Nature Of The Drug Store - 1008 Words

â€Å"Nature to the drug store† is an interesting phrase to describe the series of steps a drug undergoes before it is brought to the consumer. When one thinks of the nature aspect of a drug, they might think of natural sources from plants and/or animals. Although this is true, †¦ Professor Akala recalls as a student having to go to the bush to collect plants to extract them in lab. He also recalls that insulin used for diabetes was taken from pigs in his time. Now, he states, â€Å"insulin is being extracted from bacteria and being used on the consumer. â€Å" Although drugs have revolutionized throughout the past several years, natural sources seem to be a rich source of new drugs. According to Mongabay news, â€Å"around 70% of all new drugs in the United†¦show more content†¦Important factors include drug solubility, partition coefficient, dissolution, physical form and stability. For example in terms of stability, aspirin solution and aspirin suspensions are never seen as dosage forms because it is not stable in water. In order to test your drugs on human subjects, the company with the new drug is required to file with the FDA and submit an Investigational New Drug (IND) application. The FDA has 30 days to respond to your request. In the rare case that they do not respond, your company has the legal right to begin testing on human subjects. The FDA may issue a hold if they have any concerns regarding your drug. The FDA can choose to put your file on clinical hold in which an order is issued by the FDA to hold clinical trials on human subjects. There are two main types of IND’s. One type is treatment IND. This treatment protocol allows the use of an investigational drug in the treatment of patients not enrolled in the clinical study but who have a serious or immediately life threatening disease such as cancer and Parkinson’s disease, for which there is not yet a cure. The second type is IND for Orphan Drug. This protocol is under the orphan drug act of 1983. The FDA provides grants and scholarships for pharmaceutical companies to conduct clinical trials on new drugs for rare disease. These rare diseases are classified as diseases that affect fewer than 200,000 people in USA. Some diseases include AIDS and cystic fibrosis.

Managerial Skills The Basic Principles Of Management Essay

Managerial skills represent the knowledge and ability of the individual on a managerial position to fulfill some specific, activities and tasks. However, managerial competency is the basic principles of management like planning, organizing, directing, motivating and controlling. For example, the job of the supervisor is to properly instruct the employee on how to perform their work duties. Therefore, a supervisor needs a combination of managerial skills to handle a job effectively in an organization that includes conceptual, technical, human, emotional intelligence, social intelligence, systems thinking, political savvy, continuous learning, and managing diversity. Conceptual skills: justice, fairness, the difference between right and wrong, legitimacy, truth equal opportunity, and valuing and appreciating diversity are examples of human conceptualizations that is their definitions are not universally defined because they do not exist in nature as a tangible object. But are in our minds as concepts. Concepts are very important in that they form the foundation of our beliefs and values. Skills: Creative Thinking Good decision making Conduct research Observation Example: One of our director informed me that getting email all thru the day was not saving them time because they had to check email all day. So, generated a weekly schedule for emails at the campuses to receive email once a week to give them move time to manage their campus. I am effective at solving problem, IShow MoreRelatedManagement for Built Environment964 Words   |  4 PagesSubject : MANAGEMENT FOR BUILT ENVIRONMENT ââ€" ª Course : B.SC (HONS) CONSTRUCTION MANAGEMENT ââ€" ª Subject Code : ECM3134 ââ€" ª Subject Status : Major ââ€" ª Semester : 1 ââ€" ª Assessment : 50%=Final Examination; 50%=Coursework Lecturer Details ââ€" ª Lecturer : Jeffrey Lee Sheu Tiong ââ€" ª HP/Tel : 019 2728655 ââ€" ª E-mail Address : jeffreylee@segi.edu.my Learning Material Main Text : G Cole, â€Å"Management Theory and Practice†Read MoreWhat is Management? Essay920 Words   |  4 PagesEssay 1: What is Management? The purpose of this paper is to analyze the role and function of management in society and the workforce and to look into how it is implemented. Three main questions will be discussed, outlining, †What is management? aWhat do managers do? And what skills do managers need?† We will define management as a profession, look into what managers undertake and deliver in their daily output of work, different levels of management, and what skills managers need in order to produceRead MoreAccounting753 Words   |  4 PagesCampbellsville University School of Business and Economics SYLLABUS Course Title: ACC 601 Managerial Accounting Semester/Dates: Graduate Term 1: August 29, 2011 – October 23, 2011 (Traditional MBA) Meetings: Thursday (6:00 PM – 10:00 PM), AD 25 Faculty: Dr. Sunny Onyiri Office: AD 29-b Phone: (502) 365 4424 Read MoreEthical Issues Of The Managerial Accounting Profession1186 Words   |  5 Pagesethical issues in the managerial accounting profession discipline. But first the essay will display the nature of the managerial accounting and its working environment, then shed the light over the business ethics attributes and then, the essay will integrate the two parts to show the effects of business ethics in for managerial accountant, to show some guidelines for managerial accountant to follow in terms of business ethics and some bad ethics they must to ignore. Managerial Accounting nature TheRead MoreFour Main Functions of Management Essay550 Words   |  3 PagesIn today’s ever changing economy, society’s idea of management is becoming increasingly more difficult to sustain with the continuous demands of the position. A successful manager must have a certain level of expertise and problem solving techniques to carry out the daily tasks required. Over the years, there have been various ideas on what management is, such as planning, organizing, leading and controlling. For managers to be successful they have to be able to plan accordingly. 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Managing People and Organization for Incidence- MyAssignmenthelp

Question: Discuss about theManaging People and Organizationfor Personal Incidence. Answer: Being the Human Resource in One of Starbucks fast-food in Australia, I was placed in a position where I was entrusted in controlling the performances of employees in low management. For the time I was serving in that office, the line management was channeled through our departments. All the communications passed through our department. There arose some conflicts amongst workers. It started with the back office later to the back office. The conflict came as a result of motivation and compensation benefits. As a manager in Human resource, I was expected to handle that case as early as I noticed it. I was however not able to notice it on time until to some extent it led to a violence among some workers and turnover of some employees. Analysis The criteria for motivating and compensating employees is very important in holding the employees together in an organization. The methods that the organization uses to motivate good work is very important that the managers in top management positions should always take care not to break the psychological contact of the employees. For my case, I was unable to identify better ways of motivating the workers. In such a workplace, in a hotel or a restaurant, the work in the front office is very different from the tasks or the kind of duties that the people in the back office. It is as hard to gauge the performance in the back office, like how much the chef has cooked, or how the secretary has kept the records than to gauge the performance of the sales department in the front management (Baldwin and McLaren, 2016, p.138). Imbalanced levels of motivation and compensation benefits can cause employees conflict as they can consider themselves neglected and others considered. To avoid this problem, the managers need to consider equilibrium position of their workers compensation and motivation. Unplanned motivation strategies would instead demotivate the workers and result to employee turnover, internal conflicts and finally, poor performance (Cummings and Worley, 2014, p.437). Improvement Planning According to the made analysis, it shows that I made a mistake when I was making a list of promotions and compensations of the employees. I did not collect facts and a good criteria or a method that I would have used for the same. I did it so locally and informally that many of the people who were not motivated did not take it politely. In a similar situation, I would try as much as I can to avoid employees turnover, grudges and conflicts internally and externally which might be brought about my motivation and compensation benefits. Another change I would impose is on communication. It is always imperative that communication to be held key across the management lines. The lower management may be in good terms with the middle management and top management and resolve disputes and conflicts that may appear that way as soon as they arise (Wombacher and Felfe, 2016, p.93). As a human resource manager, it is my task to ensure that all the employees are treated with justice, fairness and equality. I would use it as a solution to such issues in Starbucks Restaurant, Australia. References Baldwin, M.L. and McLaren, C.F., 2016. Workers Compensation: Benefits, Coverage, and Costs. Wombacher, J. and Felfe, J., 2016. The interplay of team and organizational commitment in managing intergroup conflict in the organization. Academy of Management Journal. Cummings, T.G. and Worley, C.G., 2014. Organization development and change. Cengage learning. Clegg, S.R., Kornberger, M. and Pitsis, T., 2015. Managing and organizations: An introduction to theory and practice. Sage.

The Origins and Development Book Essay Example

The Origins and Development Book Essay THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE This page intentionally left blank THE ORIGINS AND DEVELOPMENT OF THE ENGLISH LANGUAGE S I X T H E D I T I O N John Algeo Based on the original work of Thomas Pyles  ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ± Australia †¢ Brazil †¢ Japan †¢ Korea †¢ Mexico †¢ Singapore †¢ Spain †¢ United Kingdom †¢ United States The Origins and Development of the English Language: Sixth Edition John Algeo Publisher: Michael Rosenberg Development Editor: Joan Flaherty Assistant Editor: Megan Garvey Editorial Assistant: Rebekah Matthews Senior Media Editor: Cara Douglass-Graff Marketing Manager: Christina Shea Marketing Communications Manager: Beth Rodio Content Project Manager: Corinna Dibble Senior Art Director: Cate Rickard Barr Production Technology Analyst: Jamie MacLachlan Senior Print Buyer: Betsy Donaghey Rights Acquisitions Manager Text: Tim Sisler Production Service: Pre-Press PMG Rights Acquisitions Manager Image: Mandy Groszko Cover Designer: Susan Shapiro Cover Image: Kobal Collection Art Archive collection Dagli Orti Prayer with illuminated border, from c. 1480 Flemish manuscript Book of Hours of Philippe de Conrault, The Art Archive/ Bodleian Library Oxford Compositor: Pre-Press PMG  © 2010, 2005 Wadsworth, Cengage Learning ALL RIGHTS RESERVED. No part of this work covered by the copyright herein may be reproduced, transmitted, stored, or used in any form or by any means graphic, electronic, or mechanical, including but not limited to photocopying, recording, scanning, digitizing, taping, Web distribution, information networks, or information storage and retrieval systems, except as permitted under Section 107 or 108 of the 1976 We will write a custom essay sample on The Origins and Development Book specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Origins and Development Book specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Origins and Development Book specifically for you FOR ONLY $16.38 $13.9/page Hire Writer United States Copyright Act, without the prior written permission of the publisher. For product information and technology assistance, contact us at Cengage Learning Academic Resource Center, 1-800-423-0563 For permission to use material from this text or product, submit all requests online at www. cengage. com/permissions. Further permissions questions can be e-mailed to [emailprotected] com Library of Congress Control Number: 2008930433 ISBN-13: 978-1-4282-3145-0 ISBN-10: 1-4282-3145-5 Wadsworth 20 Channel Center Street Boston, MA 02210 USA Cengage Learning products are represented in Canada by Nelson Education, Ltd. For your course and learning solutions, visit www. cengage. com. Purchase any of our products at your local college store or at our preferred online store www. ichapters. com. Printed in the United States of America 1 2 3 4 5 6 7 13 12 11 10 09 Preface The Origins and Development of the English Language, Sixth Edition, continues to focus on the facts of language rather than on any of the various contemporary theoretical approaches to the study of those facts. The presentation is that of fairly traditional grammar and philology, so as not to require students to master a new theoretical approach at the same time they are exploring the intricacies of language history. The focus of the book is on the internal history of the English language: its sounds, grammar, and word stock. That linguistic history is, however, set against the social and cultural background of the changing times. The first three chapters are introductory, treating language in general as well as the pronunciation and orthography of present-day English. The succeeding central six chapters are the heart of the book, tracing the history of the language from prehistoric Indo-European days through Old English, Middle English, and early Modern English up to the present time. The final three chapters deal with vocabulary—the meaning, making, and borrowing of words. This sixth edition of a book Thomas Pyles wrote some forty-five years ago preserves the outline, emphasis, and aims of the original, as all earlier editions have. The entire book has, however, been revised for helpfulness to students and ease of reading. The major improvements of the fifth edition have been retained. A large number of fresh changes have also been made, especially to make the presentation easier to follow. The historical information has been updated in response to evolving scholarship, new examples have been added (although effective older ones have been kept), the bibliography has been revised (including some new electronic resources in addition to print media), and the glossary has been revised for clarity and accuracy. The prose style throughout has been made more contemporary and accessible. The author hopes that such changes will help to make the book more useful for students and instructors alike. v All of the debts acknowledged in earlier editions are still gratefully acknowledged for this one. This edition has especially benefited from the critiques of the following reviewers, whose very helpful suggestions have been followed wherever feasible. James E. Doan, Nova Southeastern University Mark Alan Vinson, Crichton College Jay Ruud, University of Central Arkansas Elena Tapia, Eastern Connecticut State University J. Mark Baggett, Samford University My former doctoral student and now an admired teacher and Scholar-in-Residence at Shorter College, Carmen Acevedo Butcher, made a major contribution by suggesting improvements in the style and accuracy of the work, by providing new references for the bibliography (including electronic sources), and by reviewing the entire manuscript. My wife, Adele S. Algeo, who works with me on everything I do, has assisted at every step of the revision. Her editorial eye is nonpareil, and her support makes all work possible—and a pleasure. John Algeo vi PREFACE Contents PREFACE v chapter 1 Language and the English Language: An Introduction 1 A Definition of Language 2 Language as System 2 Grammatical Signals 3 Language as Signs 5 Language as Vocal 6 Writing and Speech 6 Gestures and Speech 8 Language as Conventional 8 Language Change 10 The Notion of Linguistic Corruption 10 Language Variation 11 Correctness and Acceptability 12 Language as Human 13 Theories of the Origin of Language 13 Innate Language Ability 14 Do Birds and Beasts Really Talk? 14 Language as Communication 15 Other Characteristics of Language 16 Why Study the History of English? 17 For Further Reading 18 vii chapter 2 The Sounds of Current English 20 The Organs of Speech 20 Consonants of Current English 21 Vowels of Current English 25 Vowels before [r] 28 Stress 28 Unstressed Vowels 29 Kinds of Sound Change 29 Assimilation: Sounds Become More Alike 29 Dissimilation: Sounds Become Less Alike 30 Elision: Sounds Are Omitted 30 Intrusion: Sounds Are Added 31 Metathesis: Sounds Are Reordered 31 Causes of Sound Change 31 The Phoneme 32 Differing Transcriptions 33 For Further Reading 34 chapter 3 Letters and Sounds: A Brief History of Writing 35 Ideographic and Syllabic Writing 35 From Semitic Writing to the Greek Alphabet 36 The Greek Vowel and Consonant Symbols 36 The Romans Adopt the Greek Alphabet 37 Later Developments of the Roman and Greek Alphabets 38 The Use of Digraphs 39 Additional Symbols 39 The History of English Writing 40 The Germanic Runes 40 The Anglo-Saxon Roman Alphabet 40 The Spelling of English Consonant Sounds 41 Stops 42 Fricatives 42 Affricates 43 Nasals 43 Liquids 43 Semivowels 43 The Spelling of English Vowel Sounds 43 Front Vowels 43 Central Vowel 44 Back Vowels 44 Diphthongs 45 Vowels plus [r] 45 viii CONTENTS Unstressed Vowels 45 Spelling Pronunciations and Pronunciation Spellings 46 Writing and History 47 For Further Reading 48 chapter 4 The Backgrounds of English 49 Indo-European Origins 50 Indo-European Culture 50 The Indo-European Homeland 50 How Indo-European Was Discovered 51 Language Typology and Language Families 52 Non-Indo-European Languages 53 Main Divisions of the Indo-European Group 55 Indo-Iranian 55 Armenian and Albanian 58 Tocharian 58 Anatolian 59 Balto-Slavic 59 Hellenic 60 Italic 60 Celtic 61 Germanic 62 Cognate Words in the Indo-European Languages 63 Inflection in the Indo-European Languages 64 Some Verb Inflections 65 Some Noun Inflections 66 Word Order in the Indo-European Languages 67 Major Changes From Indo-European to Germanic 69 First Sound Shift 71 Grimm’s Law 71 Verner’s Law 73 The Sequence of the First Sound Shift 74 West Germanic Languages 74 For Further Reading 76 chapter 5 The Old English Period (449–1100) 78 Some Key Events in the Old English Period 78 History of the Anglo-Saxons 79 Britain before the English 79 The Coming of the English 79 The English in Britain 81 CONTENTS ix The First Viking Conquest 82 The Second Viking Conquest 83 The Scandinavians Become English 84 The Golden Age of Old English 84 Dialects of Old English 85 Pronunciation and Spelling 86 Vowels 86 Consonants 87 Handwriting 89 Stress 90 Vocabulary 90 The Germanic Word Stock 90 Gender in Old English 91 Grammar, Concord, and Inflection 92 Inflection 92 Nouns 93 i-Umlaut 95 Modern Survivals of Case and Number 96 Modifiers 96 Demonstratives 96 Adjectives 97 Adverbs 98 Pronouns 99 Personal Pronouns 99 Interrogative and Relative Pronouns 100 Verbs 101 Indicative Forms of Verbs 102 Subjunctive and Imperative Forms 102 Nonfinite Forms 102 Weak Verbs 103 Strong Verbs 103 Preterit-Present Verbs 104 Suppletive Verbs 105 Syntax 105 Old English Illustrated 108 For Further Reading 111 chapter 6 The Middle English Period (1100–1500) 112 Some Key Events in the Middle English Period 112 The Background of the Norman Conquest 113 The Reascendancy of English 114 Foreign Influences on Vocabulary 115 Middle English Spelling 116 x CONTENTS Consonants 116 Vowels 118 The Rise of a London Standard 119 Changes in Pronunciation 122 Principal Consonant Changes 122 Middle English Vowels 123 Changes in Diphthongs 124 Lengthening and Shortening of Vowels 126 Leveling of Unstressed Vowels 127 Loss of Schwa in Final Syllables 127 Changes in Grammar 128 Reduction of Inflections 128 Loss of Grammatical Gender 129 Nouns, Pronouns, and Adjectives 129 The Inflection of Nouns 129 Personal Pronouns 130 Demonstrative Pronouns 132 Interrogative and Relative Pronouns 133 Comparative and Superlative Adjectives 133 Verbs 133 Personal