How to implement a dual language program in an established elementary Dissertation

The most effective method to execute a double language program in a built up basic state funded school - Dissertation Example Be that as it may, an individual isn't brought into the world communicating in a language, it is found out and through a learning procedure that begins at the hour of birth (Fielding, 2009). Concerning the work done by etymologist Noam Chomsky, Mason portrays language to be a â€Å"specific skill†. Explaining on Chomsky’s depiction of language as an innate staff, Mason in his talk â€Å"Learning Language† said that man was brought into the world with a lot of rules identified with language in his mind and he called these arrangement of rules â€Å"Universal Grammar† (Learning Language, n.d.). Procuring the First Language Children show a characteristic propensity towards language procurement. Language procurement happens through the various encounters of regular day to day existence (Northwest Regional Educational Laboratory, n.d). Getting language with no orderly exertion is called first language procurement. Language securing happens during discussion; wh en grown-ups talk, youngsters react and hence handle the rudiments of a language being spoken (Moloney, 2007). The example of collaboration among guardians and kids may contrast with societies yet the rate at which the youngsters create as language clients continues as before all through the world (Clark, n.d). Youngsters get familiar with the language they are presented to (Garcia, 2009). Each kid learns the primary language without the need of any proper exercises (Pinker, 1995). Clark has portrayed language procurement among youngsters as a piece of the general physical, social and subjective improvement of a kid. In Clark’s supposition, youngsters between ages 2 and 6 can quickly procure a language and for the most part when they turn 6, they are capable language clients. Albeit a ton has been said and expounded on the advancement of language in a youngster, an incredible arrangement stays to be investigated. The language of a youngster is a continually creating process w hich experiences numerous changes. The youngsters appear to obtain the main language rapidly, early and with not many missteps (Linden, 2008). A child’s involvement in language and his association with others show him the sound-importance relationship and assist him with appreciating the reason it speaks to. Despite the fact that the rate at which kids get first language aptitudes may vary, there is little distinction in the example of advancement between the dialects (Clark, n.d) According to Clark kids get open competency normally and inalienably, and afterward build up a comprehension of the linguistic principles of the language. The structure of the language creates with deduction capacities and social communications of the youngster. As the language aptitudes create, youngsters become aware of the social circumstances around them and figure out how to think and carry on in like manner (Pinker, 1995). Second Language Acquisition Stephen Krashen (2009), a notable etymologi st recognized the contrast among learning and procurement. In his hypothesis of the second language procurement, Krashen characterized obtaining as a psyche and intuitive procedure of developing the structure of a language very like the manner in which a youngster gets his first language (Krashen, 2009). Learning then again is a cognizant procedure dependent on formal guidance and includes cognizant learning of a language (Schutz, 2007). Krashen (2009) has portrayed learning as â€Å"less significant than acquisition†

What Is Critical Thinking? Revisited

What is Critical Thinking? Returned to What is Critical Thinking? The meaning of basic reasoning is â€Å"aiming to settle on insightful choices and reach right resolutions, and not being derailed enticement, feeling, voracity, immaterial contemplations, idiocy, predisposition, or other comparative things. † (Moore, 2012) Therefore, to think fundamentally is to consider what one is going to state or do before saying or doing it. When thinking before making any move one is essentially pondering reasoning and gauging the outcomes of their activities before responding to any giving situation.A ideal case of this would be that there is a couple who frantically needs to get hitched however after both losing their positions they are living with the youthful man’s guardians until they can stand up. The young lady makes sure about business and is currently all set ahead with the wedding. The youngster ponders it and arrives at the resolution that they should hold up until he ge ts utilized as well as until they are in their very own home and afterward go to City Hall to get hitched since a wedding takes cash that they don't have.This was thinking basically in such a case that they were to spend her wages on a wedding it is very conceivable that they would even now be living with his folks and not have any cash spared in light of the fact that she at the time was the main individual with a salary. This would have been an outcome of not utilizing basic reasoning. I don't accept that my response to this inquiry this time around is very different than when I addressed it in the previous piece of this course. In spite of the fact that my answer appears to be comparable, my new information regarding the matter is not.I came into this course not knowing much at about the subject. I never contemplated reasoning, unsound or substantial contentions, deductive thinking or any of the things that I presently have gained from taking this course. Presently I am giving mo re consideration to logical gadgets, having substantial contentions, implicit premises and everything that accompanies these things. Works Cited Moore B. N. (2012). In Critical Thinking. New York: McGraw-Hill. â€â€â€â€â€â€â€â€ What is Critical Thinking Revisited 1

Assignment Essay Example | Topics and Well Written Essays - 500 words - 92

Task - Essay Example Experience is the best instructor, they state. Experience is something that individuals experience over the span of their lifetime that imparts new information to them. An instructor, hence, may not exclusively be in human structure. A fruitful encouraging procedure is one in which both the educator and the understudy end up happy with the activity. The information must be passed with a specific goal in mind so the educator winds up satisfied, and the understudy gets it. For an instructing strategy to be fruitful, there ought to be a positive objective (Ingvarson, 2013). An objective is a meaning of what individuals want to accomplish. The exercise target should, in this way, be clear, and the understudy should comprehend what they should make by examining that specific subject. The objective is the principle purpose behind an investigation subject, and it acts to the degree of information accomplished. The objective should, consequently, be clear, exact and to the point. A fruitful training strategy should manage explicit instructive substance. Research discoveries have ceaselessly affirmed that it is progressively hard to focus on a full field of view than on a specific degree or subject (Rodgers, 2014). Instructive material is along these lines separated into subjects, points and subtopics. There ought to likewise be an enormous extent of instructive exercises, aside from the fundamental homeroom part. Exercises like physical training and subject analyses ought to be a piece of the learning movement. Time is a fundamental factor for the accomplishment of each movement throughout everyday life. Instructing should, in this manner, incorporate a drafted schedule for the exercises that the understudies hope to happen at various interims of the day. The timetable ought to contain no pointless data and ought to be exact and justifiable. The instructor ought to likewise give the criticism to the student. There ought to be ordinary reports on how the understudy is advancing and the regions that need improvement. The entire goal of the instructing procedure is to guarantee that the

Prevent Animal Abuse - Free Essay Example

There are a wide range of reasons why people misuse creatures. Creature cold-bloodedness covers a wide scope of activities, so one cover answer essentially is beyond the realm of imagination. The issues regarding animal abuse as being unethical is not regarded as a huge problem in society when in fact it is much more common than you think. Animal cruelty leads to more violent crimes, organizations can profit off of maltreatment, and animals experiencing depression. People keep on going to zoos and carnivals, wearing calfskin, and eating meat; exercises all of which include either confining or executing of creatures. Creatures are likewise kept as pets by people and this includes the moving of creatures and developing confines for them, so they may not get away. Every one of these activities have to do with the encroachment of every living creatures common-sense entitlement somehow. It is anyway fascinating that people never consider the effects that these activities have on creatures apparently since creatures, to them, have no rights. This negligence of every living creatures common-sense entitlement has even pulled in court cases some of which looked to have creatures seen as people similarly as people. Individuals ought to consider giving creatures indistinguishable rights from people since they merit it. Creatures ought to be conceded indistinguishable rights from people first on the grounds that simply like people, they have the ability to endure. They feel protective love, dejection, disappointment, dread, and joy contingent upon the circumstance they wind up in. In that capacity, it ought to be the ethical commitment of people to consider this reality at whatever point they consider undertaking activities that would meddle with the necessities of creatures. It is well meriting for creatures to lead their lives free from being misused or being exposed to sufferings. This information is relevant as to where the others stated facts this one was more informative on the process itself. Also, it was split into 4 steps. Step 1: Evaluate the situation. Step 2: Report animal abuse. Step 3: Understanding the law. Step 4: Help prevent animal abuse Actually, when settling on the privileges of any being, the inquiry ought to be whether they can endure and not whether they can talk or reason. Individuals ought to likewise think about that creatures have an intrinsic worth which in itself is totally isolated from the value of creatures to people. Being living creatures fit for moving, all creatures have the privilege to life and hence have each privilege not to be exposed to any sorts of torment. In such manner, it isnt right with respect to people to assume that the sole purpose behind the presence of nonhuman creatures is for them to be utilized by people. Creatures connect monstrous incentive to their lives just like people do, and as it should be. This is the reason they will dependably endeavor to sidestep peril either by guarding themselves or fleeing from wellsprings of threat. It is likewise why they approach searching for nourishment to battle for themselves and their young ones, much like people. Another thought that people should make is that their encroachment of every living creatures common-sense entitlement depends on preference that they can undoubtedly put a conclusion to. All things considered, just partiality pushes an individual into denying someone else the rights that they hope to have for themselves. Further, creatures have a culture to protect and along these lines murdering or confining them adds up to a disintegration of this culture. Their destiny looks like that of vagrants of war who in the wake of losing their families and seeing the annihilation of their towns, stay to flounder in hopelessness. As it were, all species experience the ill effects of post-horrible pressure issue. Why subject another species to an affair you would not want for yourself? It is the conviction of a few people that since creatures are not people, they ought not have indistinguishable rights from people. In any case, it ought to be noticed that grown-up warm-blooded creatures and human creatures have no ethically applicable contrast between them. They are the two creatures and they have the right to be dealt with the equivalent. Regardless of how accommodatingly creatures might be dealt with, murdering, restricting, rearing, purchasing, and moving them attack into their rights. It is low to expose one animal types to sufferance while battling for the privileges of another species yet ethically; they both merit regard and opportunity. It is along these lines exploitative to accept that people can do whatever they like with creatures. Each kind of maltreatment has shown certain examples of conduct that we can use to help see progressively concerning why individuals carry out the wrongdoings we experience today.

Edible Chocolate Slime Recipe

Chocolate slime is the ultimate flavored edible slime! This slime recipe is easy to make, fun to play with, and tastes good. Chocolate Slime Ingredients 14-ounce can of sweetened condensed milk2 tablespoons chocolate syrup1-1/2 tablespoons cornstarch Make the Chocolate Slime In a saucepan over low heat, stir together the milk, chocolate syrup, and cornstarch. Stir and heat until the mixture thickens. Remove from heat.Allow the chocolate slime to cool.​Enjoy! When you are finished playing with the chocolate slime, store it in a sealed plastic bag in the refrigerator. Refrigerated chocolate slime is good for a day or two. You can clean up the edible slime with warm soapy water. Chocolate will stain some surfaces, so keep this slime away from clothing or furniture.

Fa Mu Lan Equal Rights for Women in China - 955 Words

Despite the oppression women were subjected to in China, they still occasionally overcame it and accomplished something extraordinary. Some worked, and helped to earn the family living, some were extremely honorable in their efforts to uphold their chastity or their familys honor, and some accomplished even more influential feats. Fa Mu Lan trained for fifteen years in order to become a woman warrior. She became as strong as a man, but swifter and more graceful. After saving her father from the draft by dressing up as a man, she assembled an army. Her army never lost, because Kuan Kung, the god of war and literature, would always ride before her into battle. Interestingly enough, another of the more extraordinary feats was that of†¦show more content†¦A female writer makes a bow in this direction in the preface to her poem when she assures her reader that she wrote it after finishing [her] embroidery. (Mann, 77) Women writers accepted their household duties and did no t deviate from them, which enabled women to accomplish these works without creating trouble. The peacefulness of writing also enabled the women to keep their main gender role, while still functioning influentially. Women wrote better than men due to the lack of a quest for honor or power. They did not need to worry about exposing their inner self to the world, as long as it kept their honor intact. They were able to express intense emotions in a distilled manner that men either could not accomplish or would not let on to. Women writers showed their intensity through expressing feeling instead of taking away the lives of others. In contrast to the peaceful production through writing, the fact that the entire Fa Mu Lan example was centered on war was also a problem. Women should be able to be equal or superior to men without having to kill them, and the extreme amounts of violence and killing Fa Mu Lan accomplished was not necessarily a good thing. The fact that she performed so many violent acts also decreased her femininity. By being so aggressive, she became more masculine. Also an issue is the credibility of the accounts of Fa Mu Lan. Some are rather fantastical, including her beadsShow MoreRelatedOn Mother-Daughter Relationship in the Women Warrior6552 Words   |  27 Pagesin United States(the special focus on mother-daughter relationship in the Chinese-American women writings) From the nineteenth century, Chinese-American literature has been discriminated by the American literature canon. Most early Chinese American works tended to cater for the taste of the white readership. The situation changed till the later half of the twentieth century when the Civil Rights Movement took place in the United States, during which more Chinese writers emerged on the literaryRead MoreWomen Empowerment Depicted in Maxine Hong Kingston’s Autobiography The Woman Warrior1778 Words   |  8 Pagesparenting skills of complying to and contradicting stereotypes of oriental women, permitted her to visualize the potential to attain a better life and to be the exception of the ongoing stereotype of the submissive oriental woman. By rebelling against certain aspects her Chinese heritage, Kingston set high standards for herself and other Chinese American women and this serves as an inspiration for other oppressed oriental women. Uncertain about her identity, Kingston relied on her mother’s narrativesRead MoreASAM 5 Notes Essay6590 Words   |  27 Pagesto. Youre just hung up on the way some people try-- its not your way! (123-33) Three Generations and Women Sonnys father, mother, uncle Sonny, narrator, Isabel The school boys and the narrators children We assume things from one generation to the next get better. The narrator questions this assumption over and over again (11). A deep fear of what will happen to his children Women as grounding forces Isabel, the mother The social context This particular story gains power and resonance

Lord of the Rings

Lord of the Rings-Return of the King Essay Compare and contrast the complete theatrical trailers of the movies Lord of the Rings-Return of the King and Pearl Harbour and evaluate on a whole the effectiveness of these pieces of visual media Trailers are mainly used as marketing tools. Trailers make people aware of new movies and new movie release dates, most commonly found in the beginning of rental movies and at cinemas before the movie starts. Trailers are put at the beginning of movies because this is when the audience are paying most attention so they grab the audiences attention. What is known as the best bits of a movie in are in included in the trailer. We will write a custom essay on Lord of the Rings-Return of the King specifically for you for only $16.38 $13.9/page Order now These are normally the most dramatic or most hilarious scenes, making then make the viewers more interested in watching or wanting to see the movie. I will be analysing two trailers Pearl Harbour and Lord of the Rings-Return of the King. Both of these trailers are modern and are based on the subject of war. The Return of the King is the third and final movie in the highly successful Lord of the Rings trilogy. It builds on the excitement and adventure in the first two movies to create an electrifying and gripping finale to the trilogy, and already some critics are calling it one of the best movies ever created. The main theme of the movie is war, with side themes of love and friendship, but not in the way that we are used to it nowadays. Fighting is done by sword and shield, man against monster, with skilled displays of archery and siege equipment. The men are all fighting a complete battle of good verses evil, where the fate of the world rests on one characters shoulder, who holds the item that will mean that evil will triumph, as he continues to embark upon the quest to destroy the one ring. He may be the most important character, but throughout the film there are displays of heroism by men fighting selflessly to defend middle-earth for future generations to come. Pearl Harbour is a movie made 2001 which goes back to Decembers 2nd 1941, where The USA was ambushed by the Empire of Japan completely unexpectedly and surprisingly. It shows the chaos and terror that this attack brought, and clearly tells the viewer how devastating this attack was to the people of Pearl Harbour. The main themes of the film are war and love, as you are made to feel for the woman who waits anxiously while her two lovers go out to fight. For Lord of the Rings, the excitement of the trailer begins immediately with the camera beginning to pan across the location of the enemy stronghold surrounded by fire, thunder and lightning. The scene is set by catchphrases said by the main characters such as the end has come, which instantly gives the viewer the knowledge that the end of the world is near and indicate that the genre of this movie is war. Pictures flash before the screen to create huge dramatic effect and keep the viewer enthralled at the trailer in front. Shrieking and growling of flying creates create the image of horror and dismay, for someone who hadnt seen the previous movies they could be persuaded that the world is finished already. The Pearl Harbour trailer starts by showing the two main characters at a young age playing in a small fighter plane, this immediately tells the viewer that the genre of the movie is war, and the appearance of the plane and surroundings that are zoomed in on show that the movie is set a long time ago. .u8dcef861c2eb2ade8cee7d43c1640b98 , .u8dcef861c2eb2ade8cee7d43c1640b98 .postImageUrl , .u8dcef861c2eb2ade8cee7d43c1640b98 .centered-text-area { min-height: 80px; position: relative; } .u8dcef861c2eb2ade8cee7d43c1640b98 , .u8dcef861c2eb2ade8cee7d43c1640b98:hover , .u8dcef861c2eb2ade8cee7d43c1640b98:visited , .u8dcef861c2eb2ade8cee7d43c1640b98:active { border:0!important; } .u8dcef861c2eb2ade8cee7d43c1640b98 .clearfix:after { content: ""; display: table; clear: both; } .u8dcef861c2eb2ade8cee7d43c1640b98 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8dcef861c2eb2ade8cee7d43c1640b98:active , .u8dcef861c2eb2ade8cee7d43c1640b98:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8dcef861c2eb2ade8cee7d43c1640b98 .centered-text-area { width: 100%; position: relative ; } .u8dcef861c2eb2ade8cee7d43c1640b98 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8dcef861c2eb2ade8cee7d43c1640b98 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8dcef861c2eb2ade8cee7d43c1640b98 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8dcef861c2eb2ade8cee7d43c1640b98:hover .ctaButton { background-color: #34495E!important; } .u8dcef861c2eb2ade8cee7d43c1640b98 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8dcef861c2eb2ade8cee7d43c1640b98 .u8dcef861c2eb2ade8cee7d43c1640b98-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8dcef861c2eb2ade8cee7d43c1640b98:after { content: ""; display: block; clear: both; } READ: Deficiences in TS Eliot's poetry EssayA voice from a radio says aggressively, How long is American going to pretend we are not at war. The media are putting pressure on the American Government to join in the war and to stop letting other nations fight the battle for them. The trailer goes on with the voice of the radio and eventually the one of the main characters is shown being sent off to war as a sign that the government has given in and decided to join the fight. The first scenes are hardly dramatic which is quite unusual for movies consisting of so much action, but briefly set the scene of what it is like at the time. The most spectacular part of the Lord of the Rings trailer is also the ending. The final part of the trailer uptakes the highest tempo, the music builds up gradually and reaches its peak at which time images are flashing on the screen constantly of heros fighting to save the world for future generations, you are made to feel intensely grateful to them and hatred for the enemy. The last words of the trailer are said by Aragorn who responds to a statement that they cannot beat the evil through strength of arms with But we can give Frodo a chance. They refuse to give up even though the odds are stacked against them. After this quote the music reaches its climax and pictures flash rapidly from the whole movie showing the severe ferocity this war has caused all over one little ring that hangs around Frodos neck including close-ups of the characters faces show complete terror and torture. The final clip is of Sam yelling helplessly amongst rings of fire, this tells the viewer that the ending will be highly eventful. After watching the trailer the key question flashes though your mind, Will Frodo destroy the ring and save the world? The only way to find out is to watch the full movie. The most electrifying part of the Pearl Harbour trailer is when the trailer starts to speed up with the yell, Warning of Japanese aggressive movements, and the people in view are running away in fear from the soaring Japanese planes coming from the skies. It is now clear that Pearl Harbour is under attack! An interview with the president of the USA confirms this and then the footage of the attacking Japanese planes and bombs is shown, it is quite distressing and very realistic with state of the art scenes of boats and buildings being exploded into balls of flame. Close-ups on the faces of nurses rushing around frantically trying to save lives and soldiers trying to defend themselves in vain truly portrays how fearful and horrendous this attack was. The final dozen seconds of the Pearl Harbour trailer begin to flash different pictures of the state of Pearl Harbour during and after the invasion, the aircraft carrier which proved the braveness of the main characters, and with pictures of the American flag still flying high, and the happiness of the one of the main characters to be back in his lovers arms. During this small trailer, the viewer has seen the Americans suffer at setback, but refuse to lose determination and show the rest of the world that they are not the cowardly playboys that they are made out to be by the media.

Organization Learning and Information Technology Management

Introduction In the modern world, the increase of advanced information and technological solutions has made way for automated office, teleworking, and e-commerce as some of the organizations’ way of life. Information systems way of working can only be appreciated by understanding the information technologies used and the way they can be merged to create a system (Perry, 2008, p 3)Advertising We will write a custom coursework sample on Organization Learning and Information Technology Management specifically for you for only $16.05 $11/page Learn More Organization learning can be described as a process followed by organizations with the main aim of improving the organization’s performance. Outcome measures, one or more goals, relevant people, and knowledge are just but a few of the elements that are involved in performance process. In the organizational learning process, the organization is expected to anticipate, act on the feedback, and ext ract knowledge from the feedback attained and act accordingly based on the knowledge acquired. Not only is the organizational learning involved in adaptive learning, it is also involved in generative learning that entails creation of the future. Organizational learning can hence be summarized as processes used to improve an organization’s competence and are inseparable from organizational performance (Smith, Salvendy, 2001, p 306) Educators have often faced challenges in finding better ways of incorporating business managers in getting to know about information systems and information technology’s way of working. The advancement of modern information technology and information systems has offered new solutions of rethinking, the present business strategies, practices, and approaches. In the last few decades, IT has opened up doors for new business opportunities (Barta, Tatnall, Juliff and International federation for information processing, 1997, p 12). Organization le arning and information technology management The radical change in the world’s business environment has arisen from three phenomena:Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More networking of organizations and their information systems global emphasis in business operations increasing utilization of market mechanisms in mutual transactions. In the organization context, businesses are expected to manage the design and implementation of information resources. In the modern digital economy, operators perform electronic transactions with their partners in the international market (information resources management association. International conference and Khosrowpour, 2002, p 314) In the modern economy environment, learn has been acknowledged as the best alternative for a company to be competitive in maintaining knowledge. These companies are hence called learning organizations because they create structures in order to increase organizational learning. Organizational learning is hence considered as a process based on acquisition of knowledge, sharing of knowledge and utilizing that knowledge. The development and growth of information and communication technologies has led to new learning and working forms of industrial challenges. In the modern times, becoming a learning organization is considered as the best way of remaining competitive. Indeed, the roots of a learning organization are normally anchored in a culture that that provides training at different levels (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 306) According to Wilson, the hunger for knowledge management has paved way for creation of software, consulting services and systems. Knowledge databases are common in the modern world as consulting firms are introducing relating services e.g. Ernst and young-center for business knowledge, pricewaterhouse-knowledge view and Accenture- knowledge Xchange (Wilson, 2005, p 115). According to Sage and Rouse, learning involves several processes: situation assessment Detection of a problem synthesis of probable solution implementation of the solution Evaluation of the results 60 discovering patterns among preceding processes. This is hence described as a formal process of learning. Organizational learning occurs when members of a certain organization reacts to change of internal and external environment by detecting and correcting the errors (Sage, Rouse, 2009, p 1444)Advertising We will write a custom coursework sample on Organization Learning and Information Technology Management specifically for you for only $16.05 $11/page Learn More Learning by doing is a type of learning that the learner is expected to participate in processes that result to real change. The learner in this case controls the stage and plays a role in controlling the activities happening in the environment. If the i ndicated interaction fails to occur, the learner will be merely enduring the learning process. This type of learning is also referred to as â€Å"action learning† (Barta, Tatnall, Juliff, and International federation for information processing, 1997, p 3). Organizational information systems Information technology helps organizations to deal with a number of various types of organizational informational systems that are designed to aid in decision-making. The organizational information systems include different categories: Data processing systems or transaction processing systems (DPSs/TPSs): The DPSs and the TPSs are systems that are involved in processing of tasks that are repetitive in nature. Use of well-structured information is employed as the data is easily captured and stored in large volumes (Perry, 2008, p 15). Management information systems (MISs): This system provides the middle- level managers with information to monitor to track and control organization’s progress and to report to the senior managers (Perry, 2008, p 15). Executive information system (EISs): This system aids senior managers with strategic information that helps them in making concrete decisions. In addition to this, the EISs possess powerful software that supports the various types of high risks and unstructured decisions. This is achieved by the ability of the EISs to merge information from the organization, analyze it and finally represents it. An example of EISs is the Key performance indicators (PLs) (Perry, 2008, p 15). Decision support systems (DSSs): Provide information to managers of supporting unstructured decisions by retrieving and analyzing data. Its interactive capabilities aid in solving ad hoc queries. The mathematical model incorporated in DSSs is designed to adapt to the behavior of organizational activity. By generating various kind of potential solutions the DSSs enable the managers to conduct the â€Å"what if analysis† (Perry, 2008, p 16). Expert systems (ESs): There are situations that require a more sophisticated support than the EIS or the DSS. The ES system adapts to problem solving techniques of human expertise. Among the benefits of ESs is the preservation of knowledge, effective training, and distribution of knowledge. Examples of ESs include tax and investment appraisal, credit control systems and auditing (Perry, 2008, p 16). Strength of organization learning and information technology management Competitive advantage: According to Wilson, the reason for learning and knowledge management is that it provides a competitive advantage. The traditional competing methods have been improved, as they are faster and cheaper in the modern world. Currently, firms compete by doing things in a better and smarter way. This is achieved by attaining knowledge and applying it accordingly. Thanks to the competition created many goods and services are now cheaper than years ago (Wilson, 2005, p 115). Explicit and tacit knowle dge: The tacit and explicit knowledge are innovated and acquired through the operations undertaken in the organizational learning and information technology management. In tacit knowledge, the technical skills are acquired through experience gained. Explicit knowledge on the other hand can be communicated and shared in specifications of products (Wilson, 2005, p 118) Teleworking: Office automation technology has brought about a big impact of staff working from home. Staff has now the ability to communicate to clients and colleagues by using a combination of communication technology. Operational costs of the firms are hence reduced (Perry, 2008, p12). Electronic data interchange: Network technology has been implemented by many organizations i.e. data can be transmitted from computer to computer electronically using electronic data interchange (EDI). EDI has in time replaced conventional business documentation (Perry, 2008, p.12)Advertising Looking for coursework on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More Challenges of organization learning and information technology management In comparison with other new technologies, the technologies involved in information technology management cannot lack its share of challenges. The challenges involved are not technical related but instead they are non-technical components related (Khosrowpour, 2002, p ii). These challenges include: Expensive software: The software used in the in the process of information technology management is expensive and too proprietary. This is because specialized software must be created by the participating organization to convert in an understandable format to other business (information resources management association, International conference and Khosrowpour, 2002, p 348) High installation and maintenance fees: The cost of installing and maintaining this modern technology is high as it is commonly installed in large and well-financed companies. High-qualified expertise is also needed in the implementation and mai ntenance of these technologies. Conclusion Information technology (IT) has become a way of life in the modern world. The rapid growing information technology sector has drawn more and more organizations into the technology industry. Organizational learning on the other hand has been incorporated into the organizations system in order for the members to mobilize collective knowledge in the organization. The main aim of learning is to develop the capacities of acquisition, processing, storage, and use of information of the members in the organization (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 307). Organizational structure perspective and management system focuses on collective learning processes that are elaborated by formal organizational structures and management systems inform of control and planning processes. This means that an organizational learning process requires: Learning process: Despite the fact that individual learning is not classified as organizatio nal learning, organizational learning cannot take place without individual learning. Social process: It includes diverse actors who collaborate to allow expression and discussion of ideas. Knowledge management: This is the process whereby knowledge is acquired, shared and capitalized (Lytras, Pablos, Ziderman, Roulstone, Maurer, Imber, 2010, p 308). Managing learning and measuring learning outcomes are considered difficult tasks although they can be more problematic with the inclusion of complex learning domains (Khosrowpour and Khosrow-Pour, 2006, p223). According to Leinder and Galliers, information systems development and design process has developed, from the early stages of analysis and design to active participation of user knowledge. In spite of knowledge management being considered as a new topic, it is in fact a broader extension of the organizational learning (Galliers, Leidner, 2003, p 425). However, the organizational learning and information management have their share of strengths and weakness/challenges that accompany them. Reference List Barta, Z. B., Tatnall, A. Juliff, P., 1997. Place of Information Technology in Management and business education. London, TJ International limited, Padstow, Cornwall. Web. Available from: https://books.google.com/books?id=EOZTZOnGRzcCpg=PA1dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=7ved=0CFQQ6AEwBg#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Galliers, R. Leinder, E. D., 2003. Strategic information management: challenges and Strategies in managing information systems. London, British Library Cataloguing Publication Data. Web. Available from: https://books.google.com/books?id=1d04ak479S0Cpg=PA425dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=8ved=0CFoQ6AEwBw#v=onepageq=challenges%20of%20organizati on%20learning%20and%20information%20technology%20managementf=false . Information Resources Management Association, International Conference, and Khosrowpour, M., 2002. Issues trends of information technology management in contemporary organizations. Philadelphia, Idea Group Publishing England, Idea Group Publishing Web. Available from: https://books.google.com/books?id=SazD_hoEDfcCpg=PA314dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=6ved=0CE4Q6AEwBQ#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Khosrowpour, M., 2002. Web-Based Instructional learning. Philadelphia, IRM press England, IRM press. Web. Available from: https://books.google.com/books?id=drNk0PnlKcMCpg=PR2dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=4ved=0CEQQ6AEwAw#v=onepageq=challenges%20of%20organization%2 0learning%20and%20information%20technology%20managementf=false . Khosrowpour, M. Khosrow-pour, M., 2006. Cases on information technology: lessons learned. Philadelphia, Idea Group Publishing England, Idea Group Publishing Web. Available from: https://books.google.com/books?id=71PAiMZyWqQCpg=PA223dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=7ved=0CFQQ6AEwBg#v=onepageq=challenges%20of%20organization%20learning%20and%20information%20technology%20managementf=false . Lytras, D. M., Pablos, O. P., Ziderman, A., Roulstone, A., Maurer, H. Imber, B. J., 2010. Knowledge Management, Information systems, E-learning, and Sustainability Research. Berlin, Springer-Verlag. Web. Available from: https://books.google.com/books?id=WeHJToIVSCkCpg=PA308dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=4ved=0CEUQ6AEwAw#v=onepageq=organisat ion%20learning%20and%20information%20technology%20managementf=false . Perry, B., 2008. Organizational Management and Information Systems, Page 4. London, Elsevier limited. Web. Available from: https://books.google.com/books?id=EZfId9eRYtkCpg=PA3dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=8ved=0CFsQ6AEwBw#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Rouse. B. W. Sage, A., 2009. Handbook of Systems Engineering and Management. New Jersey, John Wiley Sons Inc. Web. Available from: https://books.google.com/books?id=eFRwQuzPnEcCpg=PA1457dq=challenges+of+organization+learning+and+information+technology+managementhl=enei=mNK-TMCeF8ftOcy2sIMBsa=Xoi=book_resultct=resultresnum=9ved=0CGAQ6AEwCA#v=onepageq=challenges%20of%20organization%20learning%20and%20information%20technology%20managementf=false . Smith, J. M. Salvendy, G., 2001. Systems, social and internationalizat ion design aspects of human-computer. New Jersey, Lawrence Erlbaum Associates, inc, publishers. Web. Available from: https://books.google.com/books?id=dVUJqSo9IBgCpg=PA306dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=10ved=0CGUQ6AEwCQ#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . Wilson, P. J., 2005. Human resource development: learning training for individuals organizations. England, British Cataloging in Publication data. Web. Available from: https://books.google.com/books?id=zpNc_GZIiikCpg=PA115dq=organisation+learning+and+information+technology+managementhl=enei=dXu-TPSuF8ihOoa6sScsa=Xoi=book_resultct=resultresnum=5ved=0CEkQ6AEwBA#v=onepageq=organisation%20learning%20and%20information%20technology%20managementf=false . This coursework on Organization Learning and Information Technology Management was written and submitted by user Elle Q. 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.

Homelessness, 10 Year Plan Study Gd. Essay

Homelessness, 10 Year Plan Study Gd. Essay Homelessness, 10 Year Plan Study Gd. Essay What Actions the Could the Poor Take to Escape Poverty?  · Unionize  · Educate  · Vote  · Riot  · Pool their money – form credit unions Maslow’s Hierarchy of Needs: Physiological Needs (food, water, air, sex) Safety Needs (shelter/safe conditions) Needs of Love, Affection and Belongingness Needs for Esteem Needs for Self-Actualization Generational Poverty Family has never owned land Never knew anyone who benefited from education Never knew anyone who moved up or was respected in a job Highly mobile High family Illiteracy Focus is on making it through the day Working-Class Poverty Working, but rarely have money for any extras Most do not own property Live pay check to pay check Few have health care Focus on making it two weeks or through the month Immigrant Poverty Have little or no resources Face language and culture barriers Seem to do have a stronger sense of self and often do better than those born into poverty in America Poverty is viewed as a system problem Situational Poverty Surrounded by people who are educated or able to earn a living wage Attends school regularly and has health care Has crisis (health, divorce, etc.) and income drops Generally is able to make it back to middle-class Has not internalized the poverty as personal problem Does not recognize advantages of growing up middle-class Can be harsh judge of those in generational and working class poverty What Does Poverty Teach? Many people living in the crisis of poverty are sent messages through their interactions that impact their perspectives of what is possible. Here are some of the messages taught to people living in generational, working-class poverty, and immigrant poverty: No one cares Everyone seems smarter People who are making it must be better then me We don't belong anywhere People like us do not get educated We don't have what we need to break out of poverty There is no one to help * New Opportunities for Serving Children and Families Without Homes * The McKinney-Vento Homeless Education Children Youth Act * * Homeless Outreach Promoting Educational Success (HOPES) * Collaborative , Orange County Department of Education (OCDE) * Causes of Homelessness * Lack of affordable of housing * Due to economy and foreclosures * Lose of employment * Poverty * Health problems * Domestic violence * Natural and other disasters * Abuse/neglect/abandonment (unaccompanied youth) * Issues Facing Children Youth Experiencing Homelessness * Mobility - loss of structure, routine, stability * Trauma and loss * Deep poverty (deprivation, hunger) * Higher rates of developmental delays * Higher rates of chronic and acute health problems * Mental health issues: stress, anxiety, and depression * Disrupted or stressed attachments to caregivers * Invisibility * Developmental Factors Compared to non-homeless children, homeless children have: * Greater developmental delays (language, motor-development, and/or social skills) * More learning disabilities * More mental health problems * Higher frequency of withdrawal, shyness, separation anxiety, short attention disorder, flat affect, aggression, hoarding, anxiety in response to changes in environment or staff absences, concern over getting enough food, and sharing toys * More physical health problems * Common Signs of Homelessness * Frequent moves * Attendance at many different schools * Inability to pay fees for school related activities or school supplies * Behind academically * Erratic attendance or tardiness * Numerous absences * Inability to contact parents (no phone/address * Chronic hunger * Fatigue (falls sleep in class) * Increased vulnerability to colds/flu * Poor/short attention span * Lacks preparation for school (homework not complete, no school supplies or books) * Poor self-esteem * â€Å"Mature† beyond years *

Introduction Business Law Case Study Example | Topics and Well Written Essays - 500 words - 1

Introduction Business Law - Case Study Example Bahrain Consult is obliged to deliver the stated goods to Gulf Retailers premises and the person delivering the goods must confirm the receipt of purchase with the buyer. The contract provides an offer to buy or sell the goods fpor the acceptable price in relation to the offer given according to FOB terms. Bahrain Consult agreed to deliver the stated goods to Gulf Retailers according to the given specifications. Gulf retailers ordered for 300 tons of alluminium at a price of 500 Bahraini per ton. According to article 31 of the business contract law, the supplier is obliged to deliver the goods at the specified place, in the specified quantity and quality and in a timely manner. Article 35 also obliges the Bahrain to deliver the stated goods according to thequantity, quality,a nd other specified describtions. The law only applies if the quantity and time are fixed on the contract. Barhain Consult was bond by the contract that specified the specific goods and the specified quantity to be delivered between 11am and 3pm on Tuesdays. According to article 33, if the CIF contract states that the seller must deliver the goods before payments are made then the seller has no other obtion than to abide by the rule. Gulf Retailers agreed on the contract that Barhrain will recive a deposit of 250 Barhaini Dinars and the balance to be cleared upon arrival of goods. Both parties are bond by the contract and therefore, the buyer is obliged to collect the goods and pay for the balance as per the purchase price agreement. However, article 38 states that the seller has the authority to countercheck the goods with the purchase order before giving out the payments. It was agreed between thew two parties upon the delivery time and day. Article 34 of CIF act provides an obligation for the seller to deliver the goods at the time and place specified in the purchase order. Section II provides an obtion for the third-party to conform the goods and ensure they are delivered

Finance Assignment Example | Topics and Well Written Essays - 1500 words

Finance - Assignment Example This affects the interest rates. An interest rate is at the very basic the cost money. It’s how much you pay to receive money and how much you earn to sell money. Banks basically help determine the interest rate. While each bank may offer different interest rates to customers, the basic rate or the discount rate is determined by the Central Bank (Mathieu, 1995, p. 64). This is the rate at which the central bank lends to all other banks. And the central bank sets this rate by considering factors such as the demand and supply of money, interest rates, exchange rates, balance of payments and the growth rate. The financial sectors set the interest rate which affects the exchange rate of a currency. A high interest rate means that the currency essentially â€Å"costs† more. It also means that if foreign investors put their money in local accounts they will get higher returns. This is known as hot money inflow. As more investors buy the local currency, the currency appreciates. While high interest rates lead to hot money inflows it also means that the country’s exports are now more expensive for foreigners. This means that if previously an American had to pay $1 for PKR 80, now they might have to pay $80/70 since $1 is now equal to PKR 70 and not PKR 80. This means that if previously an item in Pakistan cost PKR 800, the American had to pay $800/80=$10. But now since PKR has appreciated he has to pay $800/70=$11.43. So it costs him more now and depending on the elasticity of demand, he might buy less or not buy at all. So an appreciation of currency is not necessarily a good thing. On the other hand imports become cheaper. E.g. if a barrel of oil cost $100, a Pakistani importer had to pay PKR 100x80=PKR 8000 per barrel. But now he has to pay PKR 100x70= PKR 7000 per barrel. However as imports increase this can create inflationary pressures in the economy and on the balance of payments. If exports are greater than imports, all things held

Work-life balance Essay Example for Free

Work-life balance Essay Changes in relationships do not necessarily mean turbulence- even the most stable relationships go through constant changes. These changes are manifest in the smallest of gestures and interactions amongst people. The reactions, pro-actions or interactions may be between couples, parents, siblings, extended family, generations of grandparents, in-laws, cousins, on the family side, and boss, colleagues and subordinates, business partners, other stakeholders on the official or work side. Each action impacts a relationship either negatively or positively- each action process allows us to link our lives to one another. In short, this is the crux of the paragraphs that follow. Broadly, there are five everyday processes that can be instrumental in linking our lives to one another. These include routines for contact, common involvements, and pattern of interactions, everyday talk and reflection. Each of these requires day to day communication which provides the vital link to create and sustain the fragile fabric of personal relationships. Enduring personal relationships are formed when these vital everyday links are positive and in good health- it does not take an extraordinary circumstance or event to change relationships- at best it may be a spark to the build up that has happened as a result of everyday interactions. The essay titled, â€Å"The Everyday Accomplishment of Work and Family: Exploring Practical Actions in Daily Routines† by Caryn E. Medved, Communications Scholar, Ohio University, which is a part of the suggested reading focuses on the challenges of work and family in our daily lives; and studies women in minute detail through a survey which researches the micro practices of navigating and negotiating daily work and family life. The responses to the survey questionnaire help us examine how the women play their taken for granted roles of managing work and family. Responses highlight startling facts in relationship maintenance and repair amongst the dual career couples. Whether they engage in interaction communication patterns involving variables such as gender and emotions, or workplace interaction, which may even include efforts or signals for social change ( â€Å"frame bending†, as the author calls it), brought about by family routine needs, each respondent evidently looks at restructuring actions like negotiating, deliberating, seeking alternatives. This is done in order to prevent interruption in daily family routine, or to handle changes on the home which may hamper the process of keeping up the routine at work. During workplace interaction, the same actions or tactics may be used to balance out the relationship imperatives while at work. It is observed that in families, children feature topmost in the consideration set of some or all of the above actions. Routinizing actions like connecting, alternating, prepping and reciprocating, which are designated and carried out as per need and aptitude of the doer, or improvising actions like requesting assistance, trading off or even evading in order to maintain routine action and interaction at the required level whether at home or at work, all work on common sense assumptions which indicate the way forward. There are times when women decide to use â€Å"strategic ambiguity† (Eisenberg. 1984. Pages 227-242) to get out of tricky situations- ‘I don’t know’ is the safest answer to manage expectations and keep the relationship going, when one is not sure. Between workers on a lateral level, as well as spouses, this is very common- a bit of ambiguity and expression of helplessness helps to tide over a demanding query or situation. In my opinion, ambiguity is the culprit, not the solution- a near definite answer helps people to understand each other better and there are no grey areas, which are the starting point of dissent in relationships. What is surprising to note from the interpreted data is the fact that mundane chores which are seemingly innocuous, are so important to ensure proper navigation of everyday achievements of work and family lives. Prepping, for example, which means preparing for the next morning, can be a spoke in the wheel of smooth communication and relationship if not handled well- women seem to do most of the prepping for reasons including their love for meticulously coordinated activity, organized morning chores, less confusion, more time for spouse and children, among others. Reasons why men are not so fond of prepping include their indifference for neatness and coordination, their habit of relaxing after office and non involvement with the backend chores for children. They are good fathers nonetheless in that they indulge in outdoor activities with their offspring, buy them gifts and drive them to school. An element of emotion runs through the entire response analysis, both positive and negative, therefore each interpretation needs to be evaluated against scientific benchmarks which rely on biological differences, socio-economic conditions, work culture, even religion at times. It is not to be presupposed that all the interactions proposed and described above ensure smooth daily work and family life. An element of conflict exists, for the resolution of which, the study states communication as action embedded in the process of managing work and family responsibilities. Effective two way communication is the key to successfully managing work- family life balance. Balance and conflict are dynamic- and they both co-exist. The study has not been able to bring out this aspect of human relationships succinctly. The study while addressing inputs from women, chooses to completely ignore the male viewpoints. The biological difference certainly has a bearing on each gender’s role in maintaining work life balance; the study appears skewed towards feminine interpretations. There is also a need to study how single parents, gays, lesbians, the working poor manage their work – family relationships. In the study by Medved, family is taken as a nuclear unit- there is no mention of the extended family, which includes grandparents, uncles and aunts, cousins, brothers, sisters, friends. We understand that no one lives in isolation, therefore, the work- family balance is certainly impacted by all the relationships mentioned above at some point in time. A purely feminist interpretation angle would play havoc with the data gathered in the study- it would champion the women by and large, and make men the villains of the piece! In conclusion, the study has certainly highlighted very critical aspects of human relationships- in current times, with professionalism equating men and women and gender parity being the new mantra, the study establishes the basic foundation of a successful work- life balance which helps improve performance, leading to efficiencies and creates opportunities to grow as successful professionals as well as human beings. References Eisenberg, E. M. Ambiguity as Strategy in Organizational Communication. Communication Monographs Published in 1984. Medved, Caryn E. The Everyday Accomplishment of Work and Family: Exploring Practical Actions in Daily Routines Published in 2002.

My Brain Tumor :: Personal Narrative Essays

My Brain Tumor "I am not an animal, I am a human being!" - The Elephant Man I am different, so accept me. Even though I have physical disabilities I am still a human being. When I was four I had a brain tumor. The surgery left me with a paralyzed arm, crossed eye and a deaf ear. To make matters worse, the paralyzed arm was also my writing hand and I had to learn to be right-handed. When I was transferred from North Shore Hospital to Rusk Institute for Rehabilitation in New York City, I learned to use a wheelchair and was fitted for a brace that extended from my hips to my ankles. After a year of that imprisonment, I started school. At school, I saw the other kids walking and I knew that I had to be able to walk also. My therapist, Phil Koch, gave me a walker and cut the bars that connected the brace to my hips to enable me to walk. Over the years, I became a rebel and often disagreed with my elders. If I didn't like something, I fought against it until I won. One example, when I started Stewart School, I had to wear a helmet for protection. I hated it because I knew I could walk without it. From second to fourth grade, I protested wearing the helmet. I kept fighting, but I knew I needed an event that would show others the injustice of having to wear a helmet. That occurred on my fourth grade field day. I was about to run the one hundred yard dash when my aide, Mr. Maddan, insisted we had to go inside to get my helmet. When I came back, the race was over and I was mad. I refused to participate in the rest of the events in protest. When I got home, I called my neighborhood friends and asked them to come over to help me destroy the helmet. For twenty minutes we played baseball with the helmet and my metal crutch. We simply destroyed it. Events like this helped me to show people that I can be normal. I'm now entering my tenth year since the surgery, but its effects still live on. After eleven surgeries, I still look strange and my walk is affected, but I always try to be normal.

Psychological Disorder Analysis Essay

Marla is a 42 year old Hispanic female accountant, that has complaints of trouble sleeping, feeling jumpy all the time, and unable to concentrate. With these symptoms it is causing her issues at work. There are several disorders that Marla could be suffering from but, it seems to be that one stands out from the rest. Post-Traumatic Disorder also known as PTSD, this is caused when a person experiences something traumatic such as a violent crime against them, a car accident, active military combat duty, the loss of a loved one, etc. Marla sat in my office nervous and unsure as if she was even in the right place. I asked her if she was okay and what brought her to see me. Marla told me of her symptoms and said she was unsure if she should even be here. I asked her if she has been to a family doctor to discuss her problems that she was having and she assured me that she had and came out with a clean bill of health. He doctor suggested to come see me and talked about what she was feeling and going through. With this and much reassurance from me telling her she did the right thing. I proceeded to ask her the following questions: Marla, what would you like to accomplish by being here? â€Å"I want to be able to feel normal again and to feel like myself again.† I think that is something that we can do with and I would like to ask you a little bit more about what you are feeling and maybe why you are feeling the way you do. Marla agrees. When did you start to notice the symptoms you are experiencing? â€Å"I started to really notice it about a month ago, my boss and some co-workers started to question me where I was not performing at my normal standards and coming into work late from not getting any sleep.† Is there any family history of depression, anxiety, or any mental illness? â€Å"Not that I am aware of†¦. As far as I know none of my family has ever had any issues mentally or been mentally ill.† She seemed kind of curios as to why I would ask such a thing, I ensured her that I am only asking to better help her and understand more ab out what she may be going through. Have there been any changes in your life recently? Good or bad? â€Å"Not that I can  think of.† Have you been a victim of a crime or served in the military on active duty before? â€Å"I have never been in the military or been the victim of a crime.† Have you had anything happen to you or somebody close to you? No, but I was a witness to a women walking in the parking lot with her husband and got hit by a car about six months ago.† Really, tell me more Marla. Well I was walking into work and an older women and her husband where walking hand in hand when a car driven by an elderly couple seemed to gain speed and struck the women where she rolled over the top of the car and landed several yards away from where she was. The elderly couple that was driving hit a pole which stopped their car. The driver had a heart attack and the passenger was hurt pretty bad but did not seem to be critical. When the ambulance and police showed up they called for a helicopter to take the women to the hospital that was struck, she was none responsive and just laid there twitching. There was blood everywhere and seemed to be pooling from the back of her head. I stayed there with the lady and tried to calm her husband that seemed lost and unsure of what to do. I was able to call his adult children to come to his aid and inform them of what happen. The EMT’s lifted her from the ground and laying there on the ground was a lock of her hair that was attached to part of her skull. They air lifted the women to a trauma center but died before they made it there. The couple in the car also passed away from injuries from the accident as well. I will never forget the look on the husbands face as he stood there helpless crying for his wife and pleading for them to help her. Well Marla I would say that could be pretty traumatic to see, have you talked to anybody about this? Not until now†¦ I did not think I would need to. Have you had any thoughts about this lately or think about it at all? