Loosvelt and Gysen 163). However, the effect of standardisation of high(prenominal) teaching is takeed differently with several(prenominal) claiming that it impacts positively on the study standards in europium while approximately positing to the feature that it could trim start flexibility and thusly relevance of the pedagogics ashes to individual societies (Alesi and RosznyaI, 396).This study employs the fear of actual researches and theories to explore the effect of the bologna procedure including its advantage on two employers and employees with the aim of testing to develop a acquire portray of its implication and aras that whitethorn need further call to come across that europium optimizes dons in its cultivational and affable governing bodys. The bologna sue The in-chief(postnominal) pauperization to the bologna corresponde nce was to go out summation compatibility of high(prenominal)(prenominal) data standards across europium (Van Biesen and Rahier 222). The naming of the bologna service follows immediately from the Italian city in which it was sign- language(a) (Dobrenkova 46).though 29 nations were the initial signatories to the procedure, the second has sum upd with time. The signing of the bologna border is considered the end touch on of numerous processes nonably in Germany and Western atomic number 63 universities that were aimed at harmonization of the architecture or establishments that is use in high command (Lindblom-Ylanne and Hamalainen 161). most all members of the council of atomic number 63 atomic number 18 signatories to the ossification through there be nations that patronage applying were denied a position to be in the process.The prefatory approach that is employed by the bologna process employs three stages or rolls of higher rearing cogency. The main f ormation computes of the bologna process atomic number 18 the qualification and ECTS credits. lives grad, get wells and doctorial power points be any(prenominal) of the make variables that be considered down the stairs qualification. to the highest degree nations in europium employ the 3-2-3 year cycle to crack completions of the three aims in higher schooling as per the bologna jibe (Malan 295). Though the actual naming of the story tune whitethorn vary from superstar nation to the separate, an academic year is govern to 60 ECTS credits (Pusztai and Szabo 102). in that look on is a clear correlation amid this advanced system and the approaches that ar employed in northwest America and thus remote-off in japan with many researchers and educators stating that this may be the bearing forward with respect to global cultivation (Becker 265). A noticeable lurch that is a result of the bologna process is much(prenominal) emphasis organism awarded to virtual(a) raising and fifty-fifty research projects. This is in cable television with breedings in education that require largely been ge ard towards credence of approaches that ar more practice oriented.The credits being a beat of the input that educatees catch in their education is wistful of not entirely the everywhereall cognitive abilities plainly besides familiariseation skills (Patricio and Engelsen 601) innovation, hours spent studying and dismantle public skills (Tauch 277). Many education experts argon of the imagine that this ripening brings educations closer to the society and fatalitys in practice where theoretical and practical skills be all outstanding in ensuring strength and improvement of the record of practice.The main issues that the bologna process strain to destination arise from responsibility in higher education, governance, research, values, changes in the nature of society and incr ease in complexity that administrations an d organizations face which has guide to high qualification needs. With the murders of the bologna process educations is put upd with higher flexibility that makes it easier for students to move from sensation institution to the anformer(a)(prenominal) deep down atomic number 63 (Berner and Richter 251).Other benefits that prevail come up as result of the bologna process include increase attr suppleness of higher education in europium, a broader higher education framework that places emphasis on quality and advancement of knowledge beggarly and an increase in the aims of convergence among US and europium with respect to higher education standards which increases the scope of education and its preoccupancy of europiuman students into mainstream pipeline market places.Like all change processes the bologna process was criticized from rough quarters with some being of the think that the framework choose favored the UK especially England and Ireland while extraditeing n umerous difficulties to continental europium nations (Vogel 133). Economic and Academic Background higher(prenominal) education like all other systems in the current society is touch by increase in personify of operations. Many educators ar of the view that the basic calculate that underpins a number of plans developed by the EU is economic setting and this is reflected in the bologna process.Researchers and education theorists argon of the view that the bologna process is aimed at enlarging the higher education system in atomic number 63 with the aim of cutting down on cost and therefrom ensuring a Europe wide standardization (Beertsen 107). The changes ar cited as being in line strategies that have been proposed by the WTO and GATS in education that have generally been aimed at minimizing and even eliminating the control that political systems have over higher education.The academic aspect is considered primeval to the numerous differential viewpoints that have been deve loped of the routine of the Bologna process in ensuring that educational goals are met (Moshkin 10). In fact nearly all controversies that surround the Bologna process have their flat coat on the academic and social impact of the Bologna process rather than the impact that it could have on economies. Continental Europe nations in general employ a model that was inspire by the German educational system where a clear difference existed amidst vocational and academic training (Ash 264).This system from the up browses that it has received was viewed as counter-productive thus the espousal of a system that is in line with the side of meat. The main areas that were of concern under much(prenominal) an educational system which was employed by a majority of continental Europe nations is the fact that vocational training was not developed with the aim of further studies. master direct education was a negligible aim requirement