Endings 134 Participles 135 Word Order 135 Middle English Illustrated 136 For Further Reading 138 chapter 7 The Early Modern English Period (1500–1800): Society, Spellings, and Sounds 139 Some Key Events in the Early Modern Period 139 The Transition from Middle to Modern English 140 Expansion of the English Vocabulary 140 Innovation of Pronunciation and Conservation of Spelling 141 The Orthography of Early Modern English 141 The Great Vowel Shift 144 Other Vowels 147 Stressed Short Vowels 147 Diphthongs 148 Quantitative Vowel Changes 149 Early Modern English Consonants 149 Evidence for Early Modern Pronunciation 151 Stress 151 Scholarly Studies 151 CONTENTS xi Early Modern English Illustrated 152 Spelling 152 Pronunciation 153 For Further Reading 155 chapter 8 The Early Modern English Period (1500–1800): Forms, Syntax, and Usage 156 The Study of Language 157 Early Dictionaries 157 Eighteenth-Century Attitudes toward Grammar and Usage 158 Nouns 160 Irregular Plurals 161 His-Genitive 161 Group Genitive 162 Uninflected Genitive 163 Adjectives and Adverbs 163 Pronouns 164 Personal Pronouns 164 Relative and Interrogative Pronouns 168 Case Forms of the Pronouns 169 Verbs 170 Classes of Strong Verbs 170 Endings for Person and Number 176 Contracted Forms 177 Expanded Verb Forms 178 Other Verbal Constructions 179 Prepositions 179 Early Modern English Further Illustrated 180 chapter 9 Late Modern English (1800–Present) 181 Some Key Events in the Late Modern Period 181 The National Varieties of English 182 Conservatism and Innovation in American English 183 National Differences in Word Choice 185 American Infiltration of the British Word Stock 186 Syntactical and Morphological Differences 187 British and American Purism 188 Dictionaries and the Facts 189 National Differences in Pronunciation 190 British and American Spelling 193 Variation within National Varieties 194 xii CONTENTS Kinds of Variation 194 Regional Dialects 195 Ethnic and Social Dialects 196 Stylistic Variation 198 Variation within British English 198 World English 199 Irish English 199 Indian English 201 The Essential Oneness of All English 202 For Further Reading 202 chapter 10 Words and Meanings 206 Semantics and Change of Meaning 207 Variable and Vague Meanings 208 Etymology and Meaning 208 How Meaning Changes 209 Generalization and Specialization 210 Transfer of Meaning 211 Association of Ideas 212 Transfer from Other Languages 212 Sound Associations 213 Pejoration and Amelioration 213 Taboo and Euphemism 214 The Fate of Intensifying Words 217 Some Circumstances of Semantic Change 218 Vogue for Words of Learned Origin 219 Language and Semantic Marking 220 Semantic Change is Inevitable 222 For Further Reading 223 chapter 11 New Words from Old 224 Creating Words 224 Root Creations 224 Echoic Words 225 Ejaculations 225 Combining Words: Compounding 227 Spelling and Pronunciation of Compounds 227 Amalgamated Compounds 229 Function and Form of Compounds 230 Combining Word Parts: Affixing 230 Affixes from Old English 230 Affixes from Other Languages 232 CONTENTS xiii Voguish Affixes 233 Shortening Words 235 Clipped Forms 235 Initialisms: Alphabetisms and Acronyms 236 Apheretic and Aphetic Forms 237 Back-Formations 238 Blending Words 239 New Morphemes from Blending 239 Folk Etymology 241 Shifting Words to New Uses 242 One Part of Speech to Another 242 Common Words from Proper Names 243 Sources of New Words 245 Distribution of New Words 245 For Further Reading 246 chapter 12 Foreign Elements in the English Word Stock 247 Popular and Learned Loanwords 248 Latin and Greek Loanwords 248 Latin Influence in the Germanic Period 248 Latin Words in Old English 249 Latin Words Borrowed in Middle English Times 250 Latin Words Borrowed in Modern English Times 251 Greek Loanwords 251 Celtic Loanwords 252 Scandinavian Loanwords 253 Old and Middle English Borrowings 253 Modern English Borrowings 254 French Loanwords 254 Middle English Borrowings 254 Later French Loanwords 256 Spanish and Portuguese Loanwords 258 Italian Loanwords 259 Germanic Loanwords 260 Loanwords from Low German 260 Loanwords from High German 261 Loanwords from the East 262 Near East 262 Iran and India 263 Far East and Australasia 264 Other Sources 265 Loanwords from African Languages 265 Slavic, Hungarian, Turkish, and American Indian 266 xiv CONTENTS The Sources of Recent Loanwords 266 English Remains English 267 For Further Reading 268 Selected Bibliography 269 Glossary 281 Index of Modern English Words and Affixes 301 Index of Persons, Places, and Topics 329 CONTENTS xv This page intentionally left blank CHAPTER  ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ±Ã‚ ± Language and the 1 English Language An Introduction The English language has had a remarkable history. When we first catch sight of it in historical records, it is the speech of some none-too-civilized tribes on the continent of Europe along the North Sea. Of course, it had a still earlier history, going back perhaps to somewhere in eastern Europe or western Asia, and long before that to origins we can only speculate about. From those murky and undistinguished beginnings, English has become the most widespread language in the world, used by more peoples for more purposes than any other language on Earth. How the English language changed from being the speech of a few small tribes to becoming the major language of the Earth—and in the process itself changed radically— is the subject of this book. Whatever language we speak—English, Chinese, Hindi, Swahili, or Arapaho— helps to define us personally and identify the community we belong to. But the fact that we can talk at all, the fact that we have a language, is inextricably bound up with our humanity. To be human is to use language, and to talk is to be a person. As the biologist and author Lewis Thomas wrote: The gift of language is the single human trait that marks us all genetically, setting us apart from the rest of life. Language is, like nest-building or hive-making, the universal and biologically specific activity of human beings. We engage in it communally, compulsively, and automatically. We cannot be human without it; if we were to be separated from it our minds would die, as surely as bees lost from the hive. (Lives of a Cell 89) The language gift that is innate in us is not English or indeed any specific language. It is instead the ability to learn and to use a human language. When we say, â€Å"Bread is the staff of life,† we do not mean any particular kind of bread— whole wheat, rye, pumpernickel, French, matzo, pita, or whatever sort. We are talking instead about the kind of thing bread is, what all bread has in common. So also, when we say that language is the basis of our humanity, we do not mean any particular language—English, Spanish, Japanese, Tagalog, Hopi, or ASL (American Sign Language of the deaf). Rather we mean the ability to learn and 1 use any such particular language system, an ability that all human beings naturally have. This ability is language in the abstract, as distinct from any individual language system. A DEFINITION OF LANGUAGE A language is a system of conventional vocal signs by means of which human beings communicate. This definition has several important terms, each of which is examined in some detail in the following sections. Those terms are system, signs, vocal, conventional, human, and communicate. LANGUAGE AS SYSTEM Perhaps the most important word in the definition of language is system. We speak in patterns. A language is not just a collection of words, such as we find in a dictionary. It is also the rules or patterns that relate our words to one another. Every language has two levels to its system—a characteristic that is called duality of patterning. One of these levels consists of meaningful units—for example, the words and word parts such as Adam, like, -d, apple, and -s in the sentence â€Å"Adam liked apples. The other level consists of units that have no meaning in themselves, although they serve as components of the meaningful units—for example, the sounds represented by the letters a, d, and m in the word Adam. The distinction between a meaningful word (Adam) and its meaningless parts (a, d, and m) is important. Without that distinction, language as we know it would be i mpossible. If every meaning had to be represented by a unique, unanalyzable sound, only a few such meanings could be expressed. We have only about 35 basic sounds in English; we have hundreds of thousands of words. Duality of patterning lets us build an immensely large number of meaningful words out of only a handful of meaningless sounds. It is perhaps the chief characteristic that distinguishes true human language from the simpler communication systems of all nonhuman animals. The meaningless components of a language are its sound system, or phonology. The meaningful units are its lexis, or vocabulary, and its grammatical system, or morphosyntax. All have patterning. Thus, according to the sound system of Modern English, the consonant combination mb never occurs at the beginning or at the end of any word. As a matter of fact, it did occur in final position in earlier stages of our language, which is why it was necessary in the preceding statement to specify â€Å"Modern English. † Despite the complete absence of the sounds mb at the ends of English words for at least 600 years, we still insist on writing—such is the conservatism of writing habits—the b in lamb, climb, tomb, dumb, and a number of other words. But this same combination, which now occurs only medially in English (as in tremble), may well occur finally or even initially in other languages. Initial mb is indeed a part of the systems of certain African languages, as in Efik and Ibibio mbakara ‘white man,’ which became buckra in the speech of the Gullahs—black Americans living along the coastal region of Georgia and South Carolina who have preserved a number of words and structural features that their ancestors brought from Africa. It is notable that the Gullahs simplified the initial 2 chapter 1 consonant combination of this African word to conform to the pattern of English speech. The lexis or vocabulary of a language is its least systematic aspect. Grammar is sometimes defined as everything in a language that can be stated in general rules, and lexis as everything that is unpredictable. But that is not quite true. Certain combinations of words, called collocations, are more or less predictable. Mild and gentle are words of very similar meaning, but they go with different nouns: â€Å"mild weather† and â€Å"gentle breeze† are somewhat more likely than the opposite combinations (â€Å"mild breeze† and â€Å"gentle weather†). A case of the flu may be severe or mild; a judgment is likely to be severe or lenient. A â€Å"mild judgment† would be a bit odd, and a â€Å"lenient case of the flu† sounds like a joke. Some collocations are so regular that they are easily predictable. In the following sentence, one word is more probable than any other in the blank: â€Å"In its narrow cage, the lion paced back and . † Although several words are possible in the blank (for example, forward or even ahead), forth is the most likely. Some combinations are completely predictable: â€Å"They ran fro. † Fro is normal in present-day English only in the expression â€Å"to and fro. † The tendency of certain words to collocate or go together is an instance of system in the vocabulary. In the grammatical system of English, a very large number of words take a suffix written as -s to indicate plurality or possession. In the latter case, it is a comparatively recent convention of writing to add an apostrophe. Words that can be thus modified are nouns. They fit into certain patterns in English utterances. Alcoholic, for instance, fits into the system of English in the same way as duck, dog, and horse: â€Å"Alcoholics need understanding† (compare â€Å"Ducks need water†), â€Å"An alcoholic’s perceptions are faulty† (compare â€Å"A dog’s perceptions are keen†), and the like. But that word can also modify a noun and be modified by an adverb: â€Å"an alcoholic drink,† â€Å"somewhat alcoholic,† and the like; and words that operate in the latter way are called adjectives. Alcoholic is thus either an adjective or a noun, depending on the way it functions in the system of English. The utterance â€Å"Alcoholic worries† is ambiguous because our system, like all linguistic systems, is not completely foolproof. It might be either a noun followed by a verb (in a newspaper headline) or an adjective followed by a noun. To know which interpretation is correct, we need a context for the expression. That is, we need to relate it to a larger structure. Grammatical Signals The grammatical system of any language has various techniques for relating words to one another within the structure of a sentence. The following kinds of signals are especially important. †¢ Parts of speech are grammatical categories into which we can classify words. The four major ones are noun, verb, adjective, and adverb. Some words elong primarily or solely to one part of speech: child is a noun, seek is a verb, tall is an adjective, and rapidly is an adverb. Other words can function as more than one part of speech; in various meanings, last can be any of the four major parts. English speakers move words about pretty freely from one part of speech to another, as when we call a book that is enjoyable to read â€Å"a good read,† language and the english language 3 making a noun out of a verb. Part of knowing English is knowing how words can be shifted in that way and what the limits are to such shifting. Affixes are one or more added sounds or letters that change a word’s meaning and sometimes alter its part of speech. When an affix comes at the front of a word, it is a prefix, such as the en- in encipher, enrage, enthrone, entomb, entwine, and enwrap, which marks those words as verbs. When an affix comes at the back of a word, it is a suffix, such as the -ist in dentist, geologist, motorist, and violinist, which marks those words as nouns. English has a small number of inflectional suffixes (endings that mark distinctions of number, case, person, tense, mood, and comparison). They include the plural -s and the possessive ’s used with nouns (boys, boy’s); the third person singular present tense -s, the past tense and past participle -ed, and the present participle -ing used with verbs (aids, aided, aiding); and the comparative -er and superlative -est used with some adjectives and adverbs (slower, slowest). Inflection (the change in form of a word to mark such distinctions) may also involve internal change, as in the singular and plural noun forms man and men or the present and past verb forms sing and sang. A language that depends heavily on the use of inflections, either internal or affixed, is said to be synthetic; English used to be far more synthetic than it now is. †¢ Concord, or agreement, is an interconnection between words, especially marked by their inflections. Thus, â€Å"The bird sings† and â€Å"The birds sing† illustrate subject-verb concord. (It is just a coincidence that the singular ending of some verbs is identical in form with the plural ending of some nouns. Similarly, in â€Å"this day† both words are singular, and in â€Å"these days† both are plural; some languages, such as Spanish, require that all modifiers agree with the nouns they modify in number, but in English only this and that change their form to show such agreement. Highly synthetic languages, such as Latin, usually have a great deal of concord; thus Latin adjectives agree with the nouns they modify in number (bonus vir ‘good man,’ boni viri ‘good menà ¢â‚¬â„¢), in gender (bona femina ‘good woman’), and in case (bonae feminae ‘good woman’s’). English once used concord more than it now does. †¢ Word order is a grammatical signal in all languages, though some languages, like English, depend more heavily on it than others do. â€Å"The man finished the job† and â€Å"The job finished the man† are sharply different in meaning, as are â€Å"He died happily† and â€Å"Happily he died. † †¢ Function words are minor parts of speech (for example, articles, auxiliaries, conjunctions, prepositions, pronouns, and certain adverbial particles) that serve as grammatical signals used with word order to serve some of the same functions as inflections. For example, in English the indirect object of a verb can be shown by either word order (â€Å"I gave the dog a bone†) or a function word (â€Å"I gave a bone to the dog†); in Latin it is shown by inflection (canis ‘the dog,’ Cani os dedi ‘To-the-dog a-bone I-gave’). A language like English whose grammar depends heavily on the use of word order and function words is said to be analytic. †¢ Prosodic signals, such as pitch, stress, and tempo, can indicate grammatical meaning. The difference between the statement â€Å"He’s here† and the question 4 chapter 1 â€Å"He’s here? † is the pitch used at the end of the sentence. The chief difference between the verb conduct and the noun conduct is that the verb has a stronger stress on its second syllable and the noun on its first syllable. In â€Å"He died happily† and â€Å"He died, happily,† the tempo of the last two words makes an important difference of meaning. All languages have these kinds of grammatical signals available to them, but languages differ greatly in the use they make of the various signals. And even a single language may change its use over time, as English has. LANGUAGE AS SIGNS In language, signs are what the system organizes. A sign is something that stands for something else—for example, a word like apple, which stands for the familiar fruit. But linguistic signs are not words alone; they may also be either smaller or larger than whole words. The smallest linguistic sign is the morpheme, a meaningful form that cannot be divided into smaller meaningful parts. The word apple is a single morpheme; applejack consists of two morphemes, each of which can also function independently as a word. Apples also has two morphemes, but one (-s) can occur only as part of a word. Morphemes that can be used alone as words (such as apple and jack) are called free morphemes. Those that must be combined with other morphemes to make a word (such as -s) are bound morphemes. The word reactivation has five morphemes in it (one free and four bound), as a stepby- step analysis shows: re-activation activate-ion active-ate act-ive Thus reactivation has one free morpheme (act) and four bound morphemes (re-, -ive, -ate, and -ion). A word cannot be divided into morphemes just by sounding out its syllables. Some morphemes, like apple, have more than one syllable; others, like -s, are less than a syllable. A morpheme is a form (a sequence of sounds) with a recognizable meaning. Knowing a word’s early history, or etymology, may be useful in dividing it into morphemes, but the decisive factor is the form-meaning link. A morpheme may, however, have more than one pronunciation or spelling. For example, the regular noun plural ending has two spellings (-s and -es) and three pronunciations (an s-sound as in backs, a z-sound as in bags, and a vowel plus z-sound as in batches). Each spoken variation is called an allomorph of the plural morpheme. Similarly, when the morpheme -ate is followed by -ion (as in activateion), the t of -ate combines with the i of -ion as the sound â€Å"sh† (so we might spell the word â€Å"activashon†). Such allomorphic variation is typical of the morphemes of English, even though the spelling does not represent it. Morphemes can also be classified as base morphemes and affixes. An affix is a bound morpheme that is added to a base morpheme, either a prefix (such as re-) or a suffix (such as -s, -ive, -ate, and -ion). Most base morphemes are free (such as language and the english language 5 apple and act), but some are bound (such as the insul- of insulate). A word that has two or more bases (such as applejack) is called a compound. A linguistic sign may be word-sized or smaller—a free or a bound morpheme. But it may also be larger than a word. An idiom is a combination of words whose meaning cannot be predicted from its constituent parts. One kind of idiom is the combination of a verb with an adverb, a preposition, or both—for instance, turn on (a light), call up (on the telephone), take over (a business), ask for (a job), come down with (an illness), and go back on (a promise). Such an expression is a single semantic unit: to go back on is to ‘abandon’ a promise. But from the standpoint of grammar, several independent words are involved. LANGUAGE AS VOCAL Language is a system that can be expressed in many ways—by the marks on paper or a computer screen that we call writing, by hand signals and gestures as in sign language, by colored lights or moving flags as in semaphore, and by electronic clicks as in old-fashioned telegraphy. However, the signs of language—its words and morphemes—are basically vocal, or oral-aural, being

The eNotes Blog Beautiful Bookish Advertisements From Israel’s Oldest BookstoreChain

Beautiful Bookish Advertisements From Israel’s Oldest BookstoreChain Steimatzky, founded way back in 1925 in Tel-Aviv,  collaborated with GREY Group ad agency in 2013 to create ads that captured the imaginative nature and adventure  of books. They feature the readers falling asleep and sweetly snoozing next to their novels characters. These even make taking a nap with Stalin look charming! Check them out, and let us know your favorites (or books/characters that would make compelling ads  you think they missed)  in the comments! Harry Potter IMHO but thats always a given with me. The Fellowship of the Ring   by J.R.R. Tolkein The Monk Who Sold His Ferrari   by  Robin Sharma Pippi Longstocking   by  Astrid Lindgren Stalin: A Biography   by Robin Service The Adventures of Sherlock Holmes   by Sir Arthur Conan Doyle Don Quixote   by  Miguel De Cervantes and Edith Grossman and this (kind of horrifying, yet effective) anti-ad for television. Hopefully HBO and Netflix Original Series are immune, otherwise were all probably doomed for this unfortunate tiny head  disease.

The five most annoying ways to use an ellipsis - Emphasis

The five most annoying ways to use an ellipsis The five most annoying ways to use an ellipsis The three little innocent-looking dots of an ellipsis () probably carry more power to annoy and confuse your readers than any other punctuation mark. Apostrophe mistakes look harmless in comparison. Nobody seriously reads ‘orange’s 45p’ and assumes that the orange must own a small amount of loose change. Ellipses, by contrast, can completely change the tone and meaning of what you write. And people who misuse them often don’t realise what they’re doing. Here are five ways not to use an ellipsis. 1. Using them like a written erm Trailing off in the middle of sentences in spoken conversation is common and almost unavoidable. (Unless you’re Oscar Wilde – WB Yeats said Wilde was the first person he’d met who spoke in perfect sentences.) But it’s rarely necessary to do this in writing. In spoken conversation, you can rely on various cues to tell you whether the other person understands what you’re saying, and clarify as needed. But in writing, you need to be clear first time. Many writers use ellipses like written equivalents of ‘erm’ and ‘er’, but this can be confusing and frustrating for the reader. To avoid inadvertently creating a ‘fill in the blanks’ puzzle, force yourself to finish your sentences. This might mean you have to do a bit more work before pressing send – quite possibly work you were trying to avoid. But just console yourself with the knowledge that you’re sending out a little more good sense into the world. Compare these emails: ‘I haven’t had the full invitation to tender back yet whom do I talk to? no idea about the competitors haven’t started the tender not sure about our solution or details.’ ‘I haven’t received the full invitation to tender document yet. And I only know the bare bones of the solution we’re going to propose. At this stage, I don’t even know whom to talk to about getting all the necessary information (about costs, materials, people) together. Do you have any suggestions?’ Concrete writing like this will naturally take longer than simply typing the first things that come to mind. But the extra time you spend focusing on what you’re actually saying, and why, will help clarify your message both for you and your reader, and ultimately increase your chances of getting the kind of response you want. If you need to create a pause (a purposeful one, not an ‘erm’), consider using an en-dash instead of an ellipsis. It feels much more confident, especially when you need to link related parts of a sentence – like this. 2. Trailing off for no reason An ellipsis at the end of a sentence implies that the writer has trailed off. But why has the writer trailed off? Are they suggesting something? Does it represent a nudge or a wink? Those three little dots suggest something is going on, but give the reader no clue about what it might be. This can make otherwise straightforward sentences confusing and (occasionally) somewhat unsettling. Compare these sentences: ‘It’s not a problem for us to meet on Monday.’ ‘It’s not a problem for us to meet on Monday ’ The trailing off in the second example could suggest the writer is having doubts (perhaps it is a problem). Or maybe it expresses confusion about why a meeting is even necessary. Or, if the writer is a chronic ellipsis-abuser, it may mean nothing at all.  The reader must then judge what the meaning might be, or ask for clarification. If you’re unsure about meeting on Monday, say so and explain why. For example: ‘It’s not a problem for us to meet on Monday, but I’m not sure if that will be helpful because John won’t be here and we need his input.’ 3. Three is the magic number Some style guides recommend writing an ellipsis as three full stops: Some prefer three full stops with spaces between them: . . . And some tell you to use a special ellipsis character (PC shortcut: ALT+0133, Mac shortcut: ALT+semicolon): †¦ Whichever you use (we prefer three full stops without spaces, except on Twitter), all style guides agree that ellipses are three dots long. Not four, or two (and five is right out). You may see what appears to be a four-dot ellipsis at the end of some sentences (eg ‘And then John fell asleep .). This is in fact an ellipsis with a full stop at the end. You may also sometimes see three dots, a space and then a further dot (eg ‘And then John fell asleep .). Again, style guides vary on this. 4. Omitting crucial parts of a quotation You’ll often find that you need to condense quotes, and you can use an ellipsis to show that you’ve removed parts of the original. But be careful. To be completely transparent, you need to be sure that you’re not changing the meaning of what somebody has said. Take this remark from US President Coolidge and the often-quoted condensed version: ‘The chief business of the American people is business’ ‘The business of the American people is business’ This changes the meaning of his sentence. The original version says that business is the most important concern, whereas in the second it sounds as if business is the only important thing. 5. Implying you have more to say when you haven’t This is a very particular kind of trailing off, and possibly the most annoying of all. It often implies that what needs to be said is so obvious to the (knowledgeable) writer that it should be obvious to the reader, too. This can backfire badly – at worst, it can appear smug or condescending. For example: ‘That’s a good plan, but there are important considerations ’ This kind of ellipsis is more suited to enigmatic status updates on social media (’OMG some people are so annoying ’), not that we advocate that sort of thing. For business it’s better to spell things out. Ask yourself why you’re tempted to use an ellipsis, get the answer straight in your head, then politely say that instead: ‘That’s a good plan, but I’m worried about how expensive it is. We’re also working on so many other projects that I’m not sure we’ll have the time to spare’. Use with caution Like many of the best things in life, ellipses are fine when used well and in moderation, but troublesome when used recklessly. (OK, OK, we’re sounding like your dad now.) So keep using them, if you wish, but do so consciously. And if you catch yourself dot-dot-dotting to cop out of saying what you actually mean, take a moment’s pause. What is likely to be the most positive approach in the long run? At work, usually, clarity is king. Sure, overused ellipses are annoying but good writing at work is about far more than just airing our personal peeves. Its about communicating effectively and efficiently, in a way which informs, inspires and persuades others. Thats why weve distilled our 18 years experience working with over 40,000 professionals in every sector and industry into a 64-page guide, The Write Stuff. Its ideal if you write emails, reports, bids or any other business document. Download your free copy of The Write Stuff today.

Trading Blocs NAFTA Case Study Example | Topics and Well Written Essays - 1000 words

Trading Blocs NAFTA - Case Study Example Under the NAFTA, all non-tariff barriers to agricultural trade between the United States and Mexico were eliminated. In addition, many tariffs were eliminated immediately, with others being phased out over periods of 5 to 15 years. This allowed for an orderly adjustment to free trade with Mexico, with full implementation beginning January 1, 2008 (North American Free Trade Agreement (NAFTA), 2011). It should be noted that the elimination of non-tariff barriers would help free flow of goods and services between United States and Mexico. Same way free flow of goods and services are in place with Canada also. In short, these three countries are benefitted immensely because of the formation of NAFTA. Another major advantage of NAFTA is the increment of bargaining power of these countries in international market. These three countries are producing certain goods and services which are rare in other countries. Regional co-operation helps these countries to fix prices for their products in international market. In the absence of regional co-operation, these countries may compete each other international market which is not good for the interests of any of these countries. In short, NAFTA helps America, Mexico and Canada to work on a common platform to safeguard their interests. Increased cooperation between these countries may result in increased integration of this region under one umbrella. NAFTA created the world's largest free trade area, which now links 450 million people producing $17 trillion worth of goods and services.

Identifications Essay Example | Topics and Well Written Essays - 2500 words - 1

Identifications - Essay Example The movie picks its styles of presentation from the typical traditional American society before independence. The violence that characterizes the movie is indeed the life of a gang. This is an American movie produced by Kenneth Lonergan, Steven Zaillian and Jay Cocks in New York (Rodney et al., 2011). The film is a drama of wars between the native residents of United States of America and the immigrants, specifically the Catholics form Ireland. The two groups are referred to as gangs in the movie. The American gang is a protestant group under the leadership of Cutting. On the other hand, the Irish gang, also known as dead rabbit is led by Vallon the priest. During the fight, Cutting uses a knife to murder Vallon. Amsterdam, Vallon’s son from that time takes the knife that Cutting had used to kill his father and plans to assassinate Cutting. He first finds a way of working closer to Cuttings to win his confidence in order to get adequate opportunity to kill him during the great ceremony of celebrating after defeating the Dead Rabbits. Amsterdam meets Jenny and falls in love with her but then retreats once he discovers that Jenny is an affectionate friend to Cutting. His murder attempt however fails but leaves Cutting wounded. Later on, Cutting stabs Amsterdam in the belly and leaves Amsterdam wounded and Jenny nurses the wounds. The movie is significant in that it presents certain relevant historical themes around the struggle for independence in America. It displays a major theme of this movie; insecurity. As the name reflects a gang life, there is a lot of gang like behaviors in the movie, characterized by stabbing, confrontation and general hatred. The second evident theme of the movie is racial segregation. That of course is visible in the war between the Irish immigrants and Native Americans. Racial segregation is the driving force for the serious fight which apparently goes in circles of

Breach Of Acountability Essay Example for Free

Breach Of Acountability Essay Duties have become a main stay in the interactions of humans over the years. Human interactions have created room for trust, which strengths relationship. On the hand, there could be abuse of this trust in a breach; this does not strengthen, but rather weakens or in any way completely destroy such relationships. Quite a number of organizations have been destroyed because of such collapse of accountability. This has its root in a character deformity that has pervaded every strata of society. It runs through arms of government, their agencies, non-governmental organizations, private industries even to family and day to day human relationships. Therefore, if there are humans with no such respect for integrity and reputation for keeping promises, they are likely going to show their character through a number of antisocial behavior that make lives and property insecure. Such disturbances can not be isolated to any particular organization or a group of people. It represents a society. BREACH OF TRUST IN THE POLICE The Police are an agency of government that deals, in simple terms, with the protection of lives and property within their specified jurisdiction. They maintain law and order in the society. Their work is sustained by government allocation derived party from the citizen’s taxes. This force uses a number of measures in the discharge of duties, including physical and sometimes deadly force. The use of such force is restricted only to situations that warrant them. Besides, for an effective police force, citizens and police officers have to work hand in hand in stemming the tide of criminal activities in the society. This requires substantial accountability from both sides, especially the force. The privilege that the Police enjoy on the nature of their can actually be misused: this raises legitimate and expected concern. The extension of character defiance in the society has also permeated the force, as there have now been reported cases of Police brutality towards the harmless populace. Quite a number of such cases have been reported; these usually have inherent root in societal menace, particularly racism. Of such cases are the recorded beating of Rodney King by four police men in Los Angeles in 1992; these men were charged to court and were acquitted of the charges. The verdict caused uproar in the area. The argument of the police towards such abuse of power is that such was necessary for the situation in order to effectively law and order. THE GUINEAN DIALLO’S CASE A classical example of police brutality is that of the 27-year old Guinean Merchant, Amadou Diallo who was killed by four New York City police men like a criminal facing a firing squad. The ugly incident took place on February 4, 1999 when the promising young man was fired 41 shots in which 19 entered him. Diallo was returning home the night of the catastrophe when an unmarked car parked close to him, and from it emerged four white policemen. He was then questioned, and they reported that he refused to answer their questions. Diallo then reached for his pocket; one of them thought he wanted to bring out a gun. He shouted and they started firing the West African ceaselessly. He eventually collapsed at the door of his apartment drenched in his own cold blood. His hand aimed at a purse, and not a gun. STRUGGLE AGAINST POLICE BRUTALITY Then the struggle against Police brutality and breach of accountability began with many high placed blacks rising up to the occasion to defend the rights t life of the harmless young man killed for ‘ no obvious reason’ other than racism and intolerance. Diallo began the martyr for the struggle against reforms in Police methods and investigations in the city and other parts of the country. His death shocked the nations, and ignited many protests and criticisms of the Police. The Four white Policemen, namely Sean Caroll, Edward McMellan, Kenneth Boss and Richard Murphy, were charged to court. The trial began on February 2, 200 almost a year after the incident. On the 25th of the same month, these men were discharged and acquitted of all charges. The verdict sparked up series of demonstrations and protests led by the Clergyman, Rev. Al Sharpton. Other black leaders joined in the struggle for justice in this case. Critics of the judgment pointed out the failure of cross examination by the district attorney and introduction of racial factor that beamed brightly in the killing. Besides, In April 2000, Diallo’s family filed a $61million suit against New York City and the four police officers indicted; they demanded for one million per bullet shot and the remaining $20 million for the agony inflicted on the family by virtue of loss of Amadou Diallo. POLICE REFORMS The underlying issue in this killing is the racial factor that was obvious. Quite a number of similar killings have been reported. It is important to reiterate the fact that such killings show a vivid picture of the state of the society, and can therefore not be isolated from it. If there are elements in the society who have not come to term with racial intolerance, they would employ any opportunity at their disposal to exude it. This case therefore calls more important for consideration of racial discrimination, as a national issue of concern which requires immediate public attention to avoid a recurrence. Besides, the best part of the work would have to done by the affected minority group. Besides, this calls for a reform in the activities of the Police, including how more fair investigations can be carried with full accountability to the populace. This requires ‘restricted openness’ that would be effective in arriving at logical conclusions of prosecuting culprits with the rule of law. The justice system should also be sensitive to issues of racism in its verdict. BIBLIOGRAPHY Police Brutality. Accessed from www. hrw. org/reports98/police Vila, Brian, The Role of Police in American Society: A Documentary History. Communities against Brutality Accessed from www. cuapb. org Woods, Gerald. The Police in Los Angeles: Reform and Professionalization.

Symbolism in Lord of the Flies, by William Golding Essay -- essays res

Symbolism in Lord of the Flies, by William Golding In his classic novel, Lord of the Flies, William Golding uses many elements of symbolism to help the readers gain a greater understanding of his message. Symbolism can be anything, a person, place, or thing, used to portray something beyond its self. It is used to represent or foreshadow the conclusion of the story. As one reads this novel, he or she will begin to recognize the way basic civilization is slowly stripped away from the boys as conflict between civilization and savagery arises. The conch shell represents power and authority. Whoever has the shell has the power to talk. The conch shows how people use objects to give power, like a crown. "Conch?" "That's what this shell's called. I'll give the conch to the next person to speak. He can hold it when he's speaking (pg.33)." This shows that whoever holds the conch during meetings gets to speak At these meetings a sense of order is instilled because the boys have to wait until they hold the conch to speak. The conch becomes a powerful symbol of civilization. "By the time Ralph had finished blowing the conch the platform was crowded." (Golding, 32) Ralph shows his leadership abilities as he recognizes the use of the conch. Ralph begins to take leadership over the boys by setting rules as using the conch to let everyone have a turn to speak. Another symbol of strength and command is the fire. As long as the fire is well maintained, the b...

African American Experience Essay

After the civil war many African Americans thought things would be different, that it would be a new beginning for them. They did gain freedom because many amendments were past so they could gain freedom. Whites didn’t like this though so they passed their own laws to prohibit these amendments and restrict their freedom. The African American experience did not get better after the civil war it actually got worse. The African American experience did not get better because the KKK was still harassing African Americans like they were before the civil war. Then black codes were passed that restricted the freedom of African Americans and then they passed poll tax because they didn’t want African Americans to vote. Another event that happened was the Tulsa race riots that destroyed the town of Greenwood and killed many African Americans. Many people believe that the African American experience got better; however, I have a different opinion. They like to argue that African Americans can vote now, but they passed the grandfather clause and poll tax. That basically made it impossible for African Americans to vote. Or they said that slavery is over so it has improved, but when they passed the black codes they were basically making them slaves again. Overall the African American experience did not improve only worsened after the civil war. The African American experience did not get better because the KKK was still harassing African Americans like they were before the civil war. Then black codes were passed that restricted the freedom of African Americans and then they passed poll tax because they didn’t want African Americans to vote. Another event that happened was the Tulsa race riots that destroyed the town of Greenwood and killed many African Americans. Many people believe that the African American experience got better; however, I have a different opinion. They like to argue that African Americans can vote now, but they passed the grandfather clause and poll tax. That basically made it impossible for African Americans to vote. Or they said that slavery is over so it has improved, but when they passed the black codes they were basically making them slaves again. Overall the African American experience did not improve only worsened after the civil war.

Brief Wondrous Life of Oscar Essay

Throughout the novel the Brief Wondrous Life of Oscar Wao Yunior tells the story of oscars family that is allegedly cursed by the Fuku. The dominican family that roots back to when Trujillo was in power has been tragical effected by the Fuku. The main character Oscar is an awkward Dominican that balms his failures on the curse of the Fuku. The curse started back in the Dominican republic when the oppressive dictator Trujillo convicted oscars grandfather Abelard who was a respected doctor for conspiracy. When oscars grandfather was put in jail he was tortured and beaten, this was the origin of the curse for the Wao’s. Like a gene the curse has been passed down the family to oscar. The author Junot Diaz uses the motif of the Fuku to illustrate how bani allows her awful past to dramatically affect her and children. Everyone that lived in the dominican was in some way negatively effected by Trujillo. Oscar Wao was a living example of the fuku and how not only Trujillo effected the dominican people of his time but even the people two generations later. For example (p.5)â€Å"wether I believe in what many have described as the great american doom is not really the point. You live as long as I did in the heart of Fuku country, you hear these kinds of tales all the time everybody in san domingo has a Fuku story knocking around in their family.† Yunior is expressing the fact that even if you are not a believer of the Fuku curse if you are dominican there is a good chance it has affected you or your family. When oscars mother was left an orphan she was put through unbelievably awful circumstances much like her fathers. This time in Bani’s life effect who she became and how she parented Oscar.(78)â€Å"From 1951 on, â€Å"hija† and â€Å"madre† running their famous bakery near the plaza central and keeping their fading, airless house in tip-top shape. (before 1951, our orphan girl had lived with another foster family, monsterous people if the rumors are to be believed, a dark period of her life neither she nor her madre ever referenced. Their very own pagina en blanco). This quotation refers to how oscars mother was effected by the Fuku. The reason she was an orphan was because Trujillo killed her parents. The events of her childhood were a direct result of Trujillo but Bani had the power to put the past in the past and parent Oscar the right way, because Bani did not do this the Fuku lives on. Many times in the book a Wao has been injured almost to the point of death. Once was when Oscar attempted suicide. Oscars Suicide attempt was not just because he lost the first girl he has ever loved it was also because of how Oscar had almost no self esteem. Even his own mother would belittle him from a young age. The suicide attempt went wrong and Oscar survived to live another day. (p.191) â€Å"Except that this one of the garden dividers that they planted shrubs on and he hit the freshly tilled loam and not the concrete.† Because he hit the fresh loam he survived with many harsh injures instead of plummeting to his death as planned. This was an incident in Oscar Wao’s life that was a result of his failures like his failure to love or be loved. This failure stems back to how his mother raised him with very tough love because of the her childhood. The novel clearly illustrated how the Fuku has effected all Dominican people even if they had immigrated off the island. To me this novel is not about dominican people and there history it is about how only one man effected millions of lives not only in one point it time but for generations to come. Junot Diaz shows the reader how we all have the power to stop horrible things like the Fuku from effecting the next generation but you must have the power to leave the past in the past.

Free Essays on Deep Thinking

Throughout this course I have learned so much about how life is, and can be, explored through using the beliefs you carry, the values you learn, and the qualities you enhance. Most of all, I have learned that life is too short to let your time slip away and let the values of you and your family hold wither due to lack of self esteem and outside support and encouragement. The characteristics of time and values are the most definite when trying to create a â€Å"name† for yourself. You need time to set the pace for your priorities and define personal goals toward time management. By determining your own personal purpose for life, also known as your mission statement, you establish a way of means to finish and conclude special tasks; whether it be general or personal goals. I’ve learned that without goals set for yourself, you may find it hard to succeed in life; personally, financially, emotionally, mentally, etc. However, in order to set goals, you need to have the background of values to determine what is most important to you. Traditional and societal values have had a major impact on my life. I understand, now most definitely, how important and influential positive family customs are needed in my life, now and forever. Also seeing that I am just one person makes life a little less stressful by allowing me to become the person I want to be in the future. Without my family and other resources my past, present, and future would not be the same. I enjoy having the satisfaction of knowing that I am here on earth to embark on a journey that will set forth my future plans and my future self.... Free Essays on Deep Thinking Free Essays on Deep Thinking Throughout this course I have learned so much about how life is, and can be, explored through using the beliefs you carry, the values you learn, and the qualities you enhance. Most of all, I have learned that life is too short to let your time slip away and let the values of you and your family hold wither due to lack of self esteem and outside support and encouragement. The characteristics of time and values are the most definite when trying to create a â€Å"name† for yourself. You need time to set the pace for your priorities and define personal goals toward time management. By determining your own personal purpose for life, also known as your mission statement, you establish a way of means to finish and conclude special tasks; whether it be general or personal goals. I’ve learned that without goals set for yourself, you may find it hard to succeed in life; personally, financially, emotionally, mentally, etc. However, in order to set goals, you need to have the background of values to determine what is most important to you. Traditional and societal values have had a major impact on my life. I understand, now most definitely, how important and influential positive family customs are needed in my life, now and forever. Also seeing that I am just one person makes life a little less stressful by allowing me to become the person I want to be in the future. Without my family and other resources my past, present, and future would not be the same. I enjoy having the satisfaction of knowing that I am here on earth to embark on a journey that will set forth my future plans and my future self....

Expressing Disappointment in English

Expressing Disappointment in English We try our best and hope that everyone gets along well. Unfortunately, thats not always the case and we need to express disappointment. We might be disappointed with other people, or with ourselves. At other times, we might want to express our view that something we expected didnt go as planned. For these situations, its important to keep in mind the use of register  when expressing our disappointment. In other words, who are we speaking to, what is the relationship, and how should you communicate with them? The phrases we use will be different depending on whether we are speaking with friends or at work. Use these phrases to express your disappointment in the appropriate way. Expressing Disappointment and Frustration with Yourself I wish I Past Simple Present Disappointments The use of I wish with the past simple to express something you are disappointed with at the present time. This is similar to the use of the unreal conditional  to express something imaginary. I wish I had a better job.I wish I had more time for my family.ï » ¿I wish I spoke Italian. I wish I Past Perfect Regrets about the Past The use of I wish with the past perfect  is used to express regret over something that happened in the past. This is similar to the use of the unreal past conditional to express a different result in the past. I wish I had been hired for that job.I wish I had worked harder in school.I wish I had saved more money when I was young. If only I Past Simple Present Disappointments This form is used to express things we arent happy about at the present. It is similar to the form above. If only I played soccer well.If only I understood math.If only I had a faster car. If only I Past Perfect Regrets about the Past This form is used to express things regret about past experiences. It is similar to wish past perfect. If only I had moved to this city earlier.If only I had asked her to marry me.If only I had known about that last year! These forms can also be used to express disappointment with others: I wish she had paid better attention in class.I wish they asked me more questions. Im sure I could be of more help.If only they worked with us! We would give them a better deal than Smith and Co.If only Peter had hired Tom. He was much better qualified for the job. Expressing Disappointment with Others Why didnt S Verb? Why didnt you tell me that?!Why didnt he inform me of the situation?Why didnt they finish on time? How am/was I supposed to Verb How am I supposed to complete the project?How was I supposed to know that?!How am I supposed to work with this? Formal Expressions For Disappointment What a shame!Thats too bad.Thats so disappointing!I was so looking forward to ...I / We had high hopes for ...What we had been led to expect was ... Informal Expressions For Disappointment What a bummer!What a let-down!That stinks. Role Play Exercise: Between Friends Friend 1: Im not happy.Friend 2: Whats wrong?Friend 1: Oh, I didnt get that job.Friend 2: What a bummer!Friend 1: Yeah, I wish I had prepared better for the interview.Friend 2: Maybe you were just nervous.Friend 1: If I had only thought about how my experience applied to the position.Friend 2: That stinks. Well, Im sure youll do better next time.Friend 1: I hope so. Im sick of this job.Friend 2: Every job has its ups and downs.Friend 1: Isnt that the truth!Friend 2: Lets have a beer.Friend 1: Thats something that never disappoints.Friend 2: Youre right about that. Role Play Exercise: At the Office Colleague 1: Excuse me, Peter. Could I talk to you for a moment?Colleague 2: Sure, what can I do for you?Colleague 1: Why didnt you inform me of the situation with Andrew Ltd.?Colleague 2: Im sorry about that. I thought I had the situation under control.Colleague 1: You know I had high hopes for this account.Colleague 2: Yes, I know and I apologize that it didnt work out.  Colleague 1: Yes, well, how were you supposed to know they would try to change everything in the contract.Colleague 2: If only they had given us more time to come up with a different solution.Colleague 1: OK. Well, please make sure to keep me in the loop on future situations like this.Colleague 2: Certainly, Ill be more proactive next time this happens.  Colleague 1: Thank you, Peter.Colleague 2: Of course.

Intercultural Interview Essay Example | Topics and Well Written Essays - 500 words

Intercultural Interview - Essay Example He is from the Luo community of Kenya. In Luo community respect is a prime factor and is given high regards. Greetings always vary depending on the time of the day and it is in line that the younger ones should be the first to pose greetings to any elderly member. For example â€Å"Amosi† is a general greeting, while â€Å"Oyaore† is only for the morning. Among this community a child is never expected to defy instructions from any community member since it is believed that all children belong to the community (Sobania 68). All married women are expected to subject to their respective husbands and any defile of this is punishable under the council of elders known as â€Å"Buch Piny.† The young boys spend the nights in their small built huts called â€Å"Simba,† while the girls sleep with their parents in the main house. Any widow is to be inherited by a man from the community since there is no house without a male as they are the decision makers. Deaths are honored by rituals due to high respect for the dead (Shino 213-228). The women play a key role in ensuring that the family is well taken care of and that all the households are in order. On the other hand the man is in charge of providing for the needs of all family members. He is also a superior and has unchallenged powers. This likewise applies to social gatherings. The man gets the chance to make all decisions. Gatherings can be of different forms and this becomes a determinant of cites where they are held. In such places the talks are regulated and one is never allowed to mention some words in public. Some actions are also forbidden from public. These are known as â€Å"Kwero.† Omondi has been staying here for the past two years. It has been a big challenge for him because everything said and done appears contrary to what he knows and beliefs. He has fallen off with people severally and even forced to exempt himself from some situations. He faces a big challenge and does

PR Research Paper Example | Topics and Well Written Essays - 1000 words

PR - Research Paper Example The non-profit generating aspect implies that such organizations do not make profit or gain financial benefit from their operations. The structures of such organization are simple enough to include only the donor and the benefactors. Such organizations therefore act as the link between the willing donors and the needy members of the society (Grunig, 1992). The key mandates of such organizations are to identify the sector of the society that requires aid, fairly identify their beneficiaries without bias and to solicit funding to run the projects they seek to operate in. charity organizations survive mainly on donations from well wishers, this therefore implies that the organizations must uphold credible reputation in the society. The reputation built by such organizations must border on credibility and effective financial management and transparency. Exploratory studies simply espouses on the structure of the organization as it is and further tries to analyze how both internal and ext ernal factors affect the organizations service delivery. In collecting data, the research uses a number of data collection methods key among which include the use of questionnaire. Questionnaires are lists of structured questions answered by the respondents and later analyzed by the researcher. Questionnaires are more advantageous in this study since they are convenient. Most of the respondents in the study are employees of the firm and are therefore busy in most of the occasions, they thus can never afford time, the researcher therefore simply mails theme the questionnaires, which they answer at their convenience and mail back the completed questionnaires to the researcher for further analysis (Clow & Baack, 2010). Additionally, the research employed the use of interview as a means of data collection. This was largely used on the available respondents. Interviews unlike the questionnaires are more comprehensive. The researcher through the follow up questions asks for clarifications , which constitute a greater source of information. Furthermore gives the interviewee an opportunity to observe the body language of a respondent, the body movements are never concrete source of information as one would be compelled to allude to the possible conclusion but such are of essence in this study especially being an exploratory research. The body language is further analyzed and from them the interviewer asks the follow up questions. Observations are an additional method of data collection that the research intensively employs. The structure and the operations of the organization form a great part of the research process. An integral observation of the daily operations of the organization and the effects of both the internal and external factors are keenly observed to help come up with the conclusion part of the research. Observations gets subjective at times but with the complement of the other methods of data collection, the shortfalls of any one data collection method a re overcome and the research ends up with an exhaustive data that if effectively analyzed gives the internal operations and the role of public relations in charity organization (Guild & Saxton, 2011). Result analysis The research findings were varied, government emerged as the greatest source of funding for Sight Savers with an annual allocation of three million pounds. The second greatest source o

Answer question Essay Example | Topics and Well Written Essays - 250 words - 10

Answer question - Essay Example The teachings by Moishe the Beadle are similar to Buber’s Hasidic teachings. Moishe teaches that there are a thousand and one ways that lead to the orchard of truth and each man has to find his own way to get there (Wiesel, 2006). Buber shares the same views as he argues that all men can access God, but each through his own way (Buber, 1958). During his various experiences, Wiesel was once in a situation where they had to celebrate the Day of Atonement by fasting. Wiesel went against traditional believes of fasting both as a symbol of rebellion against God’s silence as well as a necessary means of keeping up strength in the face of adversity and torture. Buber explains that in Hasidism, one can serve through learning, prayer, fasting or through eating (Buber, 1958). Accordingly, one should choose depending on what they view as right and avoid imitating others. On entering Auschwitz, Wiesel and his group of prisoners were greeted by a young pole with Hasidic inclination. He argues that by driving despair and through camaraderie, they will be able to overcome their hardship. Hasidism according to Buber shares a similar view as he argues that while the world is an irradiation of the Divine, it is described by independence of existence and striving and that man is to affirm the world and transform both him and the world at large to the image that God would approve. The notable difference between Buber and Wiesel accounts is the latter’s conclusion that man and man alone is the master of the universe. Buber argues that a divine spark exists in all men and that it can either be perverted or liberated and re-joined with the Origin (God) (Buber, 1958). Personally, I do not agree with Wiesel conclusion that we live in a world without God and that man alone is the master of nature and of the world. I however sympathize with

Special Education Teachers Essay Example for Free

Special Education Teachers Essay The current directions toward inclusion are varied. Some hear opinions that students with mild and moderate disabilities will be placed in classes. Then, there are also those who say that special education students will be placed in inclusion, including those with the most severe disabilities. Definitions of inclusion already abound including issues on its subsequent translation into programming. On the question, â€Å"Which students with disabilities will most benefit from inclusion, the different levels of responses are: Level 1—Students with mild disabilities participate full-time in regular education classrooms. Students with moderate to profound disabilities attend separate classrooms on the regular education camps. Level II – Students with mild and moderate disabilities participate full-time in regular education classrooms, with the elimination of all pull-out programs. Students with severe or profound disabilities would be served in a separate classroom on the same campus. Level III – All students participate in regular education classrooms except students with the most severe disabilities who would be in normalized and age-appropriate classroom on the same campus. Few students are excluded. Level IV – Despite the degree of disability, all students are fully included in general education classrooms. Specialists and teaching assistants provide support for students with the most severe disabilities within the classroom. The regular education teacher is responsible for structuring social interactions with typical peers. The least inclusive proposal places most students with mild disabilities in regular classes, but excludes those with moderate through severe disabilities, placing them in separate rooms within the regular school building (Lilly, 1986). This proposal is closest to the traditional manner of service delivery and is the easiest to implement in terms of using available special educators as support personnel and providing training in methods for regular education teachers to include these children. More inclusive is the proposal to place students with mild or moderate disabilities in regular education classes (Reynolds Wang, 1983; Wang, Reynolds Walburg, 1987). The essence and meaning of inclusion evolved from the historical concepts in early childhood special education, that is, mainstreaming and integration. Bricker (1995) discusses the evolution of these terms, noting that mainstreaming refers to the â€Å"reentry of children with mild disabilities be served totally in these settings eliminating the need for pull-out programs. While students with organically-based learning disabilities or moderately demonstrated behavioral disorders would not have been included in regular education rooms in the Level I proposal, they would be included here. Yet, proponents of both levels agree that there will be students with severe and/or multiple disabilities whose needs will not be served optimally in a mainstream environment. They feel that these students will need to participate full-time in separate settings. Level III includes a more extensive involvement of severely impaired students in regular education. All students are included except those who are unable to be involved in academic or social interactions (Gartner Lipsky, 1987). However, even these students would participate in nearby classrooms which would be as normalized and age-appropriate as possible. The most extreme view is that of full inclusionists, who propose that all students should participate in general education classes. Claiming that to do otherwise would be to support a â€Å"dual-system† for the most disabled, Level IV proponents propose the integration of even profoundly-impaired students into totally normalized classes (Stainback Stainback, 1984). This position has prompted the strongest reaction of implausibility from those opposed to the Regular Education Initiative. Yet parents and professionals supporting Level IV inclusion do acknowledge that there are situations in which these students cannot be grouped with other s because of instructional differences. Thus, the Regular Education Initiative gives a sense of inclusion for students. Yet, a number of researchers and educators have opposed the Regular Education Initiative strongly. They cite the historical inability and lack of desire of regular education to meet students’ needs. That is the reason why the IDEA cropped up. They worry about the loss of funding and parental right. They also note that most regular educators are not trained to have students with disabilities in their classes. They say that teachers cannot meet societal demands for excellence if they are expected to have vastly different levels of student academic and behavioral performance in their classes.

Emerson :: essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Emerson was born in Boston, Massachusetts. Emerson graduated from Harvard University at the age of 18 and for the next three years taught school in Boston. In 1825 he entered Harvard Divinity School, and the next year he was certified to preach by the Middlesex Association of Ministers. Even with ill health, Emerson delivered occasional lecture in churches in the Boston area. In 1829 he became minister of the Second Church (Unitarian) of Boston. That same year he married Ellen Tucker, who died 17 months later. On Christmas Day, 1832, he left the United States for a tour of Europe. He stayed for some time in England, where he made the associate of such British literary notables as Walter Savage Landor, Samuel Taylor Coleridge, Thomas Carlyle, and William Wordsworth. His meeting with Carlyle marked the beginning of a lifelong friendship.   Ã‚  Ã‚  Ã‚  Ã‚  On his return to the United States in 1833, Emerson settled in Concord, Massachusetts, and became active as a lecturer in Boston. His lectures including â€Å"The Philosophy of History,† â€Å"Human Culture,† â€Å"Human Life,† and â€Å"The Present Age† were based on material in his Journals (published posthumously, 1909-1914), a collection of comments and notes that he had begun while a student at Harvard. Emerson applied these ideas to cultural and logical problems in his 1837 lecture â€Å"The American Scholar,† which he delivered before the Phi Beta Kappa Society of Harvard. In it he called for American intellectual independence. A second address, commonly referred to as the â€Å"Address at Divinity College,† delivered in 1838 to the graduating class of Cambridge Divinity College, produce great controversy because it attacked formal religion and argued for self-reliance and unconscious spiritual experience.   Ã‚  Ã‚  Ã‚  Ã‚  The first volume of Emerson's Essays (1841) includes some of his most popular works. It contains History, Self-Reliance, Compensation, Spiritual Laws, Love, Friendship, Prudence, Heroism, The Over-Soul, Circles, Intellect, and Art. The second series of Essays (1844) includes â€Å"The Poet,† â€Å"Manners,† and â€Å"Character.† In it Emerson tempered the hopefulness of the first volume of essays, placing less importance on the self and acknowledging the limitations of real life. Emerson succeeded her as editor in 1842 and remained in that capacity until the journal ceased publication in 1844. In 1846 his first volume of Poems was published (dated, however, 1847).   Ã‚  Ã‚  Ã‚  Ã‚  Emerson again went abroad from 1847 to 1848 and lectured in England, where he was welcomed by Carlyle. Several of Emerson's lectures were later collected in the volume representative men (1850), which contains essays on such figures as Greek philosopher Plato, Swedish philosopher Emanuel Swedenborg, and French writer Michel Eyquem de Montaigne.

Organizational Structure Presentation Essay

As a manager of Van Rensselaer Manor Nursing Home Rehabilitation Center, we now are going to propose a new addition of long-term care services along with still having services for short-term on an inpatient and outpatient basis. The future of our organization’s growth internally and externally will demand how well we communication our abilities not only to our staff but to our surrounding community. We will be in need of new experience workers for physical therapy, counselors to work with patients and families, along with specialized doctors and nurses. Communication will be the number one factor in finding the right professionals for our organizations growth within the community. Our communication tactics need to be easily understood by all parties, and we need not use overpowering management terms so that employees think we are talking down to them. Effective communication means having everyone on the same page learning from one another while growing inside and outside the o rganization. Leadership involves good communication among all ranks of the management team and staff. Coaching, mentoring and walking around the office each day getting to know your people personally and their working skills will improve the growth internally and externally of the organization. Effective internal communication starts with our organization having sufficient skills in listening, speaking, questioning and sharing feedback. As a manager, it is my job and my management team to ensure that the most important outcome from the above skills is conveying that we value hearing from others and them hearing from us. Sharing information on a regular basis with the staff is effective communication and will keep the organization’s mission number one in everyone’s goals. â€Å"The main differences between internal and external company communications are the content and the audience. Internal communications include employees and shareholders, such as the company’s board of directors or stockholders. External communications include clients, prospective customers and the public.

Discipline and Management: Different Yet Related Essay

In a classroom setting, discipline and management are two key components for classroom success. Teachers often use the terms classroom management and classroom discipline interchangeably. However, the two ideas are very different in their application. Management and discipline are two halves of the same coin, they are intrinsicly connected to each other, but they have their own individual properties, with their own look and feel. Classroom management deals with how things in a class are done. Classroom management is the sole responsibility of the teacher. It encompasses all of the teacher’s interactions with students, classroom environment, rules and procedures, instructional strategies and development of engaging work. In a well managed classroom, the teacher implements policies and develops routines that stabilize and direct the flow of a class. Effective teachers manage their classes so that students spend their time more productively. Elements of classroom management vary. No two classes are alike. However the foundational elements a teacher takes into account before students ever set foot in the build can lend to better classroom management. Things such as classroom layout and organization .A neat and organized classroom tells your students you mean business and you expect them to keep the classroom organized as well. Deciding how to divide up classroom time is another important aspect to classroom management.Lunch, recess, breaks, down-time between lessons and activities, moving from one classroom to another, interruptions, and other periods of non-instructional time can account for at large percent of an elementary school day. By establishing routines that eliminate wasted time and confusion, using learning centers, independent assignments, and seat work to allow time to work with small groups, and creating a classroom environment that allow students and activities to move smoothly from one activity to the next, a teacher can increase their students time on task, and raise their students engagement with the material. Classroom discipline is a companion to classroom management, part of a routine class session, and a system to maintain desired behaviors.What system is the best and how do I implement it? there are many experts telling teachers how to handle discipline problems in the classroom. Yet these experts do not always agree. Thomas Gordon, creator of Teacher Effectiveness Training staunchly opposes Lee Canter’s Assertive Discipline concept. Yet, both have enjoyed a great deal of success with books and conferences and classes taught all over the USA. Trying to decide who is right and who is wrong seems quite difficult. Instead, let us assume that both of them are right, that they just are not talking about the same students. There is no cure-all for classroom discipline. There are no magic words that will solve classroom discipline. No other teacher has the answers for your classroom discipline either. Every elementary, middle and high school educator has to deal with the unenviable task of enforcing classroom discipline. there is no one-size-fits-all for classroom discipline. However the goal is still the same for every classroom, which is for students to be engaged in the classroom at all times.