Capstone Project

The main focus of this research paper will be to discuss and analyze criminal justice problems that arise in rehabilitation programs within the penal system. The concept of rehabilitation programs will be discussed in length and the relevant statistics will be used to determine whether these programs reduce the rates of crime amongst criminals.Advertising We will write a custom research paper sample on Capstone Project- Rehabilitation Programs specifically for you for only $16.05 $11/page Learn More The paper will also discuss whether rehabilitative programs reduce the rates of recidivism among prison offenders who have been released from prison. The discussion will highlight the various rehabilitation programs that are currently used to reform prisoners such as academic programs, religious programs and educational programs and it will also focus on whether these programs reduce the rate of recidivism. Introduction Criminal justice programs around the wo rld face various challenges, especially in rehabilitating the behavior of inmates within correctional facilities. The purpose of this research paper will be to assess the various issues that exist in rehabilitative programs and whether these programs reduce recidivism. Rehabilitation programs are used to correct and rehabilitate criminal offenders so that they can emerge as useful members of society once they complete their prison sentences (Clements et al., 2008). Some of the rehabilitation programs that are commonly used to reform inmates include counseling, community-based programs, health and fitness programs, transcendental meditation, academic programs and religious programs. The research paper will discuss the effectiveness of each of these rehabilitation programs in reforming the criminal behavior of prisoners. Perspectives of Rehabilitation Programs Rehabilitative programs are usually based on the assumption that criminal behavior in most suspects is caused by some contribu ting factor such as a history of violence, psychological, physiological, emotional or mental disorders (Barkan Bryjak, 2009). Such an assumption does not refute that some criminals make their personal choices to break the law, but rather it argues that these personal choices are usually caused by certain factors which contribute to criminal behavior. Rehabilitation programs are therefore based on such perspectives where the various correctional programs are designed to deal with criminal enforcing behavior. For example, counseling programs could focus on the behavior that led to the criminal offender committing the offense while educational programs could focus on how to change negative behavior to positive behavior. Correctional programs in prison facilities are therefore crucial in reducing the recurrence of criminal behavior as well as reducing recidivism among probationers and parolees (Barkan Bryjak, 2009).Advertising Looking for research paper on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More Rehabilitation programs that have focused on correcting the behavior of criminal offenders have in the past been effective in reducing recidivism as they are mostly focused on reforming criminal behavior and also eliminating the factors or circumstances that drive offenders to commit criminal acts. Criminologists such as Martinson, who have conducted research on the effectiveness of rehabilitative programs; educational, community-based and transcendental programs, have noted that rehabilitative programs have a higher efficacy when they are oriented towards providing treatment to prison convicts so as to reduce recidivism. Martinson in his research noted that both the educational and transcendental rehabilitative programs were designed to provide prisoners with life skills that they could use to manage their criminal causing behavior as well as equip them with technical skills that would improve the quality of their lives (Clements et al., 2008). Rehabilitative programs that are focused on the principles of the effective intervention are able to target the known factors of recidivism thereby necessitating change and also enabling the incorporation of cognitive or behavioral treatments to reinforce the behavior of the criminal offender by eliminating criminal thinking patterns. Criminal offenders under such programs will be able to experience reform once the facilitator of the plan identifies their criminal causing behavioral patterns after which positive thinking patterns that are meant to eliminate the causal factors will be incalculated in the cognitive patterns of the criminal. Such techniques are usually effective when used together with mental evaluation programs during the rehabilitation exercise (Clements et al., 2008). The principles of effective intervention, when incorporated into rehabilitative programs, are able to take into account the various characteristics of offenders wh ich would affect their response to rehabilitative treatments. These characteristics include their cognitive abilities, their thinking patterns and their behavioral attitudes to certain situations that might illicit a criminal reaction (provocation, attack, or revenge). Programs that take into consideration these characteristics have a higher chance of reforming criminal behavior as they will focus on eliminating or eradicating criminal causing factors that might be present in these characteristics. Incorporating the principles of effective intervention into rehabilitative programs will, therefore, increase the effectiveness of rehabilitating criminals, thereby reducing the rate of recidivism (Clements et al., 2008).Advertising We will write a custom research paper sample on Capstone Project- Rehabilitation Programs specifically for you for only $16.05 $11/page Learn More According to MacKenzie (2006), various rehabilitation programs such as vocational, academic, educational programs, community-based programs; moral recognition therapy and behavioral treatment programs have proved to be effective in reducing recidivism among released convicts. This has mostly been attributed to the fact that these programs focus on eradicating criminal behavior and also reforming criminals rather than reducing the level of criminal behavior in prisoners. MacKenzie (2006) noted that these programs were effective in treating criminal offenders as they mostly focused on their behavior and the contributing factors that led to their criminal behavior. These rehabilitative programs also utilized the principles of effective intervention which include focusing treatment interventions on high-risk offenders, employing well-trained and sensitive staff and providing aftercare to offenders once they leave the rehabilitation program (Mackenzie, 2006). Issues with Rehabilitation Programs However, there have been problems with rehabilitative programs in the recen t past, especially in the US, where majority of criminals behind bars are repeat offenders who have committed new criminal offenses on their release from prison. According to statistics released by the US Department of Justice in 2001, the number of prisoners who were rearrested after being released from prison amounted to 279,400 out of the 635,000 prisoners released from prison in the same year. Prisoners that had the highest rearrest rates were robbers with a rate of 70%, burglars with a rate of 74% and car thieves with a rate of 78%. These figures illustrated that more than half of prisoners released from prison were more than likely to return to prison for a completely new offense or a violation of their probation/parole (Bureau of Justice Statistics, 2002). This increased rate of recidivism was mostly attributed to the fact that many correctional programs such as prison work duties and schedules were now focused on deterring criminal offenders through punishments, beatings and other severe forms of punitive actions rather than correcting or rehabilitating their criminal behavior. Many criminologists and sociologists argued that such actions were less than likely to reduce the rates of recidivism as criminals would more than possible revert to their old behavior once they are released from prison. The rates of recidivism would, therefore, continue to be high if correctional programs were focused on punishing and deterring criminal behavior (Miceli, 2009). Other issues that have plagued rehabilitation programs include the conflicting system goals and lack of resources which are vital in correcting criminal behavior within correctional facilities. Conflicting system goals occur when the rehabilitation programs have different objectives to those of the correctional facility.Advertising Looking for research paper on criminal law? Let's see if we can help you! Get your first paper with 15% OFF Learn More This makes it challenging to develop and implement correctional programs that will lead to the reform and rehabilitation of prisoners within these facilities. For example, a correctional facility that had developed the goal of reducing crime through whatever means will have its systems goals in conflict with the goals of rehabilitation programs within the same facility (Miceli, 2009). Conflicting system goals also make it challenging to determine what resources will be needed to design and develop rehabilitation programs in prisons. The resources that are usually required in operating these programs include financial funding, team facilitators, therapists, counselors and mental health experts to aide in the cognitive and behavioral aspects of criminal behavior. The lack of these resources might render the program ineffective in reforming the criminal behavior of prisoners, thereby failing to reduce the rate of recidivism. There is also the issue of role confusion where various law e nforcement officers responsible for correctional programs are unable to determine what activities they are responsible for in rehabilitation programs. Their role in maintaining order within the prison conflicts with their role in reforming prisoners if they are included rehabilitation programs (Miceli, 2009). Rehabilitation strategies such as boot camps for criminals sentenced for life, electronic monitoring of probationers and parolees have made it difficult to reform prison convictees as these methods are mostly based on deterrence rather than reform. For example, the strategies used in boot camps are mostly focused on intensive incarceration where physical exercises, drills and ceremonies are used to instill discipline amongst criminals. These activities are mostly directed towards deterring criminal behavior instead of identifying criminal causing behavior and eliminating it. With regards to the electronic monitoring of probationers and parolees, the effectiveness of this strate gy in reducing the rates of recidivism amongst released prisoners has been low as they are more than likely to repeat their offenses once they have completed their parole (Saffran, 1995). Studies Conducted on the Effectiveness of Rehabilitation Programs According to studies conducted by Baumer and Mendelsohn in 1990 to determine the effectiveness of electronic monitoring on recidivism, the study showed that within the first year of release, 27 percent of the candidates that were in the program were rearrested. The results of the study together with those conducted by Erwin in 1990, demonstrated that the electronic monitoring of probationers did not decrease recidivism (Saffran, 1995). Punitive justice is mostly the common theme in these programs as prisoners who experience recidivism are punished by being sent to solitary isolation or back to prison in the case of parolees who violate their parole. Considerable research conducted by criminologists such as Martinson, Cullen and Gendr eau, Petersilia and Turner, has revealed that correctional programs that are deterrence-oriented rarely reduce the rates of recidivism in prisons and other correctional facilities within the penal system. For example, Robert Martinson, in his 1975 study â€Å"Nothing Works† highlighted that very few rehabilitation programs reduced recidivism after evaluating over 231 studies conducted on the same topic. His view held that the number of prisoners released from prison was more than likely to be rearrested within the first year of their freedom (Miceli, 2009). Cullen and Gendreau conducted a similar study to that of Martinson, where they tried to assess the effectiveness of correctional rehabilitation in reducing recidivism. Cullen and Gendreau (2000) highlighted that most correctional systems in use were focused on deterring criminal behavior rather than eliminating criminal behavior in prisoners. Their analysis showed that punishment, suffering and degradation were used as det errent techniques to prevent criminals from committing crimes. These techniques did not succeed in reforming prisoners as they only served to create punitive justice to prisoners convicted of criminal offenses. The researchers noted that correctional systems aimed towards rehabilitating and reforming prisoners were more suitable crime control approaches than the deterrent programs (Cullen Gendreau, 2000). Petersilia and Turner (1990) on their part analyzed the effectiveness of rehabilitation programs based on reform rather than deterrence in correcting the behavior of criminals. The results of their study revealed that community-based programs that were directed towards reducing drug use among probationers and parolees were effective in reducing drug abuse and recidivism amongst these people. This high rate of effectiveness was mostly attributed to the low number of caseloads that the probation and parole officers had in community programs enabling them to closely supervise these p arolees (Cullen Gendreau, 2000). Effectiveness of Rehabilitation Programs As mentioned in the introductory part of the discussion, there are various rehabilitative programs that are used by correctional systems in the world to reform criminal offenders. One of these programs is community-based rehabilitation programs which are mostly focused on providing restorative justice by integrating the prisoners back into the society. Examples of community-based programs include probation, community service and parole programs which are designed to integrate prisoners into the society. Community-based programs are designed to reduce the level of animosity, intolerance and resentment that exists between the various members of the society and the criminal offenders. The effectiveness of these programs in reducing recidivism has mostly been positive where criminal offenders have successfully been integrated into the society. Community-based programs allow prisoners to act in the right way befor e the eyes of the whole community. They are generally seen as second chances for criminals as they enable them to commune with the entire society (Siegel, 2009). Another program that is used in the rehabilitation of criminals is counseling where various prisoners meet with a counselor within the prison walls to talk about their emotions, feelings and behavior as well as the factors that led them to commit criminal offenses. Counseling is an essential rehabilitative program as it provides an opportunity to the relevant people to ascertain whether there are any mental or physical disabilities that led the criminal offender to commit a crime. Many counseling sessions in rehabilitation programs address aspects such as anger management, drug abuse, crisis management and alcoholism. Counseling has a higher efficacy rate in reducing recidivism when compared to community-based programs as it deals with the treatment of criminal behavior (May et al., 2007). Mental health evaluation and treat ment programs are rehabilitative programs that are designed to achieve some emotional balance in the prisoner by reducing behavior that causes them to commit criminal offenses (Samaha, 2005). These programs are designed to balance the various reactions that an individual has to specific situations such as confrontations, violence and threats. The mental health of prisoners is usually evaluated under this method to ensure that they are of a stable condition once they are released from prison. Mental health evaluation and treatment programs have proved to be useful tools in treating offenders that have mental disorders and psychological problems. These programs allow the prisoner to undergo treatment, which will reduce any psychological tendencies to commit criminal behavior. These programs are the most commonly used in treating prisoners who have been declared insane by the court and have been sentenced to receive psychiatric treatment in mental facilities. Mental health evaluation a nd treatment programs have a higher efficacy rate of treating the psychological and mental aspects of an individual, which causes them to commit criminal acts (Samaha, 2005). Health and fitness programs are other techniques that are used in rehabilitating criminals within the penal system. These programs provide physical fitness exercises to lower the stress levels of inmates as they complete their sentences in jail (Sung Gideon, 2010). The effectiveness of this technique in reducing recidivism has however not been determined as the amount of literature available on the subject has not provided any useful statistics that can point to whether this method is successful. Also, most physical fitness programs in prisons are mostly designed to keep prisoners busy and away from any disruptive behavior within the prison. With regards to religious programs, the effectiveness of this type of rehabilitative program is similar to that of physical fitness as most religious programs incorporated within prison are usually focused on keeping the prisoners mentally happy. Religious programs provide inmates with coping mechanisms and spiritual guidance, which enable them to deal with prison life. These programs also offer forums for prisoners where they can be able to forgive motivate and reconcile with their fellow inmates within the prison (O’Conner Pallone, 2003). The efficacy of these programs has also not been determined by criminologists given that most prisoners who practice religion in prison fail to do so once they are released. Religious programs are therefore seen as temporary measures that enable prisoners to find spiritual solace in either Christian religious programs or Qaran readings. The overall effectiveness of these programs will however be determined by the number of prisoners who have not recorded any repeat offenses on being released from prison. Law Enforcement in Rehabilitation Programs Law enforcement plays a vital role in rehabilitation and cor rectional programs that are aimed at rehabilitating prisoners and also reducing recidivism. The various law enforcement officers who are involved in rehabilitation and correctional programs include corrections or correctional officers, prison wardens and detention officers. Their primary role and responsibility are to ensure that prisoners have been supervised and their security has been guaranteed as they await court sentencing or as they carry out their jail terms. They are also charged with maintaining order within the prison by enforcing disciplinary measures in the event there is a disturbance within the prison. Apart from these correctional officers, other law enforcement individuals and agencies that are involved in rehabilitation programs include state welfare officers, state medical officials, counselors and officials from the secretary of state as well as personnel from the state justice system (state prosecutor and attorneys) (Miceli, 2009). Many of these officials donate their time towards prison rehabilitation programs where they educate prisoners on the importance of correcting their behavior so that they can be contributing members of the society. These law enforcement officials are able to participate in rehabilitation programs as they have the necessary mandate and authority to initiate prison reforms in the penal system. They also have the necessary public machinery that can be used in rehabilitation programs as well as in reforming prisoners. Law enforcement agencies are therefore important in rehabilitation programs as long as they are focused on restorative justice rather than punitive justice (Miceli, 2009). The impact of these law enforcers in rehabilitation programs, however, depends on role clarity and role conflict where correctional officers have a lesser impact on rehabilitation programs when compared to state officials and counselors as their roles as correctional officers conflict with their roles as rehabilitative officers. The g eneral demeanor of correctional officers is usually authoritative, harsh, strict and intolerant, which enables them to deal with prisoners. If these officers are therefore involved in rehabilitation programs, their primary role within the prison system will be in conflict with their role in rehabilitative programs. While they are seen to be important in helping prisoners reform, correctional officers and other law enforcers working within the penal system and who are involved in rehabilitation programs contribute to the increasing rates of recidivism among criminal offenders in correctional facilities when they fail to reconcile their roles in rehabilitative programs (Miceli, 2009). Criminal Law Procedures in Rehabilitation Programs With regards to criminal and law procedures, there are various provisions that allow the justice system to design sentences and convictions that are meant to rehabilitate and correct the behavior of criminals. Court sentences given to offenders usually i ncorporate aspects of community service and victim restitution so as to rehabilitate and reform the prisoner once they begin their prison sentence. These sentences are usually handed out to criminals convicted of committing an offense against their society or community. For example, a thief convicted of stealing a mobile phone from a member of the society could have his sentence reduced to a prescribed number of hours in community service to pay for his crime (Siegel, 2009). The community service would involve cleaning the house of the victim, cleaning the victim’s neighborhood and also talking in school groups about the dangers of stealing. While community service programs operated under the prison rehabilitation program are usually effective, court-ordered community service programs usually serve as punitive rather than restorative justice. Criminals who are forced to participate in community service programs are less than likely to reform when compared to criminals who vol untarily participate in such programs (Siegel, 2009). With regards to counseling as a rehabilitation program, some law procedures include court-ordered counseling as part of the sentence, especially in the rehabilitation of criminals who are either psychologically or emotionally disturbed. For example, in the case of Hicks v. Felock, part of the sentence for the defendant involved court-ordered counseling as they had engaged in domestic violence while under the influence of drugs. Such criminal acts, according to the court were deemed to stem from emotional and psychological disturbances in the defendant (Finn, 1994). Counseling sessions are usually designed to get to the root of criminal behavior and also to determine how this behavior can be rectified. Counseling, when used with mental health evaluation and treatment, has been effective in reducing recidivism among prisoners who have been released from prison. In terms of mental health evaluation programs, criminal court procedure s for some cases usually advocate for criminals who have psychological and mental problems to undergo mental health evaluation in psychiatric facilities and mental wards. This evaluation is essential in diagnosing the specific mental capacity of the prisoner as well as determining whether they have mental health problems which caused them to commit the offense in the first place (Samaha, 2005). The Mental Health Procedures Act which is used in many mentally disturbed criminal cases stipulates that a person might be subjected to mental health examination and treatment if as a result of their mental disability they are unable to exercise self-control, judgment and discretion in their personal affairs. This act has been used in the past for cases that involved the mental evaluation of defendants in cases such as Ford v. Wainwright, Wiggins v. Smith and Kansas v. Hendricks (Cochran et al., 2005). References Barkan, S.E. Bryjak, G.J., (2009). Fundamentals of criminal justice: a sociolog ical  view. New Jersey: Jones and Bartlett Publishing Bureau of Justice Statistics (2002). Recidivism of prisoners released in 2002. Web. Clements,C.B., Althouse, R., Ax, R.K., Magaletta, P.R., Fagan, T.J., Wormith, J.S., (2009). Systematic issues and correctional outcomes expanding the scope of correctional psychology. Criminal Justice and Behavior, 35, 913-927. Cochran, P., Houlon, J.J., Lerner, A.M., (2005). Court ordered mental health  evaluations in dependency cases. Web. Cullen, F.T., Gendreau, P., (2000). Assessing correctional rehabilitation: policy, practice and prospects. Criminal Justice, 3, 109- 175. Finn, P., (1994). Using civil remedies for criminal behavior: rationale, case studies and  constitutional issues. New York: Diane Publishing. MacKenzie, D.L., (2006). What works in corrections: reducing the criminal activities of  offenders and delinquents. New York: Cambridge University Press. May, D., Minor, K., Ruddell, R. Mathews, B. (2007). Corrections and t he Criminal Justice System. New York: Jones Bartlett Learning. Miceli, V., (2009). Analyzing the effectiveness of rehabilitation programs. Web. O’ Conner, T., and Pallone, N. (2003). Religion, the Community, and the Rehabilitation of Criminal Offenders. NY: Routledge. Saffran, J.K., (1995). Electronic monitoring vs halfway houses: a study of federal  offenders. Web. Samaha, J. (2005). Criminal justice. Ontario: Cengage learning. Siegel, L. (2009). Introduction to Criminal Justice. Ohio: Cengage Learning. Sung, H. Gideon, L. (2010). Rethinking Corrections: Rehabilitation, Reentry, and Reintegration. NY: SAGE. This research paper on Capstone Project- Rehabilitation Programs was written and submitted by user Julio Bentley to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Melania Trump, First Lady of the United States

Melania Trump, First Lady of the United States Melania Trump is a former model, businesswoman and the first lady of the United States. She is married to Donald Trump, the wealthy real estate developer and reality television star who was elected the 45th president in the 2016 election. Born Melanija Knavs, or Melania Knauss, in the former  Yugoslavia, she is only the second first lady to have been born outside the United States.   Early Years Mrs. Trump was born in Novo Mesto, Slovenia, on April 26, 1970. The nation was then part of communist Yugoslavia. She is the daughter Viktor and Amalija Knavs, a car dealer and a childrens clothing designer. She studied design and architecture at the  University of Ljubljana, in Slovenia. Mrs. Trumps official White House bio states that she â€Å"paused her studies† to advance her modeling career in Milan and Paris. It does not state whether she graduated with a degree from the university. Careers in Modeling and Fashion Mrs. Trump has said she began her modeling career at age 16 and signed her first major contract with an agency in Milan, Italy, when she was 18.  She  has appeared on the covers of Vogue, Harpers Bazaar, GQ, In Style and New York Magazine. She has also modeled for the Sports Illustrated Swimsuit Issue, Allure, Vogue, Self, Glamour, Vanity Fair and Elle.   Mrs. Trump also launched a line of jewelry sold in 2010 and marketed clothing, cosmetics, hair care and fragrances. The line of jewelry, Melania Timepieces Jewelry, is sold on the cable television network QVC. She was identified in public records as the CEO of Melania Marks Accessories Member Corp, the holding company of Melania Marks Accessories, according to The Associated Press. Those companies managed between $15,000 and $50,000 in royalties, according to the Trumps 2016 financial disclosure filing. Citizenship Mrs. Trump moved to New York in August 1996 on a tourist visa and, in October of that year, obtained an H-1B visa to work in the U.S. as a model, her attorney has said. H-1B visas are granted under a provision of the Immigration and Nationality Act that allows U.S. employers to hire foreign workers in specialty occupations. Mrs. Trump  obtained her green card in 2001 and became a citizen in 2006. She is only the second first lady born outside of the country. The first was Louisa Adams, wife to John Quincy Adams, the nation’s sixth president. Marriage to Donald Trump Mrs. Trump is said to have met Donald Trump in 1998 at a New York party.  Numerous sources have said she declined to give Trump her telephone number. Reports The New Yorker: â€Å"Donald saw Melania, Donald asked Melania for her number, but Donald had arrived with another woman - the Norwegian cosmetics heiress Celina Midelfart - so Melania refused. Donald persisted. Soon, they were falling in love at Moomba. They broke up for a time in 2000, when Donald toyed with the idea of running for President as a member of the Reform Party - â€Å"TRUMP KNIXES KNAUSS,† the New York Post declared - but soon they were back together.† The two married in January 2005. Mrs. Trump is Donald Trumps third wife. Trumps first marriage, to  Ivana Marie Zelnà ­Ã„ kov, lasted about 15 years before the couple divorced in March 1992. His second marriage, to  Marla Maples, lasted less than six years before the couple divorced in June 1999. Family and Personal Life In March of 2006 they had their first child, Barron William Trump. Mr. Trump had four children with previous wives. They are: Donald Trump Jr., with his first wife Ivana; Eric Trump, with his first wife Ivana; Ivanka Trump, with first wife Ivana; and Tiffany Trump, with second wife Marla. Trumps children to previous marriages are grown. Small Role in the 2016 Presidential Campaign Mrs. Trump largely remained in the background of her husbands presidential campaign. But she did speak at the 2016 Republican National Convention - an appearance that ended in controversy when part of her remarks were found to be very similar to those in a speech delivered previously by  then-First Lady Michelle Obama. Nonetheless, her speech that night was the biggest moment of the campaign and Trumps first term for her. â€Å"If you want someone to fight for you and your country, I can assure you he’s the guy,† she said of her husband. â€Å"He will never ever give up. And most importantly, he will never ever let you down.† Disagrees With Trump On Occasion Mrs. Trump has kept a relatively low profile as first lady.  In fact, a controversial 2017 report in Vanity Fair magazine claimed she never wanted to the role. This isnt something she wanted and it isnt something he ever thought hed win. She didnt want this come hell or high water. I dont think she thought it was going to happen, the magazine quoted an unnamed Trump friend as saying. A spokesperson for Mrs. Trump denied the report, stating it was riddled with unnamed sources and false assertions.   Here are some of the most important quotes from Mrs.Trump: On talking politics with her husband: â€Å"Do I agree with everything he says? No. I have my own opinions too, and I tell him that. Sometimes he takes it in and listens, and sometimes he doesn’t.†On how she talks to her husband about politics:  I give him my opinions, and sometimes he takes them in, and sometimes he does not. Do I agree with him all the time? No.On her relationship with her husband: We know what our roles are and we are happy with them. I think the mistake some people make is they try to change the man they love after they get married. You cannot change a person.†On her husbands controversial positions: â€Å"I chose not to go into politics and policy. Those policies are my husband’s job.†On her own political beliefs and how she advises Trump: â€Å"Nobody knows and nobody will ever know. Because that’s between me and my husband.†On her appearance:  Ã¢â‚¬Å"I didn’t make any changes.  A lot of people say I am using all the procedures for my face. I didn’t do anything. I live a healthy life, I take care of my skin and my body. I’m against Botox, I’m against injections; I think it’s damaging your face, damaging your nerves. It’s all me. I will age gracefully, as my mom does.† On her husbands temper: When you attack him, he will punch back ten times harder. No matter who you are, a man or a woman. He treats everyone equal.†On her husbands presidency:  He is not politically correct, and he tells the truth. Everything is not roses and flowers and perfect, because it is not. He wants America to be great again, and he can do that..  He is a great leader - the best leader, an amazing negotiator. America needs that, and he believes in America. He believes in its potential and what it can be, because it is now in big trouble.  On why she didnt campaign more for her husband: â€Å"I support my husband 100 percent, but ... we have a 9-year-old son together, Barron, and I’m raising him. This is the age he needs a parent at home.On the naturalization process and becoming an American citizen: I came here for my career, and I did so well, I moved here. It never crossed my mind to stay here without papers. That is just the person you are. You follow the rules. You follow the law. Every few months you need to fly back to Europe and stamp your visa. After a few visas, I applied for a green card and got it in 2001. After the green card, I applied for citizenship. And it was a long process. Takes On Bullying and Opioid Abuse It is tradition that the first lady of the United States use the platform of the highest office in the nation to advocate for a cause during their tenure in the White House. Mrs. Trump took up child welfare, particularly around the issues of cyberbullying and opioid abuse. In a pre-election speech, Mrs. Trump said American culture had gotten â€Å"too mean and too rough, especially to children and teenagers. It is never OK when a 12-year-old girl or boy is mocked, bullied or attacked †¦ It is absolutely unacceptable when it is done by someone with no name hiding on the internet. We have to find a better way to talk to each other, to disagree with each other, to respect each other.† In a speech to the U.S. Mission to the United Nations in New York, she said â€Å"nothing could be more urgent nor worthy a cause than preparing future generations for the adulthood with true moral clarity and responsibility. We must teach our children the values of empathy and communication that are at the core of kindness, mindfulness, integrity, and leadership which can only be taught by example.† Mrs. Trump led discussions on opioid addiction in the White House and visited hospitals caring for babies who were born addicted, as well. The well-being of children is of the utmost importance to me and I plan to use my platform as first lady to help as many kids as I can, she said. Like her predecessor, First Lady Michelle Obama, Mrs. Trump also encouraged healthy eating habits among children. I encourage you to continue and eat a lot of vegetables and fruits so you grow up healthy and take care of yourself. ... Its very important, she said. Mrs. Trump memorialized those goals, or pillars, in her Be Best campaign, which among other things called on adults to serve as role models for how to treat others, particularly on social media. It is our responsibility as adults to educate and reinforce  to them  that when they are using their voices - whether verbally or online - they must choose their words wisely and speak with respect and compassion, she wrote. References and Recommended Reading Archived Official Bio: MelaniaTrump.com  Official White House Bio: Whitehouse.govThe Model American: The New YorkerFrom Small-Town Slovenia to the Doorstep of the White House: The New York TimesMelania Trumps Childhood in Sovenia: ABC NewsMelania Trump Juggles Motherhood, Marriage, and a Career Just Like Us: ParentingMelania Trumps American Dream: Bazaar

Organizations and Behavior Essay Example | Topics and Well Written Essays - 2000 words

Organizations and Behavior - Essay Example Organization theory is not quite prepared to confront this. Nevertheless, organizational knowledge, or the knowledge produced by managerial and organizational activities and events, is generated by the accumulation of distinct experiences of members in a particular organization and its environment. This organizational knowledge then made the possibilities for effective organizational structure, corporate culture, and management and leadership strategies (ibid). Therefore, in this paper, two different organizations, namely General Electric and Ford Motor will be compared and contrast using the various organizational theory. An in-depth look at these two organizations’ structure, corporate culture, and management and leadership approaches will also be included. Nonstop changes have become a normal occurrence for companies and their employees in the contemporary period’s cutthroat, competitive business world. During the recent years, several companies have endeavour into remarkable adjustments such as removing strata of management, streamlining techniques, motivating employees and laying off others, creating self-empowered work teams, and others. In periods as such, companies clearly need competent leadership strategies, yet particularly so at the highest level of the organization. Even though numerous of business adjustments happening nowadays might appear to most employees, a beaming model of the common idea of consistently changing an organization for improvement is the General Electric Corporation (GE), which experienced an extensive restructuring process commencing in the opening of the 1980s under the administration of their Chief Executive Officer (CEO), John F. Welch (Strohmeier, 1998). The most important leadership codes dev eloped by Welch at the time these changes can provide as a framework for other leaders confronting similar predicaments in their workplaces regardless of

Intercultural management Essay Example | Topics and Well Written Essays - 750 words

Intercultural management - Essay Example Then different types of corruption and its effects on the MNCs will be evaluated. Finally, probable solutions or measures will be analyzed which the government, regulatory bodies, or organizations are adopting to curb corruption and deal with such situations (Wei, 2000, p. 5). There are various forms of corruption: bribery, fraud, embezzlement, etc. In this work we will only include the issue of corruption which affects operational investment costs. According to Macrae (1982), corruption is an arrangement involving a private exchange between two or more parties. It also influences the resource allocation and makes people neglect their responsibilities. In case of FDI, the foreign investors have to pay extra cost in form of bribes for getting licenses or the permit from the government. Therefore, corruption in the countries has also raised the cost of investment there. These unnecessary costs have also reduced the margin of profitability of the investment being done. It has also been noticed that corruption adversely affects the economic performance of a country. Since the 1980s, debts have fuelled the consumption of the US and drove the global economy and its growth. However, in 2008 this economic paradigm collapsed and resulted in an economic breakdown. The government shortage expenditure, backed with paper money formation, has been replaced by debt-funded confidential expenditure as a major source of global development. The US came out of depression of $4 trillion because of Federal Reserves’ support of $2 trillion. These issues will be discussed in detail later in this study. Types of Corruption In this section we will discuss various types or forms of corruption that prevail in the global market: a) petty corruption, b) gifts, c) big corruption. It can be said that quantitative distinction can be drawn between big and small corruption and a qualitative distinction can be made between the illicit and legal aspects of these kinds of corruption. Petty c orruption means small corruption such as taking small bribes, etc. In poor countries, petty corruption prevails in every level of society. Gifts given as signs of gratitude for some official favor can be considered as petty corruption. Giving gifts is offering goods or services of some value to a person or organization with a view to some benefit from this person or organization. Various organizations have clearly specified guidelines regarding acceptance of gifts from clients. When those guidelines are overlooked, it is considered a case of corruption. Lastly, money laundering cases can be the examples of big corruption, as well as taking bribes from MNCs who wanted to invest in the country, tax evasion, etc. Corruption was also responsible for the global economic crisis of 2008. Even unnecessarily inflating the prices of products and services for earning supernormal profits is also a form of huge corruption. Effects of Corruption on MNCs The types of corruption have been mentioned in the section above. In this section the effects of such corruption on the MNCs will be discussed. The kinds of corruptions are being explained in the sequence of their entry modes. In case of forming joint ventures vs. wholly owned subsidiaries, most of the firms face the corruption of bribes from the state officials. In cases of franchising or master franchising,

Revolutionizing the Retail Sector Case Study Example | Topics and Well Written Essays - 1000 words - 1

Revolutionizing the Retail Sector - Case Study Example This system enabled merchants to changeover only parts that needed upgrade unlike the whole system in previous system. Motherboard and hard disk are removable for maintenance and upgrading to match with the latest and high performance blade. This makes retailers easily acquire high performance technologies while keeping conformations and fixings. This design decreased downtime and minimized cost and maintenance time. Blades can power and connect a variety of devices that enabled retailers to try new technologies while in store (Parry, 2011). These solutions offered by DigiPoS, are advantageous to the retailers compared to the later system that did shut down for a complete changeover. Changing the only parts of a system which needs upgrade is a great achievement as it allows the retailers continue serving their customer and no losses due to change over or loss of reputation. Since DigiPoS produced both hardware and software, an alternative of implementing the new technology could be, have a robust type of hardware that most software upgrades could not affect the performance of the whole system (Parry, 2011). DigiPoS could have made the hardware energy efficient with the required high technology capabilities and customize their software to offer solutions to the upgrade of their system unlike the hardware upgrades which caused closure of retailers businesses due to changeover of systems. This can be a good solution to the issue of upgrade. Make software upgrades match with the latest technology and only upgrade hardware at rare conditions with backups to enable retailers continue with their businesses unlike the later where they had to shut down for each upgrade. Most a times, upgrade of software does not affect much the performance of a system though change of configurations and compatibility might change. Quantum blade system is an upgrade of retail blade system with increased power efficiency and increased performance. Quantum blade runs on SSD made by Intel c ompared to retail blade that used rotating hard disk drives. These SSD used in quantum blade systems has no spinning parts and this increases the reliability and productivity of the systems. Quantum blade has a 60% reduction of power consumption compared to retail blade that increases the return on investment. Unlike retail blade systems, quantum blade have reduced carbon footprint, which saves a lot of cost. With better heat dissipation, there is a further decrease of the cost of ownership with the quantum blade systems. Quantum has a 30 percent increase in performance compared to the retail blade due to the introduction of the new processor. The storage of data in quantum has increased volumes due to flash drives added compared to retails blade (Digipos, 2013). Both quantum and retail blade systems have low consumption of power and decreased downtime. They also offer little time for upgrade or replacement as hard disk, power supply, and motherboard in both technologies. Furthermor e, both have a higher reliability due to the fan less power supply and capability of connecting a variety of devices powered by the Blade. Data storage and diagnostics due to the use of diskette on component flash drives. In addition, both systems have the capability of mounting on different locations depending on retailer’s wish (DigiPoS Store Solutions, 2013). Several methods said to help reduce the cost of owner

Minimizing Verb Tense Errors

Minimizing Verb Tense Errors In 21st century, globalization, development of information technology and increase of population in English learners expand interests and demands on English writing skills (Warschauer, 2000). This gets connected to interests on effective composition strategies and it leads to promote development of effective English composition approach. While facilitating at a school of secondary level as student-teachers the researchers were able to notice that most students have a lot of difficulties when it comes to writing activities during English classes. It was also observable when one of the researchers was checking second year students formal theme writing. They are regularly required to write formal theme writing, and it was found out that most of them still commit grammatical errors. Although, they are monthly given time to write journal entries as writing activities, researchers could not observe clear improvements on their written outputs. English teachers at Paco Catholic School (PCS) usually check students thoughts within essays but not for grammatical errors in depth. When checking formal theme writing, the content is usually prioritized rather than grammar. As mentioned above, since writing is one of the significant factors in learning and teaching ESL and due to the existence of many problematic areas in writing, this study aims to build awareness about some L2 writing difficulties among learners and teachers with possible solutions to it. Problem Description and Documentation The present study is an attempt to observe and analyze the needs about specific difficulties among high school second year students in writing class. The data for this study are based on the analysis of formal theme writing, survey questionnaires given to the students, and interview of teacher. Analysis of Grammatical Errors in Formal Theme Writing The researchers collected and analyzed the formal theme of students from one section (II-13) in order to obtain some information about common grammatical areas that students commit errors. The purpose of this document analysis is to establish that the second year, section thirteen students have problems with their grammar problems in writing skills. First, formal theme of 40 students was checked by focusing on grammar. Overall, ten grammatical areas were classified, including verb form, tenses, verbs, preposition, pronoun, connectives, infinitives, article, degree of adjectives, and fragmentary. With all those areas, 324 grammatical errors were committed by the participants. Also, among those grammatical errors, verb tenses was identified as the highest rate by getting more than half percent. Taking the mean values of the overall errors, the results indicate four most common errors that the students made, which are verb tenses (5.25), verb forms (1.1), followed by pronouns (0.65), and preposition (0.55). The next visible error was verbs and infinitives (0.2) while article is reported 0.075 respectively. Next are connectives, degree of adjectives and fragmentary (0.025). This implies that the students have difficulty in the use of verb tenses when writing their formal theme. Through the results, researchers could figure out that most students failed to be consistent in using verb tenses. Even though they were discussing about the past events, past and present tenses were used alternatively. According to Darus and Subramaniam (2009), mistaken application of verb tense can be seen when the students did not apply the proper tense to the verb in the sentences. Meaning to say, it can be assumed that most of the students are not conscious of the different rules about tenses application. As an example, one student wrote: One day I have my family problem and I tell her (my friend) about this she listen and I cant expect that she tell my family problem to other people à ¢Ã¢â€š ¬Ã‚ ¦ From the result of the formal theme writing, it was found out that there are grammatical areas for students to improve in their writing activities, especially correct use of verb tenses. Thus, it will be a big help for them if they receive error correction feedback from the teacher, either the feedback is implicit or explicit. It would be much better if the students check the feedback over and over, so that they will learn from the experiences and be aware of their mistakes or errors. Survey Questionnaire Results On October 18, 2012, the survey was conducted with one section (II-13) at Paco Catholic School. One of the researchers facilitated thirty-five students to respond on survey questionnaire. Among forty students (whose formal theme writings were analyzed), only thirty-five students were involved in this Survey due to out of school activity. About thirty minutes were taken to conduct this survey. The questionnaire is managed with the aim of collecting data on the personal information of the respondents ideas of writing feedback. Most of the survey questionnaires items (from 2 to 5) are based on Ishiis (2011) study (Refer APPENDIX B). This question adopts 5-Likert scale item (1=poor; 2=fair; 3=good; 4=excellent; and 5=perfect). First of all, researchers would like to show the results of the subjective interpretation of the participants writing skill stands in class. The results showed that more than half of the respondents feel that their writing skill stands at fair. Followed by 28.57% answered their writing skill stands at good, 17.14% of students stated their writing skill stands at poor and lastly only 2.86% of students answered their writing skill stands at excellent. Next finding is on how often they read over their composition again when teacher returns their formal theme writing with score. Figure 2 indicates percentages of the responses given to this question. Most of the students stated that they seldom read over their composition when teacher returns formal theme writing. The other result is pointing out whether they check written comments or correction of teacher carefully or not. Figure 3 showed that 60% of respondents rarely check teachers comments and correction carefully. While only one student stated that she always checks teachers comments and correction carefully. Next survey question revealed the result of how they treat importance of having few errors in English as possible in their written work. Figure 4indicates the percentages of the responses given to the questions on how they treat importance of having few errors in their written activities. The results showed that 42.86 % of the students think it is somewhat important having few errors in written activities while only 17% of respondents think it is very important having few errors in written activities. As similar with previous question, following question is reported how respondents treat importance of teacher points out grammatical errors in their written output. The results indicated 26 students, that constitute 74% of the whole population, consider a teacher point out grammatical errors on their written output in class is important. While none of the respondents think there is no importance on pointing grammatical errors in their written work. The respondents were also asked about whether they are conscious about grammatical errors when doing written works in class or not. Figure 6 shows that 19 respondents are sometimes conscious about grammatical errors while only one respondent said that she is always conscious about grammatical errors when doing written works in class. Interview of the Teacher Ms. Azuilo is an English teacher of second year high school students at Paco Catholic School (PCS). She has been teaching for four years. This year, Ms. Azuilo is handling three boys classes (sections 10, 12 14) and two girls classes (sections 11 13). Researchers observed and taught on all five of Ms. Azuilos classes during practicum at PCS. Since Ms. Azuilo was the one, who suggested to the researchers to write about participants problematic area in writing, researchers decided to have an oral interview with her for a better understanding of this problem. The interview was conducted last October 18, 2012 inside the High School English faculty room and the interview took about twenty minutes. The first question was about particular difficulties her students seem to encounter when they deal with writing activities. Her response was that: It would be the grammar usage. When it comes to content, their thoughts are good but the grammar is not. In relation to first question, Ms. Azuilo was asked that if they commit any grammatical errors in their writing activities. She mentioned that: They do, specifically the verb tenses, as well as subject-verb agreement and some with the pronoun antecedent agreements. The students were able to use the grammar properly during the lessons, but since they can use English only during the lesson and not at home, they tend to easily forget the correct grammar usage. Lastly, researchers asked how the students deal with those difficulties and what teachers usually do to deal with their difficulties. Her response was that: Some of the students would have interventions, remedial or even ask questions to the teachers for clarifications. Therefore, I would usually have remediation classes or simply talk to the students personally. I also edit their papers and puts in the right grammar usage on it. Description of Work Setting This study will be conducted in Paco Catholic School (PCS), an educational institution known as the largest Catholic school in South East Asia that first opened its doors in 1912 by the Franciscan missionaries. PCS is currently celebrating its 100th Foundation Anniversary or its Centennial Year this 2012. Co-institutional system is implemented in PCS where the girls and the boys are separated into different sections (i.e. odd numbers for girls and even numbers for boys sections) PCS is divided into three departments: Early Childhood Education, Grade School, and High School Department. There is an average of 45 students in each class. There are bulletin board, teachers desk, air-conditioner (only for the boys sections), mini-library, plasma television, and blackboard in each classroom. The seating arrangement is traditional in most classrooms in a way that all the students are facing in front. Writers Role The writers are currently having their Practice Teaching or Practicum as student teachers in Paco Catholic School (PCS). The Practicum will last for three months, starting from September 2012 to December of the same year. It is required for them to accomplish 170 hours of direct teaching, 10 hours of classroom observation, and 120 hours of indirect activities. From Mondays to Thursdays, the writers have Practicum from 7 a.m. to 11:30 a.m. On Fridays, they stay in PCS for whole day, from 7 a.m. to 3:30 p.m. One was assigned to handle second year and the other to handle third year English classes. Generally, English subject for secondary level consists of literature and grammar. So far, the writers were assigned to facilitate the classes about the students reporting and assigned to facilitate the lessons more on grammar in English. Before conducting the lessons, the cooperating teachers require to make lesson plans according to the format of PCS (i.e. Understanding by Design Lesson Plan). Review of Related Literature According to British Columbia Ministry of Education (1999), English as a Second Language (ESL) is defined as what refers students, those whose mother tongue language(s) or language(s) of the home, is other than English and who may therefore necessitate supplementary learning in order to build up proficiency in English or it simply refers students who speak disparities of English that differ significantly from the standard English. Writing with using different language is proved to be very difficult than writing with ones native language. Thus, ESL educators are often finding that there are some common mistakes among L2 writers make. Generally, these mistakes appeal when the writers apply the rule of their native languages rather than their new languages rules (British Columbia Ministry of Education, 1999). According to Supaproofread (n.d.), unfortunately, little errors among L2 writers paper can distract reader from what they actually try to deliver from written output. Proper usage to write numbers, capitalization, when to utilize the article a or an, appropriate usage of verb tenses and having the subject and verb agreement in numbers are a main mistakes as an ESL writer might make. Meaning to say, committing grammatical error in writing is very common for L2 learners. For those students who do not have enough language background, to articulate what they try to deliver in intelligible way is difficult in writing (Supaproofread, n.d.). Growing significance of English in L2 writing is becoming gradually more dominant in both instructive programs and in proficient writing in non-English dominant countries (Leki, 2001, cited in Giridharan Robson, 2012). Although, academic writing is an aspiration skill in secondary students, academic writing is frequently recognized as irresistible among L2 learners due to lack of grammatical and vocabulary competent (Giridharan Robson, 2012). In the context of this paper, the participants are all learners of English as Second Language (ESL). In this respect, ESL learning, specifically second language writing, becomes an important aspect of this study. Accuracy in Second Language Writing Writing is normally viewed as a complex skill and a difficult task (Graham, Harris Mason, 2005, cited in Jahin Idrees, 2012). This is frequently pointed to its intrinsically multifaceted features which mentioned by Wall (1981) as a range from mechanical control to creativity, with good grammar, knowledge of subject matter, awareness of stylistic conventions and various mysterious factors in between. According to Abu-Rass (2001), writing is a procedure for the writers throughout the investigation of thoughts and ideas, and the writers build them to be concise and concrete. It is a quite complicated skill for both native and nonnative speakers identical. In writing, learners should have sense of balance in various issues such as content, organization, purpose, audience, vocabulary, punctuation, spelling, and grammar structure. Thus, writing is particularly intricate for nonnative speakers because they are expected to produce written outputs that show mastery of all the aforesaid matters in a new language (Abu-Rass, 2001). Verb Tenses as a dominant problem in Second Language Writing The Writing Center (2009) reported that the top rated common grammatical error in writing is an incoherent usage of verb tenses. Moreover, it is proven that the participants of this study were found to be committing verb tense mistakes very commonly in their formal theme writing composition. Verb tense errors are not only committed by non-native English writers, but also native English writers. According to Lane and Lange (2011), verb-tense errors are worldwide (more serious) errors which builds a piece of writing to be complicated for the reader to comprehend content. Verb tenses express the time in sentence. Since the time controls a significant factor to deliver a message, a writer must be able to manage verb tenses in order for the reader to comprehend when actions and events go on (Lane Lange, 2011). In addition, writers necessitate controlling verb tenses in order to converse other information such as duration (as combat to the completion of an event in the past). To summarize , proper usage of verb tense is a significant factor in writing because if writers did not (or are not able to) manage verb tenses, readers will have a big difficulty following the progression of events in writing (The Writing Center, 2009). In another article, titled Inconsistent Tenses by Beckham (n.d.), the dominant problem encountered by ESL students is the verb tenses of their writing and more specifically, the consistency of usages in verb tenses. According to Beckham (n.d.), all the way through an ESL writing composition, it is not unusual to see tenses are messed up within incorrect form. As mentioned above, committing an error of verb tenses in writing composition is not only a concern for second language writers but also for native English writing students. Beckham (n.d.) specified with ESL students that they utilize verb tense errors very commonly in their written outputs. He further reported that there are several reasons for it. Second language writers may be confused about how to form the verb tense properly since selecting a proper verb tense is a complicated task for ESL students. In other words, they may choose the verb tense mistakenly due to lack of knowledge about proper usages of verb tense (e.g. irregular verb, present and past forms of verb, etc.). Another reason is that there may be different rules about using verb tenses in their mother tongue language hence, ESL students tend to apply their mother-tongue languages grammar rules in English grammar alike British Columbia Ministry of Educations (1999) study as mentioned above (Beckham, n.d.). Also, it is related with the study of Escamilla and Hopewell (2007). They further discussed about it through code-switching  [1]  theory. They asserted that ESL students do not eas ily convert skills, strategies and languages transversely; students may relocate themselves and their understandings living and growing up in concurrent worlds. This kind of code-switching is obvious in the theoretical code-switches. Particularly where learners appropriately displayed that when they lived experiences in one language and were inquired to notify about them in a second language, they necessitated utilizing code-switching to precisely explain the event (Escamilla Hopewell, 2007). Form-Focused Instruction In order for Second Language learners to have better application about forms of verb-tenses in writing composition, researchers decided to integrate Form-focused Instruction (FFI) in present study. The Form-focused Instruction refers to any planned or incidental instructional activity that is intended to induce language learners to pay attention to linguistic form (Ellis, 2001: 1-2). In Spada and Lightbrowns (2008) study, they use the terms isolated and integrated form-focused instruction. Isolated FFI in language activities is separated from communicative language use in teaching language forms, while in integrated FFI, the language learners are taught the language forms with combination of communicative or content-based activities. The limitation of isolated grammar lessons is that it may be hard for learners to retrieve learned language features through isolation when applying in the context of communicative interaction. In this reason, this paper will highlight more on integrated FFI where the students will be taught the selected language form by being exposed to communicative activities, in order for students to be able to retrieve and apply forms (i.e. verb tense). In the study of Han (2002) titled A Study of the Impact of Recasts on Tense Consistency in L2 Output, Han tried to investigate on whether recasts would help L2 learners maintain tense consistency in their written output. With the participants, who are divided into groups of recast and non-recast groups, written and oral tasks were administered. In giving treatment, the participants were given form-focused exercises in relation to the past and present tenses. Han used cartoon strips with consideration of the participants interest and familiarity as well as primarily because its stories can be described with the mention of a past or present time when narrating. The participants were first to see the cartoon strip for a few minutes and then write the story based on it. It was revealed that recasts helped students in maintaining tense consistency in written outputs. Error Feedback on Student Writing To integrate Form-focused Instruction (FFI) in intervention of this study, researchers will utilize Error Feedback as a method. However, giving an error feedback in writing has been a controversial topic as many related studies argued the efficacy in helping develop students linguistic accuracy in students writing. This controversial issue is the momentum for additional studies that attempts to take in hand whether written error feedback smooths the progress in second language acquisition. In relation to the error feedback on student writing, there are two fundamental issues, which are adequacy of teacher feedback and student uptake of error feedback. The teachers role is crucial in many ways in order to provide accurate and adequate corrective feedback. Through the investigation of student or learner uptake, it is a good way to see how students cognitively perceive teachers corrective feedback. In study of Ellis (2009, cited in Vyatkina, 2011), the effectiveness of Error Feedback is written as context-dependent. She discussed about several specific types of error feedback and said those specific feedbacks may be advantageous for the improvement of particular second language learner writing abilities in specific instructive contexts. Feedback can be offered as a direction for ultimate writing development (as far as learners are with apprehension) (Hyland, 2003). In the study of Chandler (2003), he experimented about whether teacher feedback in several types of errors could help East Asian college learners get better their writing accuracy and whether the effects would remain the rest of one semester. The results indicated that formal accuracy of student writing developed significantly. As there are varying options accessible to teachers to offer Writing Corrective Feedback (WCF), teachers need to take into account the appropriateness of each depending on learners language level (Herrera, 2011). Language teachers have a duty to help learners to revise errors, in particular, regarding the fact that the learners worth and expect teachers feedback on their written outputs (Jimena, Tedjaatmadja Tian, 2005). Meaning to say, language instructors play several significant roles as follows: Once language teachers have an authoritative in classroom, they should have the right to settle down objectives of what the students have to attain in the writing class (Crà ¨me Lea, 1997; Scott, 1996). However, level of students should be taken into consideration in this part, so that students will be able to achieve the expectations of teachers (Ferris, 2003). Therefore, language instructors need to amend anticipation of students achievements and teaching strategies to fit the students level. In this part, the teacher also should classify common errors what learners might make so that they will gain some ideas of what to do next with teachers teaching methodology (Leech, 1994). According to Jimena et al. (2005), language instructor also has a role as a designer; teachers should, for all time, concern about what is best fittingly for students. Teachers should modernize themselves with what is currently going on inside the classroom. It is to be able to make accurate educational conclusion and also to apply exacting error correction schemes to language classroom instruction. If possible, teachers have to be advocated to interchange information, experience and knowledge with other colleagues to enlarge their insights, and to obtain new ideas on error correction schemes (Jimena et al., 2005). In order to make available correction to students, teachers must take an action as scholars, who are fully attained with knowledge of the target language, such as grammar, vocabulary to facilitate them with supplying correction to students writing (Leech, 1994). Another role as a language instructor is that they need to enhance learners self-confidence and coach them to be more independent in their learning (Ferris, 2002). At this moment, teachers will help learners to identify their individual errors; then learners will have more time to pay attention to those errors (Ferris, 2002; Xiang, 2004). In the study of Wright (1987), learners affective surface also acts as a significant factor in improving their language growth. However, giving error feedback is unlikable practice for learners since some of them feel frustrated to be corrected their error. This is the reason why teachers have to encourage and persuade students to welcome their questions and worries. Encouraging comments, compliments about good points on their written outputs are also cooperative to motivate students to follow more (Wright, 1987). When it comes to learners uptake of corrective feedback on writing, it is more on learners cognitive processes. Due of the difficulty in data collection, few studies have been investigated this area. Those studies have collected cognitive feedback processing data through think-aloud protocols, retrospective interviews, or pair discussions, including the observations about depth of processing and learners attitudes toward the feedback provided (Storch Wigglesworth, 2010). In the study of Storch and Wigglesworth (2010), titled Learners Processing, Uptake, and Retention of Corrective Feedback on Writing, they implemented a case study composed of three sessions. The authors utilized pair discussions in order to collect data about the participants cognitive processing when given different types of corrective feedback. The discussions between all the pairs were audio-recorded. Through this study, it was found out that extensive engagement with the feedback on errors of certain grammatical areas led to high levels of uptake. In the case of this study, it could be better if extensive engagement with feedback on verb tenses might lead to uptake and correct use of these verb tenses (Storch Wigglesworth, 2010). Counter-Argument on Effects of Error Feedback on Student Writing Regardless of the arguments, as mentioned above, the effects of error feedback has been controversy on whether error feedback helps L2 students improve the accuracy and the quality of their writing. Truscott (2007) showed a strong view against error feedback through his several studies. He argued that all forms of error feedback of ESL learners in writing are not only unsuccessful but also damaging and should be abandoned. Moreover, he gave attention to that although most ESL learners evidently need grammatical error feedback, teachers should not give it to them (Truscott, 2007). Truscotts (2007) review of studies written within several studies (Kepner, 1991; Semke, 1984; Sheppard, 1992, cited in Bitchener et al., 2005), it is claimed that error correction does not have a significant effect on improving L2 student writing. Given this issue, Truscott (2007) sought to investigate the effect of three different types of feedback on the accuracy performance of three targeted linguistic error categories in new pieces of writing (Bitchener et al., 2005). The study found that the type of feedback provided did not have a significant effect on accuracy when the three targeted error categories were considered as a single group (Bitchener et al., 2005). From this finding, one could easily jump to the conclusion that Truscott (1996) was right when he claimed that the provision of corrective feedback on L2 writing is ineffective. Ferris (1999; 2002; 2004) on the other hand, makes a stand for the use of error correction in writing instruction. In her opinion Truscotts (1996) conclusions are premature. She reasons that results from prior research have shown to be inconclusive because of its inadequate methodology, with the main problem that most studies did not include a proper control group. Hence, she argues that well organized or constructed study must be arising with unless any conclusions can be drawn about the incompetence of error feedback to develop learners upcoming writing (Ferris, 2002). Direct and Indirect Feedback It may be helpful to define some of the terms associated with corrective feedback in the literature. Two important terms are direct and indirect feedback (Ferris Hedgcock, 1998; Ferris Roberts, 2001; Lalande, 1982; Robb, Ross Shortreed, 1986; Terry, 1989; Zamel, 1985, cited in Jafarpour Sharifi, 2012). Several studies have been compared between the effect of direct and indirect Written Corrective Feedback (WCF). These studies are controversially indicating ambiguous results. For example, Ferris (2003, cited in Vyatkina, 2011) figured out that indirect WCF strategies are more beneficial than direct WCF, while Chandler (2003) asserted that a better accuracy upgrading results are within direct WCF strategy, and Robb et al. (1986, cited in Vyatkina, 2011) mentioned no distinction between the two WCF strategies. According to Lee (2003), direct feedback refers to overt correction of student errors, that is, teachers locating and correcting errors for students, while indirect feedback refers to teachers indicating errors without correcting them for students. For direct location of errors, teachers put the symbols, codes or comments right above or next to the errors by indicating underlines or circles on the errors. For indirect location of errors, teachers simply put a code or symbol in the margin on a certain line where the error is indicated to identify the error type (Lee, 2003). Though Ferris (2006) points out that those codes have not always been used consistently among researchers, she also distinguished direct feedback from indirect feedback. She said that direct feedback is provided when a teacher gives the student a particular correction, Ferris calls it as coded, and indirect feedback is provided when the teacher simply marks the error but does not correct it, termed as un-coded. Acc ording to Ferris (2006), in providing indirect feedback, some teachers tend to put marks on the mistakes to indicate the exact location and type of error, while others provide un-coded feedback that simply locates the error without directly revealing the error type. It then becomes the students task to check over and over again and correct the mistakes by seeing un-coded feedback (Ferris, 2006). Acting upon this call, this study will report on investigation on the effect of error feedback on students accuracy of new pieces of writing. The researchers will compare the effectiveness of direct error feedback and indirect error feedback with two different experimental treatments. Purpose The purpose of this action research is to investigate an intervention that would help reducing grammatical errors in ESL learners written outputs regarding the provision of error feedback. Through researchers observation on survey questionnaire and analysis of formal theme writing, researchers were able to notice that only a few learners have no problems to write with clear grammar usages (e.g. verb tense). Moreover, during interview of teacher, researchers were able to confirm that participants of this study lack proficiency in writing with English language due to the only uses of English during English class but not at home. Therefore, they tend to easily forget the correct grammar usage. In this part, researchers felt a need for teachers to provide an error feedback on their written output in order for learners to be aware of their weaknesses in writing proficiency and to be conscious about grammatical knowledge even they are in where mother tongue language is primarily used. Ther efore, this study is purposed to conduct PCS secondary schools that adopted a language sensitive appr

Greed and Power…The Death of a Society Essay -- Literary Analysis, Jon

In his satiric essay, A Modest Proposal, Jonathan Swift proposes eating children in order to highlight the fact that other plausible measures for fixing Ireland’s economic problems are being ignored. Swift implies that a nation’s most significant problems stem from the greed of the wealthy. He asserts this through his use of diction, satire, and ethos. Diction is used by the author in order to imply that those who are financially blessed generate a nation’s biggest problems. Swift’s choice of formal yet derogatory diction projects his own perspective on how the rich view the poor. He uses the word â€Å"scheme† to describe his plan although he criticizes â€Å"several schemes of other projectors† (Swift 4). This is one of the first clues that helps to indicate that even Swift dislikes his idea, one aggressively bolstered by the rich who have money to gain. Words like â€Å"sacrificing†¦innocent† and â€Å"crucified† depict a savage death, usually in return for something that will benefit the greater good like that of Christ or a soldier dying when returning to a bombed area to save a small child (5 and 18). However, in this case, rather than sacrificing themselves, Swift explains that the rich will unfeelingly allow the poor to suffer unmentionable deaths in order for the rich to make enough profit to account for the â€Å"expensiveness of [their] idleness (28).† His choice of belittling diction through the words â€Å"savages† and â€Å"reserved for breed† points out the condescending way in which those of the upper class view the masses (10). These words show them as little more than uncivilized animals to be sold at the market, which through his proposal, would become a reality. Swift’s choice in diction helps to emphasize the widening schism between the rich a... ...the country of Cavan† within his essay (18 and 6). Swift’s use of ethos assures the reader that there are people other than him who concur with his ideas. Ethos helps to give readers a sense of security, a â€Å"Hey, if he likes it, it must be good† type of mentality. However, when scrutinized, one will notice that all those Swift cites are presumably wealthy people of the upper class. The essay contains no ethos from those of the lower class. Thus in effect Swift’s use of ethos also slyly places blame and reproach on the greed of the wealthy while also increasing the validity of his argument. Swift’s use of diction, satire, and ethos asserts that the gluttony from the wealthy procures major problems for a nation. Although a satire was needed for the people of old Ireland to realize this, for the people of the modern world, such knowledge came with little persuasion.

Academic excellence guarantee successful life Essay

Nowadays academic excellence among the young is given much importance. While it is perfectly acceptable to strive to achieve good academic results, the notion that only academic excellence guarantees a successful life is not true. Students are pressured into taking more subjects than they can handle and this causes immense pressure among our young. The question is can this endeavour absolutely confirm a dynamic future? I disagree that academic excellence guarantee our successful life. This is because without academic excellence, people still can success in their life. With business also human can success. For example Bill Gates is the first founder of Microsoft in operating system computer. With create of the Microsoft computer and sell it he can become a successful businessman. Besides that, people can success with through use their talent that they have. For example, Dato’ Siti Nurhaliza our first singer in Malaysia become success with only use her talent without have academic excellence. From nothing, become popular and success as we know and see now. Besides as a singer, she also have own company. She also be the ambassador of beauty product. Finally, someone also can successful in life without high education through family background. For example someone that born of wealth families, that have own company. Without excellence academic around this line of business can still succeed as long as they can in good governance. Through family-owned business also someone still can success in their life. Overall, not necessarily without academic excellence a person can’t success in their life. That has other way someone can success without academic excellence such as through talent,business or with background family.

African American Literature Essay

Zora Neale Hurston is included in almost every discussion of the Harlem Renaissance as a major contributor to the movement. She has inspired several essay length literary works that significantly discuss her contribution to the movement itself. These essays include Mary V. Dearborn’s â€Å"Black Women Authors and the Harlem Renaissance,† Sharon Dean and Erlene Steston’s â€Å"Flower-Dust and springtime: Harlem Renaissance Women,† John Lowe’s â€Å"Hurston, Humor and the Harlem Renaissance,† and Ralph D. Story’s â€Å"Gender and Ambition: Zora Neale Hurston in the Harlem Renaissance. † (Champion 167) Hurston has also inspired many authors to create book length works speaking of her work. Those titles include Robert E. Hemenway’s Zora Neale Hurston: a Literary Biography, Lillie P. Howard’s Zora Neal Hurston, and John Low’s Jump at the Sun: Zora Neale Hurston. These various titles contain insightful studies of the author’s life and writing style, as well as some contain a comprehensive compilation of Hurston’s short stories and essays. (Champion 167) Hurston’s work was not always received well when initially published. It is believed this was because most reviewers during this time period were male. Many saw Hurston as politically conservative and became upset because she was â€Å"supported by white patrons. † (Champion 166) Her work titled Their Eyes Were Watching God received a negative review when the reviewer was quoted as saying that he believes it â€Å"posed situations irrelevant to African American Struggles. † (Champion 166) After her death, her work seemed to have been forgotten, however it once again emerged in the 1970s and 1980s when she was rediscovered and reassessed. Much of her work has been published for the first time or reprinted and scholars have began examining it from the â€Å"feminist, cultural and political† perspective. (Champion 166) Hurston died in 1960, after she spent her last few years living in poverty; she was unable to make a living from her writings during her lifetime. She had been working on a book titled The Life of Herod the Great, but it was never completed. Her death was basically unnoticed by the world and she was buried in an unmarked grave. (Dickinson) The rediscovery of her work has finally earned her a rightful place among literary greats. As many scholarly subjects, Andrew Crosland points out that it is important to remember to â€Å"place Hurston’s works in historical and cultural context to gain broader perspectives. Her works remain visible reminders of tribulations of being a black woman in a white and masculine dominated society. † (Champion 167) Works Cited Balshaw, Maria. Looking for Harlem Urban Aesthetics in African American Literature. Sterling, Va: Pluto P, 2000. Boyd, Valerie. â€Å"About Zora Neale Hurston. † The Official Zora Neale Hurston Website. 2007. . Champion, Laurie, and Emmanuel S. Nelson. American Women Writers, 1900-1945 a Bio-Bibliographical Critical Sourcebook. Westport, Conn: Greenwood P, 2000.

If le Fait Que Is Supposition, Use the Subjunctive

If le Fait Que Is Supposition, Use the Subjunctive The subjunctive after le fait que (the fact that) is optional: It depends on what you mean.When youre actually talking about  a fact, you do not need the subjunctive, as in: Le fait quil le faitThe fact that hes doing it(You know for a fact that hes doing it.)However, when youre talking about a supposition, you do need the subjunctive, as in:Le fait que tout le monde sacheThe fact that everyone knows(Youre supposing that everyone knows, but you dont know it for a fact.) The Heart of the Subjunctive This goes to the heart of the subjunctive  mood, which  is used to express actions or ideas that are subjective or otherwise uncertain, such as will/wanting, emotion, doubt, possibility, necessity and judgment.   The subjunctive can seem overwhelming, but the thing to remember is: the subjunctive subjectivity or  unreality. Use this mood enough and it will become second nature...and quite expressive. The French subjunctive  is nearly always found in dependent clauses introduced by  que  or  qui, and the subjects of the dependent and main clauses are usually different. For example:      Je veux que tu le fasses. I want you to do it.  Ã‚  Ã‚  Ã‚  Il faut que nous partions. It is necessary that we leave. Dependent Clauses Take the Subjunctive When They: Contain verbs and expressions that express someones will, an  order, a need, a piece of advice or a desire.Contain verbs and expressions of emotion or feeling, such as fear, happiness, anger, regret, surprise, or any other sentiments.Contain verbs and expressions of doubt, possibility, supposition  and opinion.Contain verbs and expressions, such as  croire que  (to believe that),  dire que (to say that),  espà ©rer que (to hope that),  Ãƒ ªtre certain que (to be certain that),  il paraà ®t que  (it appears that),  penser que  (to think that),  savoir que  (to know that),  trouver que  (to find/think that) and  vouloir dire que (to mean that), which only require the subjunctive when the clause is  negative or interrogatory. They  do  not  take the subjunctive when they are used in the affirmative, because they express facts that are considered certain- at least in the speakers mind.Contain French  conjunctive phrases  (locutions conjonctiv es), groups of two or more words that have the same function as a conjunction and imply supposition.   Contain the  negative pronouns  ne ... personne  or  ne ... rien, or the  indefinite pronouns  quelquun  or  quelque chose.Follow main clauses containing superlatives. Note that in such cases,  the subjunctive is optional, depending on  how concrete the speaker feels about what is being said.   Why le Fait Que Sometimes Takes the Subjunctive Le fait que (the fact that) is an example of number 4:  an expression of doubt, possibility, supposition  and opinion. There are many expressions in this category and for all of them, its the same. If they are expressions of uncertainty and subjectivity, they, of course, do take the subjunctive. When they talk about an actual fact, they do not take the subjunctive. So think before you write or speak these common expressions, which most times take the subjunctive: accepter que  Ã‚  to acceptsattendre ce que   to expectchercher ... qui   to look fordà ©tester que   to hatedouter que  Ã‚  to doubt thatil est convenable que  Ã‚  it is appropriate/proper/fitting/suitable thatil est douteux que  Ã‚  it is doubtful thatil est faux que  Ã‚  it is false thatil est impossible que  Ã‚  it is impossible thatil est improbable que  Ã‚  it is improbable thatil est juste que  Ã‚  it is right/fair thatil est possible que  Ã‚  it is possible thatil est peu probable que  Ã‚  it is improbable thatil nest pas certain que  Ã‚  it is not certain thatil nest pas clair que  Ã‚  it is not clear thatil nest pas à ©vident que  Ã‚  it is not obvious thatil nest pas exact que  Ã‚  it is not correct thatil nest pas probable que  Ã‚  it is improbable thatil nest pas sà »r que  Ã‚  it is not certain thatil nest pas vrai que  Ã‚  it is not true thatil semble que  Ã‚  it seems thatil se peut que  Ã‚  it may be thatle fait que     the fact thatnier que  Ã‚  to deny thatrefuser que  Ã‚  to refusesupposer que  Ã‚  to suppose, hypothesize Additional Resources The French SubjunctiveFrench ConjunctionsThe Subjunctivator!Quiz: Subjunctive or indicative?

Analysis of Cadbury Company's environmental changes in last five years Assignment

Analysis of Cadbury Company's environmental changes in last five years - Assignment Example (English Tea Store 2009) John experimented with his mortar and pestle, and was proud to present a range of cocoa and chocolate drinks. His chocolate drinks had sugar in them to enhance the flavor and his precious chocolate products were sold in blocks. When customers purchased these blocks they cut a tiny piece, placed it in a saucepan, added milk or water as they desired and the delicious concoction was ready in a flash. (Cadbury Ltd 2011) The business was prospering very well and both brothers, John and Benjamin, joined together to form the company Cadbury Brothers of Birmingham. They set up an office in London and in 1854 received a Royal Warrant, the first of many, as manufacturers of chocolate and cocoa to Queen Victoria. After running the business successfully for six years, the brothers ended their partnership because John`s health was deteriorating and hence, the responsibility of running the company landed on the shoulders of John`s sons, George and Richard. Both the brother s ran the company very well and expanded the product line. They introduced Cadbury’s Cocoa Essence which marked the beginning of chocolate as it exists in today’s time. Soon, they were able to shift their operations to a larger facility. As the company continued to progress, the brothers appointed Master confectioner, Frederic Kinchelman to share his recipe and production secrets with the Cadbury workers. This resulted in the expansion of the product line as more chocolate delicacies were made available and in 1897 they introduced the first milk chocolate and from then on, after two years they were incorporated as a limited company. Cadbury merged with Schweppes in 1969 to form Cadbury Schweppe and from there on they went on to acquire Sunkist, Canada Dry, Typhoo Tea and more. The manufacture of Cadbury brands was licensed to Hershey. Also, Schweppes Beverages was created. (English Tea Store 2009) In February, Kraft Foods acquired the Cadbury Company, making it the lar gest confectionery company in the world again. From the year 1969 onwards Cadbury`s was known as "Cadbury Schweppes plc" but that was until a demerger took place in May 2008, which resulted in the separation of its global confectionery business from its U.S. beverage unit and was renamed Dr Pepper Snapple Group. Microenvironment: The microenvironment of an organization means the factors or fundaments present in its direct area of operations that has an impact upon its performance and as well as the important decisions made by the organization. These factors are comprised of the company`s: competitors, customers, suppliers, distribution channels and also the general public. (Business Dictionary 2011) Microenvironment of Cadbury: Customers: Every company treasures its customers; similarly, Cadbury`s ensures that its customers are getting delicious and premium quality products which are worth their price. People have faith in the brand name of the company and the company exerts it utmo st effort in maintaining the faith of its customers. Cadbury`s believes that Good business and Good values are directly proportional to one another. Therefore, they are committed to the implementation of their commitments and promises, so that they can value and guard the long history of trust that their consumers have in them. They listen to their consumers and respond to their needs. (Cadbury plc 2011) Roald Dahl, in his book The boy, writes that when he was in school,

Website usability report Essay Example | Topics and Well Written Essays - 1500 words

Website usability report - Essay Example It is also compatible with smart phone browsers. However, it shows some problems about object alignment and colours. Particularly, the text is misaligned and some of the text lies outside the text box. Additionally, the colour of telephone number in ‘Booking your lessons’ section changes from white in computer version to mustard yellow in mobile version. This makes it difficult to view when accessing the site on a mobile cell phone. The â€Å"Alt† tags are used to describe the function of each picture (Chaffey, 2009). Alt tags are also helpful in search engine optimisation, to help people easily to link to the website. However, there is no evidence of Alt tags in any part of BSM website. The only one picture that has Alt tags is the testimonial picture at the front page but it does not help SEO because there is no keyword linked to BSM in Alt tags. The page is easy to load because the website is mostly a text-based. None of the part in the layout is in Flash or Java Script. There are less than 50 words on the front page. Fonts and colours are readable in every page. However, the website shows some errors in navigation. Few parts of the page have anchor text labelled but it is not helpful. Anchor text is supposed to help users know about the page that the text is linked by showing short information about the page (Gardyne, 2011). In BSM website, it repeats itself. In the ‘get quote’ page, there is no ‘Back’ button. This is a major technical drawback since users find it difficult to navigate back to previously viewed pages. This makes navigation a little difficult. Moreover, the â€Å"Save  £50 when you book 10 Lessons† banner links to â€Å"get quote† page instead of showing detail of the offers. In fact, most of offer links in the website are linked to â€Å"get quote† page, which the users find very annoying and unprofessional. When offer advertisements are placed on the website, the users