English paper . Williams in the american grain Essay

English paper . Williams in the american grain - Essay Example The American dominance over the world, prevalent still, can be traced backed to this psyche of these heroes. But De Soto also had the added advantage of being very tactical. He was able to convince the native tribes that he was of divine origin and thus posed before them as a formidable god. When we study the period of De Soto, thus the power of negotiation can be seen slowly gaining ground at par with the power of weapons and riches. Survivalism was the ideology that unknowingly led all the conquistadors win their battles without bothering about hurting others. This kind of survivalism still runs deep in the blood of Americans. As described in the introduction to the book by Horace Grigory (p.17 of Introduction, Williams) the American tradition is characterized by the â€Å"impulse to make all things new, to build new cities†¦ to abandon projects with the scaffolding in the air,†¦(and)†¦to move onward to another El Dorado.† De Soto’s adventures also fit into this profile. The ability to endure and then rise from one’s own ashes like a phoenix are also some other attributes of these earlier Americans and the modern ones. Thus the collective American personality was built through the lives of these heroes and villains of history and has its roots in the mental fabric of these early founders and explorers. One criticism that arises in one’s mind after reading of â€Å"In the American Grain† is that whatever the author makes out as the â€Å"American grain†, can also be equally and logically attributed to the whole of humanity. The instinct to find new worlds, to create new things and the ‘El Dorado’ mindset are convincingly universal rather than American. William has contented that â€Å"there is a source in AMERICA for everything we think or do; that morals affect the food and food the bone, and that, in fine we have no conception at all of what is meant by moral, since

Personal Responsibility Essay Example for Free

Personal Responsibility Essay Achieving college success can be accomplished in several ways by oneself. Taking steps to exceeding, developing set goals, time management, and personal responsibility goes hand in hand. Although, if one does not follow these steps or stays true to themselves, life could become overwhelming, stressful, and chaotic. By doing this he or she cannot only achieve success in college, but also in his or her personal life. Meaning Merriam-Webster (1995) defines responsibility as the quality or state of living responsible, for something which one is liable to answer for one’s acts or decisions. When hearing the above an individual has to believe by having any success in life, person responsibility goes hand in hand. Achieving college success or personal success in life one has to take action for any decisions, choices, or actions that are made. It takes much strength for someone to stand up for his or her own beliefs and actions. When someone has plans to achieve college success or success in anything in life; plans and goals should be set before expecting any type of success. Some may view personal responsibility different from the person next to them; one thing that is truly the same is the effort to achieving success in his or her own life. Everyone is ultimately responsible for everything in their lives, pointing fingers at others is giving excuses on why one cannot achieve success. Success in college can be seen in several ways. He or she can measure college success in all types of ways; by achieving good grades, learning new knowledge, learning how to speak to others, working together as a team, and the final result a college degree. To accomplish such goals, he or she first must know what they are wanting out of college. With this personal responsibility comes into play; by not staying true to themselves the accomplishments will not be rewarding nor fulfilling. Someone who wants to succeed in college will do what is expecting and more to achieve the success. Teachers and family members have little effect on one’s college success, but it is the individual’s own personal responsibility for achievements in college. Although one may disagree with Mr. Awender, as there is no relationship between developing a college success and the success in the business would. There can be a relationship between having an educational success and with success in a b usiness world; he or she just needs to have personal responsibility while achieving it. Careers can also have many successes. For an individual to be successful in the business world, they have to start from the bottom and work themselves to the top of the ladder. Personal responsibility and motivation are a key factor in climbing the business ladder. But not acquiring the motivation and determination along with goal sitting to strive to be the best, he or she will always be on the bottom. Working with team members can at times make you think or compare yourself to other co-workers. When you are trying to be successful in your career, he or she should not compare how his or her own success towards other people’s success in their career. This could lead into discouragement in oneself, and the ability to focus on the goals at hand, and the accomplishments may become hard to achieve. This could postpone or delay the career success he or she is looking for. In 1972, Max Gunther points out there fifteen â€Å"successful man† with a network ranging from $100 million than to a billion dollars, only four of those mean have either a college or a university degree (Gunther, 1972). One can only realize that with a high level education there is a high level business success. This is true in most cases, but there are those times that business experience can play a role into achieving success through a career. Some may argue that success is often found within a career that the position is that of a head manager is the top of success. Experience, age and even seniority can play a toll in how much someone is paid or the level he or she achieves in that career field (Awender, 1985) . Preliminary plan Having a preliminary plan is the starting foundation of creating success in college and in life. Personal responsibility is one of the things, where he or she is willing to take the necessary steps to succeed. Having high goals and dreams means keeping with the goals and doing can be done making sure that he or she is achieving the goals and dreams they have set for themselves. Things happen in life to where someone may encounter problems or setbacks while achieving success. With that one will need keep an open mind and stay positive to any negative while moving forward toward any goals. Realizing that goals can and will need to be changed or adjusted while he or she keeps heading towards the ultimate goal. Time management is a piece in the preliminary plan to achieve overall success in life. Having to balance his or her own personal life, work life, school life this is going to take personal responsibility to be able to stay on top. Most college students that are returning back to school are either married, have kids, a full time job that require a good portion of their time. You will have to be ready and prepared to sacrifice some things to succeed in school or life. This is why having time management and personal responsibility will come into play. Procrastination will make life hard for the one who is achieving success. This is where his or her own life will become overwhelming, stressful, chaotic. To conquer these aspects of procrastination one has to be responsible for their actions. According to (Klingsieck, Fries, Horz, Hofer 2012) Up to 70% of university students consider themselves procrastinators and 50% procrastinate consistently and problematically. Some students have reported that procrastination typically accounts for more than one third of their daily activities and is often carried out through sleeping, reading, or watching TV (Klingsieck, Fries, Horz, Hofer 2012). Conclusion  One should take personal responsibility for their own actions so they can lead themselves on a pathway for success. Having to decide how to manage his or her own time between personal responsibility and college success is a major factor in achieving ones goals. One must learn how to prioritize their lives in a way they can balance all factors into achieving the overall goal; becoming successful in college and a career by using personal responsibility.

Child Mortality Rate In India Health And Social Care Essay

Child Mortality Rate In India Health And Social Care Essay Millennium Development Goals (MGDs) are the goals set at the United Nations by the governments in the year 2000.Here eight main goals are agreed by the UN which they try to achieve by 2015. The 8 MDGs are Eradicate Extreme poverty; Achieve Universal Primary education; Promote Gender Equality and Empower Women; Reduce Child Mortality; Improve Maternal Health; Combat HIV/AIDS, Malaria and other Diseases; Ensure Environmental Sustainability; Develop a Global Partnership for Development[2].Child Mortality is an important MDG since it affects the improvement in the living standards of a country. It also affects the public health activity. Reducing the child mortality rate worldwide and particularly in the developing nations has been a key globe issue. Almost all countries showed significant improvement in tackling child mortality. Since the last 20 years, even one-third of the underdeveloped countries are successful in bringing down the child mortality by 40 percent [1]. 2. Background The Objectives of this study is to define and discuss the influencing factors of Child mortality in India. The outline and variation in the last 20 years along with the various policies are discussed as well. Definition Child Mortality is defined by WHO as- Probability of a child born in a specific year or period dying before reaching the age of five, if subject to age-specific mortality rates of that period[3]. The Birth as well as Death data derived from the registration/ surveys are used for calculating the mortality rates. 3. Causes and Trends in under-5 mortality in India In order to achieve the MDG 4, it needs to bring down the Child mortality rate to 39 per thousand live births by the year 2015. Unfortunately, the current rate of advancement is inadequate to achieve this target [4]. In the early 1970s, the yearly Nationwide Child mortality reporting System called Sample Registration System (SRS) was established. It focuses on the registration of Births and Deaths in the country and estimation of Child Mortality indicators. The major reason for child mortality changes considerably along with the age of the child. During neonatal period, the deaths are due to complications during delivary, Low Birth Weight or Premature birth. Later on, infections and other medical conditions constitute the death. In India, Malnutrition, diarrhoea, measles and pneumonia are the familiar reasons for Child death. The SRS report revealed the various causes of Child deaths in India. Perinatal conditions, Respiratory infections and Diarrhoea are the main causes of Child deaths. They constitute 33.1%, 22, 0% and 14% respectively. Other causes of death include unintentional injuries (3.2%), Nutritional deficiencies (2.8%), and Malaria (2.7%). In general, Respiratory infections, Diarrhoea, Malaria and Unintentional injuries contributes more for child deaths in Rural areas whereas Perinatal causes and congenital abnormalities are more in Urban areas. The figure below shows the top 10 causes of Child deaths in India [5]. 4. Child Deaths in India Fig: 4.1 Top 10 causes of Child deaths in India [6] As the age progresses, the possibility of death diminishes. In India, the level of child health inequalities varies from State to state. However, it is meaningful in comparing the level of Health inequalities among the States which provides us an apparent picture of the Indian States. Even though Rajasthan had an increase in Child mortality between 1992 and 1999, it experienced an above-average decline of mortality between 1998 and 2006[4]. Southern states like Kerala and Tamil Nadu are showing constant above-average advancement in Child Survival. In low economy States like Bihar, Orissa and Rajasthan, the Child death rates are very high compared to the rich states like Tamil Nadu and Maharashtra according to the 2005-06 survey. It is difficult to compare these changes on the basis of economy of a state because Kerala, which is not a rich state, has the lowest Child mortality rate in the country[4].The graph below depicts the Child mortality rates in selected States in India. 4.1 Child mortality rates in India Fig 4.1.1 under five mortality rates (%) in selected states in India The trend shows that the Perinatal and Infant mortality Rates are slowing down and remaining stagnant since the 1990s.The figure below shows the trends in Infant and Neonatal Mortality rates in India [7]. 4.2 Infant and Neonatal Mortality rates in India Fig 4.2.1 Infant and Neonatal Mortality rates in India The Studies shows that proximate issues (like medical care and non medical factors), Maternal issues (like age, birth intervals and parity), and House Community level issues (like housing, Sanitation and water) constitutes the reasons for the reduction in speed of decline in Child mortality rate[8]. 5. Child mortality Health Policies in India The main Child health policies of India includes Integrated Child Development Services (ICDS) (1975) [9], Child Survival and Safe Motherhood (CSSM) programme (1992) [10]. And Reproductive and Child Health (RCH) programmme (1997) [11].The National Health Policies aimed at reduction in the Child Mortality Rates. In 1885, a Universal Immunization Programme (UIP) was introduced. It included Pulse Polio Immunisation (PPI) (Vaccination against Poliomyelitis), DPT vaccine (Vaccination against Diphtheria, Pertussis and Tetanus) and BCG (Bacillus Calmette-Guerin- Vaccination against Tuberculosis) [10]. Appreciable improvement was acquired initially since it covered about 90% population. In 1886, The National Technology Mission (NTM) took over UIP and equipped to be functional in all the districts of the country by the year 1990. 5.1 Integrated Child Development Services (ICDS) Indias ICDS is the biggest integrated Childhood programme which was introduced in 1975. It has over 40,000 centres all over the country. UNICEF joining with the World Bank assisted in commencing the ICDS and is still providing technical as well as financial supports. At present it covers more than 23 million children less than 6 years of age [9]. ICDS targets at regulating the health nutrition as well as development of children. Besides this it provides preschool education for children 3 to 6, educating mothers and giving additional feeding for children and pregnant women. It provides anganwadi/ childcare centres [9]. During the past years, ICDS was successful in meeting their aims and objectives. The government of the country reorganized it for making it commonly accessible for providing more opportunity for all children in the country [9]. 5.2Child Survival and Safe Motherhood (CSSM) programme The Universal Immunisation Programme (UIP) introduced in 1985 was an opening so that it covered all children and mothers. This motivated the starting of an advanced programme known as Child Survival and Safe Motherhood (CSSM) programme obtaining financial supports from UNICEF and World Bank[10].The main aims of CSSM was, Widening the UIP so that it can cover all pregnant women and Children between the age of 9 months and 3 years. It also introduced Oral Rehydration Therapy Programme aimed at minimising the child mortality due to diarrhoea [10]. CSSM programme is completely a National Family Welfare Programme which supplies vaccines, ORS packs, Cold chain apparatus, medicines etc. to all the states of the Nation. Besides this, funds are also provided for proper execution of the programme [10]. 5.3Reproductive and Child Health (RCH) programmme The RCH programme launched in 1997 aimed at providing excellent services which help to achieve the population firmness by improving the quality of reproductive life. The focus area of the RCT was management and anticipation of unwanted pregnancies, maternal care and Child Survival schemes for children [11]. RCH aims in broadening immunisation, child care, and delivary care. More focus given for enhancing neonatal care on every aspect. Another aim of RCT is the abolition of Polio virus by bringing in Hepatitis in UIP pack[11]. 6. Challenges faced by the country in improving child mortality Maternal Factors There are relations between the Health of the Mother and the condition of the Child. Maternal features plays important role in birth outcome as well as child survival. Poor nutritional status, lower literacy rates, early marriage and child bearing, less antenatal care, lack of access to the health services are some of the most important maternal factors influencing Child mortality [13]. In order to reduce child mortality, proper maternal care should be taken. Socio-economic inequalities It is another challenge faced by the country. Poor children are in danger compared to the others. The risks include inadequate water sanitation, air pollution etc. Comparatively, they will be undernourished so that there will be more chance for severe disorders [13]. Another fact is that, access to quality treatments and facilities are not gained by these groups of Children. So the Child survival extremely depends on the Socio-economic inequalities starting from exposure, resistance, care taking till the proper intervention. Due to these factors poor children are more likely to die [13]. Urban and Rural residence also plays role in Child mortality. In India, like other developing countries, the living circumstances are poorer in rural areas than the Urban. Along with that, the health care facilities will be of poorer quality. These variations in rural and urban areas definitely affect the child mortality [12]. Membership in Religion and Caste The membership in Religion and Caste is another challenge for the child mortality. This will be due to the living manner based on customs and beliefs. The tradition followed by the scheduled caste or scheduled tribes is known to affect many aspect of Child life in India [13]. In the country, it is found that the Child mortality is more among the Hindu caste/tribe group which is followed by Hindu Non-caste/tribe group, Muslims and Other religions [12]. At the state level this is not true. 7. Chances of attaining MDG 4 by 2015 By 2015, India needs to reduce its Child Mortality to 39 per 1000 live births in order to achieve the MDG 4. According to the present rate of progress the target will not be achieved by 2015(4). On the other hand, there is uneven decrease in neonatal infant and child mortality. So, MDG 4 can be achieved by the country by an extra acceleration of the reduction in child mortality rate. This should be chiefly in Uttar Pradesh, Andhra Pradesh, Madhya Pradesh, Bihar and Rajasthan (5). Focus should be given for implementation of the policies in the proper manner by extending the coverage of skilled persons to support mothers, treatment for pneumonia, diarrhoea and community protection programmes. So, by improving the performance in all the areas, MDG 4 can be achieved in India. 8. Conclusions In India, up to the year 2000, Child mortality has reduced significantly. Factors like maternal and Child health policies are considered to be played the major role in bringing down these rates [8]. But now in the country, more child deaths are recorded per year compared to all other countries so that they are not going to meet up with the goal if the trend is continuing like this [5]. Considerable reductions in Child mortality can be achieved in the country only if additional strengthening is given to National as well as community level Health Systems. New approaches should be introduced for pacing the Child mortality reduction rate. So, the Govt. of India should re-evaluate the Nations present goals and move ahead with better plans for developing the Child Health [8]. Ongoing child health plans and policies like abolition of Vaccine- preventable child diseases and the other definite treatments related to children should be re considered for making changes [8]. MDG4 in the country c an be only achieved if crucial act is taken in order to speed up the child mortality reduction rates. It should be done by spotlighting the most affected states namely, Uttar Pradesh, Madhya Pradesh, Bihar, Rajasthan and Andhra Pradesh [5]. Numerous socioeconomic factors also have considerable effect on Child mortality. It will be impossible to improve the socioeconomic status of each and every family in the country within a short period of time. But, by targeting high risk families, the Child Survival can be advanced by the information gained from the family health programmes. Vaccination against tetanus should be given to pregnant women, which will significantly reduce the neo-natal deaths. Family health programmes should be strengthened here as well so that basic health care services can be gained by all pregnant women.

Robert Graves’ I, Claudius - Capturing a Strange Moment in History Essa

Robert Graves’ I, Claudius - Capturing a Strange Moment in History Tiberius' reign over the Roman Empire stretched the longest of any emperor during Claudius' lifetime. This may be a good reason why Robert Graves, in his historical novel published in 1934, â€Å"I, Claudius† devoted more than a third of it to the reign of Tiberius. â€Å"I, Claudius†, told through the eyes of the "half-wit" Claudius, records the history of the first Imperial family at Rome, including the reigns of Augustus, Tiberius, Caligula, and even Claudius himself. Livia, Augustus' wife and Tiberius' mother, played a crucial role throughout the reign of Augustus and Tiberius by eliminating all possible heirs other than her son to the throne of the emperor. By the use of poison and banishment, she was very successful in her aspirations and even manages to arrange for Caligula to succeed Tiberius, although she died several years before Tiberius. Tiberius also played a key role during this story, undergoing a change from a private army general to a mentall y-sick Roman emperor. Early in Tiberius' life, he had already become unpopular in Roman society. However, although he was sometimes accused of being over-cautious, he led the Roman army to several victories over the Germans, and became a national figure. But, as it was common with the Claudian family, Tiberius turned out to be one of the bad Claudians. Although being a celebrated general worked wonders for his political career, Claudius states that, on a personal basis, he was "morose, reserved and cruel." An excellent general, he won the respect of his soldiers by living as they did on a campaign. He seldom slept in a tent, and he ate and drank often no better than the rest of his troops. ... ...lthough the author's point-of-view, synonymous with Claudius, often makes the reader forget that it is not Claudius himself writing this, but Robert Graves almost 2000 years later. His writing is exquisite, and although some sections of the novel become static, his elegance and grace with his wording carries the reader through these sections without difficulty. Although it is fiction, to anyone who wants to get "up close" to the family of Augustus, I would recommend this novel. Why? The story of the Augustan age is, in the words of Tacitus, "a story that was the subject of every variety of misrepresentation, not only by those who then lived but likewise in succeeding times: so true is it that all transactions of preeminent importance are wrapt in doubt and obscurity" (iix). Works Cited Graves, Robert. â€Å"I, Claudius†. New York: The Modern Library, 1934.

A Pilot Study On Classroom Observation Education Essay

Chapter 4This chapter describes a pilot survey conducted after the preliminary survey and before the chief survey. It begins by a brief debut given in subdivision 4.1, followed by treatments on the sample choice, observation agenda and pre and station session interviews in subdivision 4.2. Section 4.3 covers the schoolroom observations. Gesture cryptography, including the written text, coding jobs and policy, and consequences of the cryptography are included in subdivision 4.4. Discussion and decision concentrating on schoolroom observation and metaphoric gestures are covered in subdivision 4.5. The chapter ends with the deductions for the chief survey explored in subdivision 4.6.4.1 About the Pilot StudyThis pilot survey built on a old little graduated table preliminary survey ( chapter 3 ) . The purposes were: ( a ) to see existent clip schoolroom observation ; ( B ) to prove out and better the observation agenda and interview inquiries ; ( degree Celsius ) to research whether Chin ese music instructors used metaphoric gestures and if so, what these metaphors were and where they were used ; and ( vitamin D ) to prove out and develop metaphoric gesture designation processs. The focal point was limited to music Sessionss in junior high schools because in the preliminary survey, more metaphors were found from the junior degree than from the simple degree. The information of this pilot survey were transcribed from three general music Sessionss taken by Wang, a music instructor in a junior high school in Taiwan.4.2 Before the Observation4.2.1 Sample SelectionSituated in a in-between to upper-middle category suburb of a major northern metropolis, Wang ‘s school was founded in 1988, with 4,268 pupils and 113 categories in 2006. It is considered to be a large school, comparative to the official norm of 1,299 pupils per junior high school in Taiwan for the school twelvemonth 2005-2006 ( Department of Statistics, Ministry of Education of Taiwan ) . The informations were collected in general music categories with pupils aged between 12 and 14. Each category contained around 35 pupils, and talk was the lone type of interaction observed. The consequences of t he preliminary survey showed that metaphor denseness may differ because of learning content. Therefore the Sessionss observed for this pilot were limited to music theory, music history, and music grasp. Wang ( a anonym ) had received her MA in musicology four old ages antecedently and since so had been learning music in the same junior high school. Bing really open-minded about taking portion in research and being observed, Wang was one of the really first music instructors I contacted for the preliminary survey. Since so she had been helpful in replying my inquiries and supplying me background information about the state of affairs of music instruction in junior high school degree in Taiwan. After the preliminary survey, I emailed her to inquire her permission for me to come in her schoolroom and video-record a twosome of Sessionss, and she agreed to take part. Music lessons form portion of the Humanistic disciplines and Humanities class class in junior high schools in Taiwan ( see subdivision 2.4.1 ) , and hence music, humanistic disciplines, and executing humanistic disciplines portion one text edition. â€Å" The humanistic disciplines subdivision negotiations about utilizing different colorss to stand for the four seasons, and the music subdivision negotiations about Vivaldi. So it occurred to me that it ‘s a good chance to give a talk on the Baroque epoch and present Vivaldi ‘s The Four Seasons to them, † ( Wang, pilot interview 2 ) . At the clip when this study was written, MOE of Taiwan did non supply one â€Å" standard † version of the text edition, and schools were free to take the version they preferred. Wang therefore on a regular basis designed the content of her lessons. â€Å" The text edition references nil about the Baroque epoch so I make my ain PowerPoint slides to assist pupils set up the background cognition † ( Wang, the same interview ) . Teachers are allowed to re-arrange the order of the instruction contents and set related things together. In some schools, music instructors have to learn executing humanistic disciplines, but this was non the instance in Wang ‘s school, where there were three single instructors for the three bomber classs: music, humanistic disciplines, and executing humanistic disciplines.4.2.2 Observation Schedule and InterviewsAfter Wang agreed to take part in the survey, I explained to her about the research through electronic mail. She understood that the research was about schoolroom discourse and hence suggested me to put the observation clip at a hebdomad after the mid-term test, when she was approximately to present the Baroque epoch to her pupils. One month before the schoolroom observation, Wang and I met to discourse which classes to detect, including when I should get, where I should sit and how best to put up the recording installation. In add-on, Wang approximately explained what sort of schoolroom activities would be involved and what she intended to learn. Wang was told that the s urvey was about schoolroom talk and the thought was to detect a session with every bit much talk involved as possible. She hence suggested Sessionss chiefly covering music history and music grasp. This meeting is classed as pilot interview 1 ( for more inside informations, see Appendix B ) . A real-time observation agenda was designed, with a intent of associating the schoolroom activities and metaphor usage. As can be seen from the agenda ( see Appendix C ) , both start and terminal times of the activities needed to be specified and during each activity, runs of metaphors and gestures needed to be made, so that I could acquire a basic sense of where bunchs of metaphors and gestures most frequently occurred ( though in the event it proved about impossible for me to number them during categories, something which will be discussed subsequently in 4.6.1 ) . In add-on, the observation agenda covered: administration of the category, stuffs, and musical instruments used, and the linguistic communication used by the instructor and pupils. A general feeling of schoolroom ambiance would be noted as H ( high ) , F ( carnival ) , or L ( low ) to see if schoolroom atmosphere is related to metaphor usage. A follow-up interview ( pilot interview 2 ) with Wang was conducted after detecting the three Sessionss. The face-to-face semistructured interview took topographic point in Wang ‘s music schoolroom during her interruption, enduring 42 proceedingss. Again, I was permitted to enter it, and at the same clip made notes while Wang was speaking. A list of information or inquiries I planned to seek or inquire, translated from Chinese ( the linguistic communication used during the interview ) into English is appended ( Appendix D ) . In the interviews, information was sought about Wang ‘s educational background and working experience, and inquiries covered how Wang prepared for the category and aimed to explicate new constructs, how Wang thought about metaphors and gestures, and if she used them to assist her Teach. Mandarin Chinese was used throughout the interview. Notice that the Numberss are for the convenience of composing up the study ; the inquiries were asked without any specific order. During the interview with Wang, the above subjects were covered. To Wang, metaphor helped the pupils to link music and their day-to-day life experiences. She gave an illustration of the birds, Canis familiariss, spring air current, and summer boom in Vivaldi ‘s The Four Seasons. However, she did non normally interpret music in her ain manner when introducing or depicting it- † I merely interpreted the music in the manner which the composer marked on the music manuscript † ( Wang, pilot interview 2 ) . Although overall the interviews went swimmingly, it was realised that some inquiries were excessively general and more inquiries about metaphor and gestures were needed. Detailss are discussed in 4.6.1.4.3 During the ObservationFor the first session, I entered the music schoolroom with Wang around 15 proceedingss before the session began. Wang told me that because of the limited Numberss of music schoolrooms, music instructors in her school had to take bends utilizing them. It was Wang ‘s bend to hold one of the music classrooms that semester and hence she was allowed to remain in the room waiting for the pupils to get. The excess clip proved utile from the point of position of puting up the picture equipment. The chief equipment in the music schoolroom included a piano, an electronic piano, a chalkboard with clean musical staff, an LCD projector, a DVD participant, and a few classical instrumentalists ‘ portrayals and illustrations of musical instruments on the walls, etc. Wang had to supply her ain laptop. Figure 4.1 illustrates the layout of the schoolroom where the three observed Sessionss took topographic point. The two black circles on the top exposure indicate where the picture recording equipment was placed and where I sat. The picture recording equipment started to enter when the pupils started to walk into the schoolroom. It was non turned off until the category was dismissed and the schoolroom was empty. Neither the instructor ‘s nor the pupils ‘ seats were moved. As a nonparticipant research worker, I tried to maintain the schoolroom the manner it was without me. I sat at the dorsum of the schoolroom next to the picture recording equipment, to take field notes which might be helpful during the readying of the transcripts. Photographs were besides taken earlier or/and after Sessionss. The picture recording equipment started to enter when the pupils started to walk into the schoolroom. It was non turned off until the category was dismissed and the schoolroom was empty.Figure 4.1. Pilot survey: Music schoolroom scene.For most of the clip the pupils could non see me during the categories. However, there was one clip, while Wang corrected a pupil ‘s thumbing while playing the recording equipment, another pupil kept turning and gesticulating â€Å" YA † ( the V mark, with his index and in-between fingers of his right manus raised and the staying fingers clenched, palm facing outwards ; a really popular gesture in Taiwan when being photographed ) toward the picture recording equipment. Wang noticed it. She asked the pupil to stand up and present himself to the picture recording equipment, and encouraged him to give a solo public presentation for two bars, and so the session continued. This was the lone break caused by the research worker ‘s presence during the Sessionss I observed. The talk construction of the three Sessionss I observed was rather similar. It was because Wang designed and followed her ain instruction course of study for each twelvemonth of the pupils, and besides because the three Sessionss I observed were all in the same twelvemonth ( twelvemonth seven ) . The session started with playing the recording equipment. Wang reviewed the piece she had taught in the old session with the whole category and so selected a few pupils to stand up and play separately, in order to detect how much pupils had learned ( Wang, pilot interview 2 ) . Then she taught one new piece by showing and playing with the whole category. After the recording equipment playing, the talk portion â€Å" episode † ( Lemke, 1990 ) started. Wang began by presenting the recording equipment ensembles: bass, tenor, alto, soprano and sopranino recording equipments. Then she introduced some of import epochs in musical history, with a focal point on the Baroque. To this terminal, Wang gave pupils some background cognition about the features of the music, musical instruments, and some celebrated instrumentalists, before presenting Vivaldi and his concerto, The Four Seasons. By and large talking, the observation agenda proved easy to tag. Keeping records based on schoolroom activities made it easy to remember what happened in the Sessionss, and there was adequate clip to maintain records for most of the classs, except for the Numberss of lingual metaphor and gesture used. Second it became clear that some classs needed to be farther specified-this will be discussed subsequently in 4.6.1.4.4 Gesture CodingMcNeill ‘s strategy ( see subdivisions 6.3.2 for a reappraisal of the literature and 6.3.3 for a treatment, on gesture categorization systems ) applied in this survey required inquiring what significances and maps a gesture possessed. In other words, the classs were non based on merely one aspect of a gesture. For illustration, iconics and metaphorics were more semantically oriented, while deictics were more pragmatically oriented. Because of this, each class was non treated as discrete or reciprocally sole, but as holding characteristics that may b e present in changing grades, and perchance in combination. Therefore, the ultimate end of gesture cryptography is to place the extent to which each characteristic is present, instead than sort the gestures ( Eisenstein & A ; Davis, 2004 ; McNeill, 1992 ) . In this pilot so it is really of import to put up a cryptography policy to bespeak when to categorize a gesture by its significance and when by map. More inside informations are discussed in 4.4.3. Two programmers were involved in gesture cryptography in order to prove out McNeill ‘s process and increase the dependability of the survey. The other programmer, a alumnus pupil in the Department of Educational Studies at the University of York, was a native talker of Chinese with some cognition of metaphor holding conducted her MA research on the subject. McNeill ‘s three chief gesture categories-deictics, iconics, and metaphorics-were introduced before I asked her to categorize the gestures which Wang used. Due to clip restriction, merely a portion of the hearing to The Four Seasons from Wang ‘s first session was selected. The portion was chosen for its heavy distribution of gestures. It lasted for five proceedingss and ten seconds, with 35 gestures identified by me antecedently. More inside informations about gesture cryptography are discussed in 4.4.4.4.4.1 Data ChoiceDue to the limited clip available, merely one session was chosen for gesture cryptography. The ground for taking the first session was that although the construction of the three Sessionss was similar, the first session was more complete and covered all the activities from recording equipment playing, a talk on the Baroque epoch, to music hearing, with a more even allotment of clip, than the other two Sessionss. Types of activities affair here because if Numberss of gestures differ in different types of activities ( and it seems so from the consequences ) , affecting more activities in the informations can cut down the hazard of any possible gesture loss.4.4.2 Transcribing the DataBoth gestures and address were transcribed. Speech was transcribed to the full from the videotape in Chinese. The written text of gestures included three stairss: ( a ) place the motions that were gestures ( here gesticulations ) ; ( B ) place the shot of the each gesture ; and ( degree Celsius ) locate the boundaries of the gesture phases in the relevant portion of the phonological written text.4. 4.3 Coding Problems and PolicyThe consequences of the gesture classification from the two programmers were compared. Unlike deictics, which were all agreed by both programmers, iconics and metaphorics seemed to represent the more debatable classs. One of the illustrations was where Wang lifted her left manus at shoulder tallness with her thenar confronting up and wiggled her center, ring, and small fingers fast in bend when stating the word zhuangshiyin ( â€Å" shake † ; actual interlingual rendition: â€Å" ornament notes † ) . Although both programmers agreed that Wang was keeping an unseeable fiddle and playing the shakes, we however coded it otherwise. The other programmer coded it as metaphoric, because the referent of the gesture, zhuangshiyin, was interpreted as a lingual metaphor itself. I coded it as iconic because the gesture in fact was stand foring what was explicit in the attach toing address and therefore had a close relation to the gesture. This helped develop one of the coding policies later-gestures attach toing metaphors in address were non decidedly considered to be metaphorics. Another job related to the programmers ‘ differential focal points and readings of the same gesture. Wang said, â€Å" The boom came fast and went fast. Then it became quiet once more. † In the first sentence she began by traveling her left arm from left to compensate with the thenar confronting up and fingers curving and so moved the arm back to the left without altering the form of the thenar. For the 2nd sentence, she turned over her left thenar to confront the land with consecutive fingers and pressed down the thenar a small spot in the air. The different cryptography concerned the first sign phrase. When I coded them, I focused on the motions of the arm, which was moved from left to compensate, and so back to the left, which seemed to bespeak â€Å" came † and â€Å" went † in address. Therefore the gestures were coded as iconic ( instead than metaphorics, which was clarified subsequently ) . On the other manus, the other programmer focused on the form of the thenar, which changed from a thenar with curled to consecutive fingers. She interpreted the curling fingers as stand foring the â€Å" fast † in address, while the consecutive fingers represented the â€Å" quiet, † and so she coded them as metaphoric. What was stupefying was that none of us thought about construing the same gesture each other ‘s manner before holding the treatment. Our in agreement place was to category the gestures as iconics, because both of us agreed that it was more common to see such gestures looking along with â€Å" came † and â€Å" went † than â€Å" fast † and â€Å" quiet. † In add-on, what the other programmer received before coding might hold affected her. She used my written text of gestures while categorizing the gestures. Although the gestures were described in a descriptive linguistic communication, it was found subsequently that some of the written text was in fact subjective. For illustration, descriptions such as â€Å" the right manus drew a form of flash visible radiation † or â€Å" the left manus indicated composure † were already readings and they could be misdirecting to the other programmer. These jobs non merely predicted what may go on during the cryptography procedure for the chief survey, but besides helped develop the cryptography policy to be used, which is discussed below. Identifying Gestures In this survey, â€Å" gesture † specifically refers to gesticulation. Any thumbing the instructor used to show how to play the recording equipment, or the conducting gestures frequently used while the category was playing the recording equipment were beyond the range of this survey and excluded. The reading of Wang ‘s gestures was made from the research worker ‘s position, and it is deserving observing that this might differ from the reading from the talker ‘s or the addressee ‘s positions ( A. Cienki, personal communicating, June 3, 2008 ) . Metaphorics Metaphorical gestures were defined as gesticulations which present a more abstract referent in footings of a more concrete image and prosecute a cognitive procedure of understanding one thing in footings of something else. This definition dovetails moderately good with Lakoff and Johnson ‘s conceptual metaphor theory, the theoretical model on which this nowadays survey was built, and at the same clip does non belie the Pragglejaz definition of metaphorically used lexical points applied in the survey ( discussed in subdivision 3.3.2 and subsequently in 6.4.2 ) . One illustration is when Wang said gangqin de yinse yue lai yue xizhi ( â€Å" the timber of the piano becomes more and more delicate, † and gestured utilizing a unit of ammunition and half-open thenar confronting up attach toing the word â€Å" delicate. † Here, the gesture carries the double construction required by a metaphoric, in which the representation of the daintiness of the timber ( a more abstract referent ) by the gesture is presented as what appears to be an image of a bud waiting to open ( a more concrete base ) . Deictics versus Metaphorics Both McNeill ‘s deictics and iconics were re-defined for the present survey. Harmonizing to McNeill, abstract indicating gestures which imply a metaphorical image are besides included in the class of deictics. For illustration, gestures were used in my informations to indicate at an bing physical topographic point, but they referred to as an abstract construct of where the talker had been earlier. When Wang said â€Å" Did we merely say that ornament is popular in Baroque epoch, † she raised her left index finger to indicate to the â€Å" thought † which she merely mentioned in the same session. Pragmatically speech production, these gestures were indicating gestures ( deictics ) , but semantically speech production, the topographic point which the gestures pointed to was interpreted as someplace else based on the address context. In other words, such gestures engaged a cognitive procedure of understanding something ( the physical topographic point which the gestu re pointed at ) in footings of something else ( the existent infinite or thought which the middleman talked about antecedently ) and hence were classified as metaphoric. Iconics versus Metaphorics Gestures in a context where the Vehicle of a metaphor is explicitly flagged both by the custodies and by linguistic communication were classified as iconic. That is, if a instructor says â€Å" music is a container † and gestures a container, the gesture will be categorised as iconic instead than metaphoric because the gesture may attach to metaphor, but itself represents the actual signifier of the word â€Å" container † ; nevertheless, if the same gesture accompanies the sentence â€Å" we can experience the unhappiness in his music † , it will be classified as metaphoric. An effort was therefore made to separate between sign illustrations of verbal metaphors and gestures that were themselves metaphoric. This besides explains why the gesture â€Å" came † and â€Å" went † attach toing Wang ‘s vocalization of journey metaphor, â€Å" the boom came fast and went fast, † which was discussed before in this subdivision was coded as iconi cs instead than metaphorics.4.4.4 MethodAfter transcribing the address of the whole session, the picture infusion was watched by the two programmers individually, concentrating on merely the gestures. Every gesture Wang used was categorised into one of the three types of gesture: deictic, iconic, and metaphoric. It was decided to group the gestures into merely three classs instead than five ( including beats and cohesives ) because these three classs are more related to the focal point of the survey. Reasons for categorizing the gestures into three instead than two ( metaphorics and nonmetaphorics ) were that these were the three most popular gestures and that distinguishing deictic from iconic gestures would assist supply a better apprehension of what other types of gestures the instructor used along with metaphor in address besides metaphoric gestures. The 13.5 % dissension of the coding consequences between the two programmers was compared and discussed, until each gesture was classified into one of the three classs. The gestures were so highlighted on the transcript by utilizing three different colorss, to ease denseness and distribution analysis. Finally, maps of the gestures were noted.4.4.5 ConsequencesThe continuance of Wang ‘s direction in the recordings was 46 proceedingss, numbering 8,964 characters transcribed. In the session, 89 gestures were identified ; 43 % were iconics, 30 % metaphorics, and 27 % deictics. Every gesture was categorised. The distribution was such that over 75 % of them fell in the subdivisions on Listening to The Four Seasons ( 42 % ) and the talk on the Baroque epoch ( 35 % ) . Merely 1 % of the gestures occurred in the gap and the recording equipment drama subdivisions. Deictics Wang used deictics to indicate at objects. Her superciliums rose when she started the inquiry â€Å" Can you see the word, Baroque, in the text edition † and looked at the pupils. Her left index finger pointed forwards. Then when Wang said the focal point of the inquiry zhege zi ( â€Å" the word † ) , she raised her right manus and pointed at the screen behind her with her index finger. When she pronounced the word, â€Å" Baroque, † she turned her upper organic structure, half confronting the screen and looked for one second at the Chinese characters for â€Å" Baroque † written on the screen. Extract 11 [ a? †° c?†¹a? ° e ¬ ] a [ †° a? « eˆâ„ ¢aˆâ€ ¹ a ­- cs„ aZY?-†¡ ] i?YBaroquei†°Ã¢â‚¬â„¢Ã¢â‚¬ °i?Y [ Ni you kandao keben ] shibushi [ you xie zhege zi de yuanwen ] ? Baroque, youmeiyou? [ you have see casebook ] ( Q ) [ have write this word ( DE ) etymology ] Baroque ( Q ) Can you see if the English word, Baroque, is in the text edition? However, deictics were non ever used to indicate to something concrete. For illustration, when listening to the first motion of The Four Seasons, Wang compared the fiddles ‘ shake to birds tweet in the spring. When she asked the category to pay attending to a certain portion of the tune, she repeatedly put her index finger of her right manus following to her right ear and pointed to the air. Wang kept reiterating this gesture whenever she tried to pull the category ‘s attending to the music. Therefore, it appeared to be the music she was indicating at, although it was non concrete, or even seeable at all. The undermentioned infusion is another illustration of indicating to the unseeable. Wang asked the category if they still remembered what instruments she had mentioned earlier in the same session. The first reply â€Å" cembalo † came from a pupil and every bit shortly as Wang heard it, she raised her right index finger, indicating. Wang so repeated the reply and gave her response, â€Å" really good. † It is arguable whether Wang ‘s finger was indicating to the word, â€Å" cembalo, † or the pupil who gave the reply, but in either instance the gesture was categorised as deictic. Extract 12 Thymine: ‘aˆ‘ a†°Ã¢â‚¬ º?†°? e ? µ?e cs„ ‚aâ„ ¢? †° aâ€Å"?a?†ºi?Y adult females gangcai shuo liuxing de yueqi you naxie we merely say popular ( DE ) instrument have ( Q ) What are the popular instruments we merely mentioned? Second: a ¤Ã‚ §e? µc dajianqin cembalo Harpsichord. Thymine: [ ] a ¤Ã‚ §e? µciaaie‚„†° a‘?i?Y [ ] daijianqin henhao haiyou Ne [ ] cembalo really good still have Q [ ] Harpsichord. Very good! What else? Second: a? ¦ ‚aâ„ ¢? xian yueqi threading instrument Stringing instrument. Thymine: [ ] a? ¦ ‚aâ„ ¢?ie?za ai [ ] xian yueqi feichang hao [ ] twine instrument really good [ ] String instrument. Very nice! Iconics Iconics were the most common type of gesture in Wang ‘s category, and most of them appeared in the talk on the Baroque epoch and The Four Seasons subdivision. Gestures bespeaking Numberss and for presentation frequently fall in this class. For illustration, Wang held both weaponries set in forepart of her thorax, with both thenars confronting the land and put her lingua out, when depicting a puppy sitting lazily in forepart of a house in summer, while listening to the 2nd motion of The Four Seasons: â€Å" Because it ‘s excessively hot, the doges put their linguas out, right? † In the undermentioned illustration, Wang compared the difference between the flute and recording equipment while she was explicating why the recording equipment was translated as zhidi ( â€Å" perpendicular flute † ) . A flute, nevertheless, is held horizontally by the participant which is why it is besides named hengdi ( â€Å" horizontal flute † ) in Mandarin Chinese. When she asked the undermentioned inquiry, she used both custodies to copy gestures of both flute and recording equipment participants, to underscore the different waies in which two musical instruments were played. Extract 13 e†¢Ã‚ ·c ¬Ã¢â‚¬ º a ®? [ c†º?e‘- a ] e‚„ [ ? ©Ã‚ «e‘- a ] i?Y changdi Ta shi [ zhizhe chui ] hai [ hengzhe chui ] flute ( 3SG ) is [ perpendicular blow ] or [ horizontal blow ] Make you play the flute vertically or horizontally? The referent of the gestures did non ever appear at the same clip when the referent was uttered in address. In Extract 14, Wang used her right manus to indicate to the pillars in the schoolroom on her right and so left side, when she was speaking about the architecture of the edifices in the school. After she pointed to the pillar on her left side, she used both her pollex and index fingers of the right manus and moved the arm heterosexual and vertically, up down and back up. These gestures were iconics, stand foring â€Å" consecutive lines † in address. Next, when she talked about the lines in Baroque edifices, she used her right thenar to do a simple â€Å" U † curve in the air. Here in gesture, the soft â€Å" U † curve motion was contrasting with the old gesture of traveling the right pollex and index finger vertically, but in address, the adjectival â€Å" curved † contrasting with the adjectival â€Å" consecutive † in the first line did non follow straight until the 3rd line. The gesture preceded the word that related to it semantically. It seemed to back up the hypothesis that although gestures and address were different ocular and verbal elements, someway they were in fact conceptually integrated in an thought unit ( Cienki & A ; Muller, 2008 ; McNeill, 2005 ) . Extract 14 [ ?Y ±a ­? a ] [ e c†º? c ·s cs„ ] i?Ya °?aa °?i?Yc ·s a c °?a- ® [ zhuzi shibushi ] [ dou shi zhi xiantiao de ] duibudui xiantiao biddy kiandan pillar ( Q ) all are consecutive line ( DE ) ( Q ) line really simple [ The pillars are ] [ in consecutive lines ] , are n't they? Very simple lines. a a ·Ã¢â‚¬ ºa†¦Ã¢â‚¬ ¹ ?â„ ¢Ã¢â‚¬Å¡Y cs„ ?â„ ¢Ã¢â‚¬Å¡aˆâ„ ¢ [ ?ˆZei?Y†e ce ¤Ã¢â‚¬ ¡ia °?aa °?i?Y ] keshi baluoke shiqi de shihou [ zenmeWang bijiao fanfu duibudui ] but Baroque epoch ( DE ) clip ( Q ) more complicated ( Q ) But how approximately in the Baroque epoch? More complicated, is n't it? [ c ·s †e ? ¬? ] †° e? ±a ¤s cs„ ?†ºS? a °?aa °?i?Y [ xiantiao bijiao Army Intelligence ] you xuduo de quzhe duibudui [ line more good ] have many ( DE ) curved ( Q ) [ Lines are, good, ] more curving, are n't they? Metaphorics In entire, 30 % of the gestures were metaphorics and it was interesting that metaphorics occurred in about all the eight different schoolroom activities. The lone two exclusions were the gap and stoping comments which Wang made ; Wang used no gestures at all in her gap comments. SPACE AS TIME TIME IS AN ENITITY MOVING TOWARD THE SPEAKER is one of the conceptual metaphors shared by both English and Mandarin Chinese. For illustration, in Mandarin Chinese people say shengdanjiei kuailai lupus erythematosus, which means â€Å" Christmas is nearing, † and xingqitian guo lupus erythematosus means â€Å" Sunday passed. † Time is so thereby conceptualised as something traveling in infinite, and this can be seen even more clearly with gestures. Extract 15 was from Wang ‘s session when she introduced the different periods in musical history. She explained the order of the Renaissance and the Baroque. Firstly she raised her left arm, straightened out her five fingers, with the thenar confronting down, at about eyebrow tallness, and so moved her manus down to the tallness of her thorax. The two points in the infinite indicated the two different clip ranges in musical history and TIME is therefore represented as SPACE by the gesture. However, it is interesting in t his illustration that clip travelled in different waies in address and gesture ; in address, clip moved toward the talkers, but in the gesture it moved from up to down. In fact, the metaphor the gesture expressed here exists entirely in footings of gesture, non in address ( c.f. , subdivision 7.4.8 ) . That is, one would non state in Mandarin Chinese â€Å" the Baroque is at the underside of the Renaissance † to intend the same thing. Extract 15 -†¡e-?a? ©e [ e?Za?†  ?†°? a ·Ã¢â‚¬ ºa†¦Ã¢â‚¬ ¹ ] wenyifuxing [ guolai cai shi baluoke ] Renaissance [ come yet is Baroque ] The Baroque comes after the Renaissance. SPACE IS IMPORTANCE Another conceptual metaphor suggested by the gestures is SPACE ( UP ) AS IMPORTANCE. This has a really close relation with the common conceptual metaphor in address: SIZE ( BIG ) AS IMPORTANCE. In Mandarin Chinese, district attorney ( â€Å" large † ) can be used as an adjectival to depict something of import. In Extract 16, Wang told the category that there were some of import periods in musical history. When she said that â€Å" there are some of import and large periods, † she lifted up her left arm with her unfastened thenar confronting down, so traveling increasingly downwards, stopped at different highs. Alternatively of ranking the periods from large to little by gestures, she ranked them from up to down. It was another illustration of different metaphors being used in address and co-speech gestures. Extract 16 eY‚ ? ­Ã‚ ·a a?S cs„ a?† Y a-† †° aaˆâ€ ¹ [ e†¡?e ¦?cs„ a ¤Ã‚ §cs„ ?â„ ¢Ã¢â‚¬Å¡Y ] yinyue lishi Shang de fenqi o you jige [ zhongyaode dade shiqi ] music history up ( DE ) period ( PRT ) have several [ of import large period ] About the periods in musical history, some are of import and large. Detached SPACES AS DIFFERENT PARTS OF AN EXPOSITION Metaphoric gestures which separate different parts of an expounding appeared more than one time, and although in address Wang ever said â€Å" FirstaˆÂ ¦moreoveraˆÂ ¦and thenaˆÂ ¦ , † she did non ever use the same gestures for them. Sometimes she gestured the Numberss â€Å" one, † â€Å" two, † and â€Å" three † even though she did non verbally say any Numberss. At other times, she merely turned over the other thenar from confronting the land to confronting upwards, when traveling to a new construct or thought in address. Such metaphoric gestures distinguish different parts of an expounding being made as separate ( downwards and upwards, or right and left ) infinites. For illustration, when Wang reviewed the chief points she had mentioned in category about Vivaldi, and asked the category to compose the chief points down in their ain text edition, she said â€Å" firstaˆÂ ¦moreoveraˆÂ ¦and thenaˆÂ ¦ , † and gestured wi th her right index finger indicating to different fingers of her left manus, to bespeak alterations of subject.4.5 Discussion and Conclusion4.5.1 Classroom ObservationLesson construction and activities involved Figure 4.2 shows the comparative sum of clip Wang spent on different activities across the three Sessionss. The two chief activities were recorder playing and a talk on the Baroque epoch, which between them accounted for about 2/3 of the entire clip. Besides Wang spent 15 % of clip listening to The Four Seasons with the category. The two parts where metaphors and gestures were used most frequently were the talk on the Baroque and listening to music, which took more than 2/5 of a session.Figure 4.2. Pilot survey: Relative clip spent on activities across Wang ‘s 3 Sessionss.Gesture usage and schoolroom ambiance For schoolroom ambiance on the agenda, three degrees were defined: high ( H ) was recorded when the category showed enthusiasm and the dB degree in schoolroom was high. Fair ( F ) was noted when merely a portion of the category responded to the instructor and the remainder remained soundless. Low ( L ) indicated that the category was quiet and seemed non to pay attending to the instructor, or when silence occurred after inquiries. It is of import to observe that the three degrees were comparative instead than absolute.Figure 4.3. Pilot survey: Gesture frequence and schoolroom atmosphere.It was assumed that there would be a positive correlativity between the figure of gestures and schoolroom atmosphere. However, the three boxes in Figure 4.3 show the topographic points where the two factors suggest a negative correlativity. It seemed that in the parts of talk where Wang used a certain figure of gestures did non needfully do the category more enthusiastic about their acquisition. One o f the possible accounts was that more gestures were made due to the low schoolroom ambiance. Interviews Both the interviews I had with Wang before and after the category Sessionss were face to face and semistructured. Most inquiries I had were unfastened inquiries. Making the interview semistructured allowed me to make a more natural talk ambiance without jumping the inquiries to which I wanted replies. The instructor would so be free to speak whatever their feelings and/or ideas were toward certain inquiries. At the same clip, nevertheless, I needed to maintain an oculus on both clip control and interview way to do certain I got the replies to the planned inquiries. Normally I did non disrupt Wang but tried to direct her dorsum to the subjects when she began to speak something unrelated. By and large talking, Wang ‘s replies were consistent because she echoed her ain point of positions when giving replies to different inquiries. For illustration, when asked how she prepared to explicate new constructs ( inquiry six ) , she indicated that music did non be entirely and a instructor had to assist pupils construct up the whole context in footings of clip, topographic point, and how people lived and thought at that peculiar clip, in order to understand a piece of music. She emphasised that music and other artistic signifiers such as architecture and humanistic disciplines were closely related, which she kept adverting when replying how she decided if the stuffs were suited for the category ( inquiry five ) and why music instruction was of import to her ( inquiry two ) .4.5.2 Metaphorical GesturesFunctions of Metaphoric Gestures In Wang ‘s Sessionss, different maps of co-speech gestures were examined and the followers were the three chief 1s found: ( a ) to underscore, ( B ) to visualize, and ( degree Celsius ) to put up. First, gestures helped underscore what Wang wanted to state. Normally underscoring gestures accompanied a verbal look incorporating Numberss, which highlighted different facets of a subject. These gestures could be metaphorics or iconics. They were used when the instructor helped the pupils to either prevue the chief points or reexamine the chief thoughts which were traveling to be introduced. These gestures seemed intended non merely to assist indicate out the of import chief points, but besides to do it easier for the category to follow the instructor ‘s expounding. Deictics which pointed out the subject being talked about in address besides seemed to underscore points and promote hearers to pay more attending to the subject. Second, gestures were used to visualize the abstract. Wang made a large horizontal â€Å" S † form with her left arm when stating the category that the tune they were listening to was depicting the spring zephyr. The metaphoric gesture all of a sudden made the line of the tune seeable. Besides, in Extract 14, Wang drew consecutive lines in the air while she was explicating the simpleness of the school ‘s edifice compared with Baroque ‘s complication. These iconics therefore helped visualize the abstract thought of simpleness. Finally, gestures were used by Wang to show ( positive ) feedback. As shown in Extract 12, alternatively of indicating to any pupil after Wang asked the inquiry to put up a specific pupil to reply, she pointed after hearing the response from the pupils. Almost every bit shortly as she completed the gesture, she repeated the reply from the pupil. It seemed that Wang ‘s finger was activated by the voice which produced the reply, and the index finger stopped in the air and headed in the way of where precisely the reply had come from. By making so, the attending of the category was drawn to the reply, followed by the positive response, â€Å" really nice, † made by Wang to the pupil concerned. Relationss of Metaphoric Gestures and Speech As the focal point is on metaphor and metaphoric gestures in this survey, Table 4.1 shows the dealingss between vocalizations and co-occurring metaphoric gestures. The consequences support the findings from other surveies in English ( Cienki, 1998 ; Cienki & A ; Muller, 2008 ) .Table 4.1Relationss Between Utterance and Co-occurring Metaphoric GesturesRelationss Example Notes 1 The same metaphor expressed in address and gesture â€Å" The timber of the piano becomes more and more delicate. † The gesture depicts a beginning sphere ( â€Å" delicate † ) in address by a unit of ammunition and half-open thenar confronting up. 2 A metaphor expressed in gestures but non in the co-occurring address â€Å" FirstaˆÂ ¦moreoveraˆÂ ¦and thenaˆÂ ¦ † The index finger of one manus points to the fingers of the other manus. The metaphoric gesture distinguishes different parts of an expounding being made by stand foring them as separate infinites. 3 Different metaphors expressed in address and gesture â€Å" About the periods in musical history, some are of import and large. † ( Extract 16 ) Address and gesture portion the same mark sphere of the metaphor ( of import ) , but the beginning sphere is characterised otherwise in address ( large ) and the gesture ( high ) . 4 Metaphors expressed by gestures ne'er appear in lingual signifier in Mandarin Chinese â€Å" The Baroque comes after the Renaissance. † ( Extract 15 ) What the gesture expresses here is that â€Å" Baroque is at the underside of the Renaissance. † Such an look is non usually used in address to intend that the Baroque comes after the Renaissance.34.6 Deductions for the Main Study4.6.1 Classroom ObservationResearcher ‘s function as a non participant Although my purpose was to maintain the schoolroom as it was before my entry, this was about impossible to make. As shortly as a pupil noticed that there was a alien in the room, things became different. Some pupils reacted to Wang ‘s inquiries more actively ; some tried to acquire Wang ‘s attending more enthusiastically than of all time, which I did non gain until Wang indicated the fact in category. Some pupils besides kept turning about during the Sessionss to see what I was making while others were funny about my reaction when a gag was told. Wang seemed to be natural in forepart of the video-recorder. She rarely looked at the video-recorder and in the three Sessionss I observed for two yearss, no particular reactions because of the presence of the video-recorder were found. Young mentioned that she had been observed for several times by the other instructors ( pilot interview 2 ) , and it might explicate why she looked rather natural in forepart of it. From the research worker ‘s point of position, come ining schoolrooms is a necessity for this survey because it allows one to acquire a better thought of the schoolroom ambiance and the context, which can non be wholly caught by watching a videotape, allow entirely an audio tape. However, it can be hard to judge if the information collected are affected due to any camera consequence ( Mackey & A ; Gass, 2005 ) . Classroom observation will stay the chief method of roll uping informations for the chief survey, and farther treatment on its job and how to undertake it in the chief survey is given in subdivision 5.10. Observation agenda The observation agenda helped me to track the procedure of each session during and after Sessionss. With the agenda, it was easy to turn up where I was in the session whether I sat in the schoolroom or watched the recorded picture at place. Overall the prepared observation agenda proved easy to tag. The classs ( activity, start and terminal clip, Numberss of lingual metaphor and gesture, participant administration, stuffs, instruments, linguistic communication used, and schoolroom atmosphere ) of the observation agenda were clear, although some needed to be clarified or deleted. It proved impossible to maintain accurate runs of lingual metaphors and gestures during the three Sessionss, even though I forced myself to seek to make it for a short period of clip during one of the Sessionss. Therefore this was non used for the chief survey. Some classs need to be redefined. There was a categorization named â€Å" Individual † in the participant administration subdivision ( see Appendix C ) and when I designed the agenda, I was believing about points where the instructor spent her clip on merely one peculiar pupil. That is, the instructor might travel following to the pupil or inquire the pupil to come to her, doing it clear that a certain period of the instructor ‘s clip was being devoted to one individual pupil. However, during the three Sessionss, this sort of single administration ne'er happened. Alternatively, another sort of single administration kept looking. Wang would speak to one peculiar pupil in forepart of the whole category. Although the conversation was non limited to the two ( Wang and the pupil ) , it was decided to code it as â€Å" single † participant administration. It was decided for the chief survey to include both the above types of participant administration as â€Å" single. † Classs of images and audio tape confused me at first during the observation. The chief stuff Wang used in her categories was PowerPoint slides, and the slides included non merely text, but images and sounds. It was decided that the categorization â€Å" images † should be extended non merely to palisade charts or postings, but besides to images provided electronically. The categorization â€Å" audio tape † was modified to â€Å" audio sound, † which included sounds whether provided by PowerPoint or by the piano played by Wang in category. In add-on, the categorization â€Å" PowerPoint † was added. Hence, when Wang showed a image of a Baroque palace via PowerPoint, both classs of â€Å" image † and â€Å" PowerPoint † were ticked. The class of â€Å" schoolroom ambiance † was deleted for the chief survey because focal points of the survey were modified and schoolroom ambiance was no longer an issue in the chief survey. A modified observation agenda based on the pilot survey for the chief survey is appended ( see Appendix E ) . Interview inquiries After the pilot interviews, it was discovered that inquiries six and eight were excessively general for the interviewee to reply. Furthermore, none of the inquiries was about gestures and hence this needed to be added. Besides, for inquiries four, five, and six, alternatively of inquiring the general state of affairs, inquiries were modified to promote the interviewee to reply based on the Sessionss being observed, instead than give general statements which the interviewee thought s/he â€Å" was supposed to make. † Finally, the order of the inquiries was rearranged to make a better flow of the conversation, although it was ne'er fixed. A list of modified inquiries for the chief survey is appended in Appendix F.4.6.2 Gesture CodingGesture Coding In this pilot, the other programmer was provided a transcript with both address and gestures. For the chief survey, the other programmer will be provided video cartridge holders and a written text of the instructors ‘ address merely. S/he needed to transcribe gestures get downing from placing stages of them to avoid the subjective reading of my description of the gestures. It can be really hard to code gestures without video-recording the Sessionss, and even with the picture, it can still take a batch of clip to reiterate playing one cartridge holder until gestures are decently transcribed. Both ocular and audio information are important, for the former records the motion inside informations without being interpreted into words, while the latter provides the address context. Overall, gesture classs are defined non merely by the manus gesture but besides by the function of gesture within the lingual context. Therefore it is about impossible to code gestures by kinetic motion informations entirely, and it is one of the grounds why gesture cryptography can be both clip and attempt consuming.

Comparison and Contrast Essay

If you were to compare and contrast going to a community college verses going to a university, they can be very different but also one in the same. Some similarities include activities and, class choices. Differences between these two subjects are class size, living, and cost. Going away to school can be a lot different from going to a community college, but in some ways they can be similar also. The first point in which I will discuss is class size. When going to a community college, the class sizes are much smaller than going to a university. With a small class size, it is easier to get more help understanding the subject because there aren’t so many students. Teachers can give their students more one on one attention this way. A similarity between community college and a university is that some universities do have smaller class sizes. There are some classes at universities that aren’t lectures, making class sizes smaller than the usual 100 or more students. Class size at a university is usually much larger because there are a lot more students, with fewer classes. The second point to make in regards to comparing going to a community college and going to a university is the costs are very different. At a university you are paying for all four years whereas at a community college, you only have to pay for a minimum of two years, which makes for saving a lot more money. At a community college, you don’t have to pay anywhere near what you have to pay at a university. Also, at a community college, you aren’t paying for dorm living, which adds on thousands more of dollars. The only similarity between these two different schools costs is the online classes. You have to pay for taking an online class, but of course with a university it will still cost a lot more. They both offer online classes however. Another similarity between going to a community college verses going to a university is you have to pay if you want to be on a sport team. Both schools require money. Participating in activities at school such as sports, clubs, and concert events can be different when going to a community college and a university. Some ways they can be different is at a community college, some based on the size, don’t have football teams. All universities have football teams and stadiums. Community colleges, since they are smaller don’t have big stadiums or a football team. Going along with not having football teams, this means that community colleges don’t have marching bands either. Also, universities have famous people who give concerts and community colleges don’t do that either. Some similarities between school activities are both schools have some kind of clubs where students can join groups and become friends with the people in their clubs. Both colleges offer clubs. They also both have music programs as in band or orchestra or chorus. Both colleges offer music in the music departments. They may not be as large of a group as a university, but they are still offered. As you can see, if you go to a community college you won’t be able to participate sometimes in football, or marching band. Also, if you attend a community college, you can save a lot of money from not living on campus. The other topic I mentioned was class size and how much smaller the class size is compared to a university. The differences between both colleges that I mentioned were at a university there are larger classes, football stadiums, dorm living, and you have to pay much more money for attending a university for four years. Finally, the last thing I talked about were how going to a community college and a university have some things in common such as both having chorus, band, and orchestra. Also, they both have online classes and similar subjects that a student can take. Both colleges have similar activities such as clubs and after school activities. Since attending a community is much smaller, and a university is much larger, there are going to be many differences between these two colleges. But since they are both colleges, there are some similarities between the two of course as well. Regardless, you can now see exactly what they have in common, and what they don’t more clearly now.

Politeness in the English Language Essays

Politeness in the English Language Essays Politeness in the English Language Paper Politeness in the English Language Paper Linguistically, politeness is a form of pragmatic, the study of how interlocutors use their own knowledge of a language to convey and interpret meaning (Bloomer, Griffith and Morrison: 468), this enforces that littleness is a form of language that previous knowledge and external influences that can affect our interpretation of what was spoken to the listener. There are many factions of politeness however, the main focus is the social interactions that may or may not be considered polite. Sociolinguistics such as Penelope Brown and Stephenson C. Elevations are the most creditable figures In studying politeness, Politeness: some universals in language usage what this particular text introduces is that politeness is versatile and differs from culture, to culture. The study of politeness enables the understanding of the relationship between speaker and listener. Studs such as J Holmes Women. Men and Politeness also represent how politeness differs between genders and what is expected from women and men in society. Academic texts such as introducing language in use and politeness in language discuss the variations of politeness and how politeness operates, such as what is conceived polite and impolite. What may or may not be considered polite differs on the individual as Bloomer, Griffith and Merinos state it depends! More specifically, it would depend on who you are asking (Bloomer, Griffith and Morrison: 109). Based on relationships and individual interpretation of politeness, what one may consider extremely rude one may think nothing of it, due to the listeners relationship to the speaker, it could even be a joke Get me a coke. (Bloomer, Griffith and Morrison: 1 08), may be considered neither polite nor impolite to one but impolite to another. Due to politeness being pragmatic any examples of politeness cant be analyzed correctly due to not knowing the external actors. Therefore, it also suggests that linguistic choice is a main factor when being polite or impolite, as this varies from perso n to person. Politeness is suggested to be more complex than what is initially perceived such as please and thank you, Brown and Elevations (1978, 1 987) suggest this people have certain needs (Bloomer, Griffith and Morrison: 1 12) these are called faces. Positive face, is individuals public image or personality that one desires to be accepted and approved of. Negative face is our rights and freedom of action. This is a constant struggle to keep face as these faces are continuously threatened in everyday conversation. These threats are normally made by the speaker as they challenge the hearers self-image or their freedom Of action. Acts that threaten the hearers face would be questions such as order and requests, suggestions and advice, reminders and threats (warnings and dares) this removes the hearers freedom of action therefore it is a threat. Hearers can gain their face back by complaining, or refusing to do what the) are requested to do. Politeness however, makes this hard to refuse as it signed to make individuals do as the speaker says or they will appear impolite a break social rules. Threats the positive face is similar however, TFH speaker may criticize, disapprove, disagree, bringing bad news or boasting about the speakers news etc. They can gain their face back by apologizing, accepting and complimenting and so on. However, by regaining hearers positive and negative face they are now threatening the speakers positive and negative face. When applying o politeness, it is understood that politeness is a linguistic behavior signaling that the speaker wants/needs/ appreciates The same things as the hearer (Bloomer Griffith Morrison: 1 If Politeness represents. positive concern (Holmes: 1995). This then suggests that a common ground is to be met as politeness doesnt intend to threaten faces. Brown and Elevations (1978, 1 987) are the most famous figures in linguistic analysis of politeness as they suggested the theory of negative and positive face. However, the focus will be on the universal concept of politeness. International systematic are based largely on universal principals (Brown and Elevations:283) this suggests that hearer and speaker hurry is similar throughout different cultures, there is always a one and once conversation and that has one and the other however, this differs systematically across cultures, and within cultures sub-subcultures'( Brown c Elevations:283) the idea of variation of politeness suggest s society is built up multiple building blocks where complex social relations are constructed When studying the basics of Politeness, it is assumed that in society this system works on both genders equally however, our language differs in society. However, J Holmes Women, men and politeness (1995) suggests otherwise where its stated that yes think women are more polite than mere (Holmes: 1). It isnt surprising when it has been proven multiple times before that men and womens speech differ in language. Such as girls are verbally more precious than boys ( Men, Women and Politeness, 1995:1 , Chambers 1992) and women have more advantage over men Lunacy, speaking, sentence complexity (Men, Women and Politeness, 1995:1, Chambers 1992, 1999) compared to men are likely to stutter and to have reading disabilities (Men, Women and Politeness, 1995:1 ,Chambers 1992:200). This obviously allows women to structure complex sentences and articulate bet when using politeness and men, struggling to do so. Socially women tend to talk more, as a means of keeping in touch and developing relationship as most men, use language to convey information. This then suggests that me are concerned with the content of the conversation than the meaning and the feelings behind then that women do due to womens natural nurturing side. Politeness in Language (1992) is written by Richard Watts, Cossack Did and Conrad Inline who represent the postmodern approach to politeness They issues the history of politeness, and how the English language has evolved . The meaning of expression and the historicity of the present, the diachronic aspects of politeness. A number of key themes are illustrated from the first section focus on the theoretical and historical dimensions of linguistic politeness. These themes are nicely explored by Watts when he claims that politeness will always be a slippery, ultimately indefinable quality of interaction which is subject to change through time and across cultural space (watts:13). The suggests that the analytical study of modern littleness may differ in time to come therefore research continuously being invalid as it is always differing from person to person and cant be set on one theory. Text also looks at politeness and its history Conrad Inline suggests, it is not a natural entity, but one which has evolved historically (Inline: 73) like language it is a historical construct that has differed over time. As previously mentioned, politeness differs from culture to culture and from area to area it also changes from time to time. Such as asking permission of the father to awry a women was seen as polite and a scandal to be wed without permission. In modern day society it would still be considered polite but not impolite if a man was to ask the father to marry his daughter. Inline implies that the phenomenon of politeness does not exist (Inline: 73) he further argues that they are part of an expression and therefore concept of politeness and is not independent. Inline recognizes that previous studies are subjective as sociolinguistics such as Brown and Elevations, surmise it is universal when they only studied western areas. To conclude: The English language is vibrant with multiplicity and complexities especially in politeness. English language and culture through history have always been highlighted for their etiquette and good manners due to English heritage. Manners, where of the highest importance in English history and a large part Of this remains.

Equality for All

Equality for All Free Online Research Papers The United States of America was founded on the principle that all of her citizens would have equality under the law. Thomas Jefferson affirmed that principle when he drafted these words for the Declaration of Independence, â€Å"we hold these truths to be self-evident; that all men are created equal.† Those powerful words set the groundwork for the foundation that would define what it means to be an American. As an American citizen, a person should be viewed as an equal under the law. Equality means that there should be no superior or inferior treatment given to any specific citizen or group. Being a member of a minority or majority group should not have an impact on what rights are afforded to one person verses another; all should have the same opportunity and protection under the law. When Thomas Jefferson drafted the Declaration of Independence, he was ahead of his own time. Even though he was a slave owner, he pictured a country that would be tolerant of those that are different from the majority. Others also saw his vision and could foresee the problems that our country would face when it came to the rights of minorities. One such person was James Madison. After the U.S. Constitution was drafted, Madison wrote many essays for publication in New York community newspapers to raise support in ratifying the Constitution. In one of those essays, The Federalist, No. 51, Madison argues that, â€Å"it is of great importance in a republic not only to guard society against the oppression of its rulers, but to guard one part of society against the injustice of the other part. Different interests necessarily exist in different classes of citizen. If a majority be united by a common interest, the rights of minority will be insecure.† At the time, Madison may not have meant those words for different ethnic races or sexual preferences in society, but they could not ring more true today in the complicated society we now live in. Madison also stated that if a majority oppresses the weaker members of society, then our system of liberty would collapse. Madison clearly saw a need for laws to protect minorities, so they could have the same rights as the majority; without certain laws for protection, America would fail. America is presently in an unstable world. This instability caused a panic that needed to be comforted by action. In 2002, in response to the 911 attacks, Congress and President Bush put into law the Patriot Act. The Patriot Act is a law that is supposed to protect all Americans, but in reality it may just do the opposite for American minorities. The Patriot Act gave law enforcement officials the ability to profile people for the sake of national security. The law also gave law enforcement officials the ability to violate Americans’ civil liberties through illegal wiretaps. It is clear that the only people that will be targeted as suspects are Muslim Americans and anyone who is thought to be associated with terrorist groups. There is a very slim chance that any of these suspects would be classified as a part of an American majority group. The Patriot Act is a law that was passed with good intention, but it is, in fact, doing what Madison had feared the most. Throughout American history, the U.S. government has added amendments to the Constitution and passed laws with the intent to protect the rights of both majority and minority citizens. There have been laws passed to give equality to women, ethnic groups, homosexuals, and special interest groups. Laws like the Civil Rights Act of 1964 and the Voting Rights Act of 1965 have brought our country a long way. However, laws such as the Patriot Act set our country back. The point of the great American experiment is to progress through history by improving the quality of human life for all. The intent of the 911 hijackers was to cripple our system of freedom. In response, the government passed the Patriot Act to strengthen America, but all it did was make us weaker. In a sense, the hijackers have succeeded. Research Papers on Equality for All19 Century Society: A Deeply Divided EraQuebec and CanadaThe Effects of Illegal ImmigrationNever Been Kicked Out of a Place This NiceAssess the importance of Nationalism 1815-1850 EuropeCapital PunishmentPETSTEL analysis of IndiaComparison: Letter from Birmingham and CritoHip-Hop is ArtWhere Wild and West Meet

Wynn Las Vegas Financial Analysis Assignment Example | Topics and Well Written Essays - 1000 words

Wynn Las Vegas Financial Analysis - Assignment Example The Profitability Ratios considered in the paper include Net profit margin, Return on Assets, and Gross profit margin. The Liquidity Ratios considered in the paper include the Current ratio and the Quick Ratio. The Leverage Ratios considered in the paper include the Total debt to total assets ratio and the Debt ratios. Data relevant to the calculation of these ratios was tabulated for the five companies considered in the paper, for the year 2013 financial results. When analyzing this ratio, the net profit after tax and sales are considered. Below are the financial data for the three companies under consideration. Net Profit Margin can, therefore, be established using the formula; From the table, it can be established that Bellagio has the highest Net Profit Margin, and Wynn Lass Vegas has the least. This means Wynn Lass Vegas had the least efficiency, after all, the expenses were considered. This ratio analyzes the productivity of the asset in consideration of net profits after tax. The formula used to analyze ROE is Net Profit after tax/Total Assets * 100. The table below illustrates the analysis of the Return on Assets for the five companies under consideration. Current ratios are used to analyze the company’s ability to pay short-term debt meet its day-to-day operations. In the calculation of the Current Ratios, the values involved include Current Assets and Current Liabilities (Vandyck, 2006). The table below shows the five companies’ Current Assets, Current Liabilities, and Current Ratios. The table above shows that Bellagio has the highest current ratios, closely followed by Wynn Lass Vegas. The high value of current ratio indicates that the company has greater ability of paying short term debt than those companies with lower current ratios. This ratio analyzes the percentage assets financed through

Reflection Paper Essay Example | Topics and Well Written Essays - 500 words - 20

Reflection Paper - Essay Example Art is not something which stays stable but it evolves through time by being influence by everything. Technology is changing drastically over the years due to which art has successfully evolved into a whole new different vision. Now paintings are not just considered to be some creative and modernized images but are also created by the painters by taking the help of modern equipment and material. Though art has been there from the beginning as evidenced by the vestiges of the past but still the technology has made the use of new equipment possible and has provided it a whole new medium. The option of digital art allows people to work with images and colors and create masterpieces, without even having professional training. Other technological changes that have occurred in art during the last few decades include invention of colors spectrum, photography, computer manipulated photography, digital media, etc. (Souppouris, 2014). Graphic designing has become easier for the artists and can be carried out through Photoshop and illustrators, which has opened up a whole new realm for them for concentrating i.e. Web Design. It has also developed a great opportunity for the amateur designers as they do not have to learn much about manual typography and screen printing. Digital art such as ArtRage, Painter and Photoshop allows people to paint without even using an actual brush. In a way this technology improves the painting skills of the individual, as it is faster than working with oil, the painting can be easily discarded and this is much easier than using canvas (Pitt, 2012). American culture has always been the supporter of art even during the depression decade; the Washington State was seen as the home of the national art history, hosting some of the most creative and innovative musical, theatre and performing art (Zimmermann, 2013). For example it was during the darkest days of the great depression when

Corporate Communication Essay Example | Topics and Well Written Essays - 2000 words

Corporate Communication - Essay Example As these different workers would try to impose their own attitudes and culture on the organisation as well as fellow employees, it could lead a different, uncommon and complex organisational culture, negatively impacting the organisation’s performance. Thus, for organisation to succeed, all its employees have to work in unison without any differences and for that a common, clear and workable organisational culture need to be implemented in the organisation. To implement a common organisational culture, organisations can even go for a organisational change. That is, as it will be difficult to force common organisational only in some segments of the organisation, it would be better, if the organisation goes for organizational change. When the organization does not perform up to expected levels due to culture issues and in other cases wanted to expand or diversify its operations, the management method has to be changed. This is where the concept of organizational change comes into the picture. That is, organizational change constitutes the structured changing or transitioning of employees, departments and the organizations as a whole from a current state to a favourable or desired future state. So, here the main need or necessity for an organisation to change is to implement a common organisational culture, thereby maximize the collective advantages or benefits for all the employees, managers and leaders working for the organization, and thereby maximize the profit and standing of the organization. So, this paper as part of literature review will discuss how implementing a common organisational culture will lead to organizational change and how leaders and managers had to be aware and importantly control these ch anges by case studying Starbucks. When an organization initiates the process of change management, the first main role the leader should perform is build an academically, technically strong and experienced workforce as part of the

Labor Law Assignment Example | Topics and Well Written Essays - 500 words

Labor Law - Assignment Example The core of OSHA is its responsibility for infection (Peterson & Cohen, 1996). Its inspectors conduct inspections and investigations to determine the compliance status with safety and health regulations and standards. If a work cite is detected with non-compliance, then the employer faces a penalty. Following its inception, OSHA has been a centre of controversies, with businesses complaining of too rigid, bureaucratic, and hard to comprehend regulations, making compliance difficult. According to Lombard & Pynes, 2011, the Human resource Department plays an important duty in ensuring employee safety and health as they understand the workplace and the employee demands. They should know how and when to use existing resources to take action to employee concerns. They should co-operate with healthcare professionals by participating in the compliance process. The department should recommend that the health organization’s procedures and policies address areas of special concern as highlighted in the OSHA law. Many of these areas fall in their department including risks such as billing of services and items not rendered, up coding, providing medically needless services, unbundling, and outpatient services offered in correlation with inpatient stays. To achieve compliance, HR department should implement policies and procedures which ensure that billing and coding are based on timely and accurate medical records, and that there is a process for reporting actual violations by health practitioners so that any deliberate life risks can be well traced (Peterson & Cohen, 1996). The department should also educate the employees on their rights to communicate so that there is a reduction of any potential abuse, waste, and fraud. The communication culture can be encouraged by: announcing to workers that they report incidents of fraud through company policies addressing anonymity, confidentiality, and non-retaliation, sufficiently

Biography of Joaquin Murieta Essay Example | Topics and Well Written Essays - 500 words

Biography of Joaquin Murieta - Essay Example Not much is mentioned about his upbringing. His history shifts to his marriage to Rosa Feliz of Vayoreca. Together with his wife and her three brothers they moved to California for the gold rush. He and his wife settled in Niles Canyon where he toiled as a vaquero and a mustang catcher. After this point the legend of Joaquin Murrieta begins controversy. The first legend depicts Joaquin Murrieta as a bandit while the other one makes him a hero (Ridge, John, 17). In the first legend, Joaquin Murrieta joins his brother-in -laws bandit (Burns, Noble, 11). The bandit kills and steals from white people. After the death of his brother-in-law, Joaquin takes over the bandit’s leadership. He continues to lead the men to crime, and specializes on killing and stealing from the Chinese people. Joaquin and his bandit do not have reservations on killing fellow Hispanics and countrymen. The state of California puts a bounty of 5000 dollars on his head due to the endless menace. After the shooting of General Joshua Bean, Joaquin and Reyes (also his brother-in-law) are implicated. Joaquin fled leaving Reyes to be punished by hanging due to the murder of bean. Overwhelming evidence pointed to Joaquin as the killer (Burns, Noble, 13). Hence a team commandeered by Harry Love was created to hunt him down. Harry Love captured and killed Joaquin. He cut off his head and preserved it in a bottle of alcohol. He later went round the mines to confirm his identity and assure the people that Joaquin would not harm them again. The term bandit is a widely applied in this version of the legend. Joaquin is referred to as a racist, outlaw, murderer, robber and gang leader. Law enforcement and afflicted individuals mainly applied this term. The appropriateness of the term varies depending on the validity of the information. It is hard too tell if the cruelty of Joaquin is exaggerated or not. However, in the context of law enforcers and victims of Joaquin, it is hard to find