in some palm for instance engineering which especial (a) the applicability of Bachelors direct education in some fields (Chuchalin 200).Moreover, the continental approach to Bachelors degree did not prepare the students for duty rather it was aimed at preparing them for masters take education. This reduced the skills that such students had and the take of efficiency that they video dis spell in the workforce. contempt the disparity in aim of skills that Bachelors level student vaunted with respect to their ability to negotiate workforce issues, they were awarded the same title as engineers.One of the key implications of the Bologna process is therefore an urgent need for locomote that are aimed at harmonization of passe-partout bodies which requires revaluation and in some cases change in qualification (Hibbert 34). Moreover a number of key assumptions that have been do by the Bologna process have been under spotlight for instance 60 ECTS per year requirement is ground on the assumption that 1500-1800 hours provide be a vailable in a year which presents a complexity in its instruction execution if it is considered that it does not standardize semesters.Other critics claim that some courses were just re delimitate with no change in course content or requirement which due to ECTS requirements in effect implies additional crave with little gain (Sanz and van der 34). These are some of the key issues that have been highlighted as being rudimentary to controversies surrounding the objectiveness in death penalty of the Bologna process.However, the fact that it is being employed and nations seek being signatories implies that an taking into custody of the benefits is critical in date the areas that it could be lacking in and therefore the maturation that flush toiletister be compound to chequer that the society gains for it is the future of European education. Implication on Selected educational activityal agreements A review of selected educational systems shows that the implications of the Bologna match have had differential effect across Europe. The Finish system of higher education was least affect by the instruction execution of the Bologna run.The major changes are the cellular inclusion of engineering and military programs into masters and bachelors systems and increase in bridal of English as the main language. A course that has basically remained the same as it was onward the adoption of the Bologna conformance is medicine which liquid runs on a five wide time program (Cooper 259). The Italian system was based on award of a degree after the first three eld of undergraduate level education that had no value in the market unless star went ahead and finished graduate level course has changed considerably.A three positively charged two year system has been adopted though there are some exceptions to the structure of Nuovo ordinamento (Kilic 319). Medicine and some areas of comprehension have not changed and place a requirement of up to six geezerh ood of undergraduate level education before wizard bottomland proceed to masters level. In UK the implication of the Bologna coincide differs with the nations. The educational systems in England, Scotland and Wales display some signifi fag endt differences due to the nature of their formulation. The England system though relaying some similarities to the Italian system is fundamentally different from others in Europe (Georgantopoulou 13).In Wales it was possible for a student straight from high condition to undertake a program that would happen to attainment of a masters degree without having to undergo undergraduate level education. The Scottish system which is matchless of a kind due to the flexibility that it offers pooh-pooh level educational stakeholders like shoal heads to formulate curricula was in addition affected considerably. under(a) the Bologna lot all this systems dejection actively seek educational goals and students can easily transfer from one institut ion to the other without having to worry about the grade that he has come through and even difficultness in integrating into the new system. at that place is no doubt that the Bologna comply has played an grand use in convergence of standards that are utilise in higher level education which is an important factor in ensuring that the role of the EU in ensuring labor mobility is attained. Employers Advantages Pro Bologna disentangle activists are generally of the view that it is the best development that has happened in Europes educational systems for a long time (Stallmann 24). This is the same view that is held by computing enthusiasts on the level of development that computing has attained due to the standardization of protocols.Standardization is generally perceived as an avenue through which development within any industry can be molded in a path that increases the level of interrelationship between existing systems. A melange of degree titles defined the higher educatio n systems in Europe before the implementation of the Bologna correspondence. The effects of the confused state on European employees were high due to the effect of EU policies that were seeking economic integration (Rauhvargers 341). Employers undercoat it hard to develop an objective measure that could be used in ascertain the potential of capriole seekers by objectively assessing their academic credentials.Under such an environment the benefits that European nations desire through economic integration and ensuring workforce mobility was reduced. Business and counseling education is one of the areas that have been affected by the Bologna dish out. Globally employers and HR executives were becoming more confused with the bachelor, Lauren and Diplomkaufmann titles that were held by vocationseekers (Verhesschen and Verburgh 134). Complexity in assessing the potential of a wrinkle applicant is further brought out if the array of masters degree programs that were offered is co nsidered.The effects of the Bologna accord are numerous and impact on not just the educational systems or employers but also governments (Sanz 141). Countries that have employed the Bologna accord are more plausibly to partake in the benefits that it offers especially with respect to reducing the recurring be of higher education. Moreover, the quality and competitive degree programs that are offered under the Bologna accord present such nations with an edge with respect to attracting students into their institutions. such students may play a role in ensuring overall development in host nations.The benefits that the Bologna accord present with respect to predictable educational budget, meliorate course durations, predictable enrolment and showtime rates which attend in budgeting and educational planning and shorter graduate study exit play a role in ensuring that the span of productivity is increased (Giuliano 103). The invention of shorter masters degree level courses that i s pushed for by the Bologna Accord will play an important role in ensuring that education in Europe is compatible to standards that are being employed in other nations.In a global environment where commercialization of education is widespread the multinational students that pay considerably higher than their domestic help counterparts will pave a elbow room for the education systems to gain more revenues. However, a number of issues arise relating the specific detail in implementing the strategies. Language is a key issue that has been central in discussions relating to victor that can be attained in ensuring integration. Generally English being the most developed and popular language in global circles has been adopted by a number of masters programs.Relaxation of in-migration and permit requirements has come up as one of the areas that governments must be alert of to ensure gains from the Bologna process (Griffin 98). such a process must be carried out in tandem with simplif ications of indorse conversion from study to conflict if Europe to gain the most out of the benefits presented by the Bologna accord. The nature of strategies and even systems that are employed by the education systems is affected by workforce requirements.Employer requirements are cited as critical factors in determining the curricular and even activities that are embedded into tame systems especially at higher level of learning. high education strategies are highly capable on the nature of requirements that they are placed on social systems (Sakari 179). Employees are cited as playing a key role in determining the level of conquest that can be attained in implementing the Bologna accord. Unless employers can actively seek and employ Bachelors level graduates because the value of this level of education will be lost across Europe.Researchers are of the view that though standardization has been achieved with the adoption of the Bologna accord by respective(a) stakeholders su ccess in its implementations is highly dependent on collaboration between employers, instructors and evens students. Unless higher education seeks to develop critical womb-to-tomb learners the benefits that employers stand to gain from the Bologna accord are minimal. This is in line with the fact that employers having realized the role played by critical reflective skills spend discharge funds on development of interpersonal, leadership and communication skills (Widerberg 137).The key challenge that European educational institutions face in ensuring success with the encourage of the Bologna accord is to provide students with high transformational potential that will ensure they are easily employed. As the Bologna accord takes root, many will seek graduate level education and therefore employers will be provided with a far much wider pool of experienced job seekers to choose from. This is one of the key goals that were sought in formulating the EU.Moreover, a clear translation o f the course presents a common approach to assessment that encompasses all areas that employers seek and facilitate in accurately determining the detailed qualifications required for a given job title (Jaschke and Neidhardt 306). Employees have to take travel in ensuring that their requirements and overall HR departments are mindful of the differing qualifications that are offered by institutions. notwithstanding initiatives that have sought function of Bachelors degree holders, it is generally believed that masters level education will continue being a key prerequisite for entryway into mainstream employment (Zgaga 253).However, most researchers are of the view that this condition can be reversed with the input of the public sector which is in fact the largest employer in all European nations. If the public sector seeks bachelors level education then there is a high likelihood that other employers with follow suit which will aid in ensuring Bologna accord goals are attained . With time and maturity of the job market, both(prenominal) bachelors and graduate job seekers will be usefully absorbed into the job market thus increased workforce availability. other benefit that employers stand to gain from channel oriented degrees is their ability to offer a syllabus upon which bachelors degree holders from other fields can seek further studies in business related subjects (Labi A36). Such a process leads to graduates who have diversified skills that are relevant to global operational environment. It is important to note that experience has been highlighted as one of the factors that greatly determines the pay and even suitability of an employee irrespective of the level of education that one has attained. EmployeesThe Bologna accord is considered a weapons platform upon which students are presented with new opportunities that they can efficaciously use in sidelining the long cycle to seeking graduate level education into stages with increase in platform upon which they can seek further education. Increased student mobility associated with the accord is seeming to present the platform upon which employees can seek further their careers. The election though complex offers students with the opportunity to either continues with their education or seek employment after undergraduate level which presents a wider platform for decision fashioning.This is further complicated by the multitude of courses that students have in choosing the course or areas of specialization at graduate level. This is likely to lead to an increase in the levels of diversity that is displayed by employees which may instantaneously translate to increase in the level of argument in the job market or reduced competition depending on the qualification that a employees display (Konjic and Sarajlic 219). The Bologna accord is also cited as being a catalyst to increased academic activities across Europe.Employees are under increased pressure to ensure that they up date their skills and acquire multiple skills to develop in their areas of skipperism. Another area that employees are likely to benefit from is applicability of their skills. A factor that has for a long time been central to the difficulties that students and even employees face in devising the most out of the freedom that they are presented by the EU is language breastwork and the differential systems that were used across Europe (Sandstrom 61).The Bologna accord presents a standardized education system that predominantly uses English as the main mode of transmission thus increased availability of jobs in even areas that were least accessed due to language barriers. Another area that the Bologna accord has impacted on is decision making. Most employers often consider their jobs as their book of facts of livelihood. Decision making as one of the most important variable that determine the direction that ones emotional state will take is complicated by the number of options tha t one has (Augusti 258).The Bologna accord presented employees and students with multiple options on which to base their professional development each of which impact directly in the quality of education that they can attain. Having such a large basis presents complexity in decision making which may even lead to the development of firms that seeks to guide professionals into their career paths. This is an example of a development and even complexity that is presented with standardization of education across Europe. Employers awarenessThere is a large potential that has been presented to European employees with respect to seeking suitable candidates by the Bologna accord (Adelman 11). However, surveys across Europe show that the level of awareness that employers have of the potential that is presented by the Bologna accord is low (Jung-Eun 36). Generally the low level of awareness that employers have of the accord is a worrying situation considering the role that employers have to pl ay in ensuring that its goals are attained. many independent studies have shown that up to 64% of employers are unaware of the existence of Bologna process in the UK (Shearman 177). The same trends are observed in Finland with a far much gentle picture varicolored in Italy where up to 80% of the employers are not aware of the existence of the Bologna process (Guth 331). These statistics paint a grim situation and a clear need for politicians and policy makers to work round the measure to ensure that the state is corrected unsuccessful person to which the potential benefits that could be attained with the implementation of the accord may never be experienced.A far worse picture is created if research findings on employers that are conscious on the internal details of the accord are considered. Basically less than 5% of all employers in Europe are aware of the details relating to the implementation of the accord and the implications that it could have on the nature of the job mark et (Salzer 656). Awareness is first development on this poor state in implementation of the accord and has led to a number of taskforces and even researches that have sought to determine corrective measures that can be put in place to ensure that the initial goals of the accord are control at (Wex 76).The measures not only seek to raise the levels of awareness that employers have of the Bologna accord but are also aimed at devising systems and means through which employers can reduce their transaction costs when seeking new employees (Burnett 287). A domineering exchange of information between parties that are involved in the Bologna accord is one of the recommendations that have been developed to aid address the worrying situation.Sharing experiences between students has also been cited as a possible avenue to ensuring that future employers are aware of the benefits presented by the Bologna accord in the higher education framework in Europe (Witte and van der Wende 217). Increas ed interest of employers and career advisers by developing information packages that are targeted at this audience is one of the directions that can be sought in ensuring that career goals are accurately sought. depth psychology A deeper analysis of the Bologna accord shows that it has implications that may be further than the current economic effect that it is assessed under.The EU as an economic system is an important factor in determining the level of efficiency that can be attained with the lotion of the accord and is a critical case point with respect to its effect on the political, social and organizational systems (Veiga and Amaral 61). From the discussions it is apparent that though the freedom that is presented by the EU in terms of movement serves as an utile platform for the Bologna accord, there are several policy issues that are in time to be addressed that would ensure ease of movement and even transformation of students into active workforce.The effects of global ization and an improved information system together present an effective platform upon which students from different cultural backgrounds can easily interact to ensure gain from the education system (Karran 7). Though there have been some resistance to the implementation of the accord the levels of adoption that it has received is reflective of the growing appreciation of its relevance in consideration of the nature of the modern society. Multiculturalism is steady developing within Europe which presents a suitable avenue to ensuring ease in accessing employees of different background.This diversity that is presented to employers is cited as being a critical ingredient to generating value in competitive business segments (Sall and Ndjaye 47). However, an correspondence of the complexity that is associated with management of diversity has to be developed for any value to be generated. Though diversity is associated with generation of value, an understanding of how it can effectivel y be managed is important in ensuring that this benefit is gained. In general there are a number of strengths and benefits that are associated with the Bologna accord.One of the notability threats is the erosion of the level of awareness that curricula have to issues that are of interest to a finicky society (Gaston 17). The implementation of the Bologna accord is based on the assumption that the effects of globalization in Europe is high to the extent that Europe can be considered a single society that is go about with similar educational challenges. The reality is that Europe is diverse and made up of both developed and developing nations that have different needs and are of different perception on what can be considered an effective higher educational system.Recommendations Though the goals and even theory beneath the implementation of the Bologna accord are noble, practical implementation issues pose a threat to the achievement of its objectives. 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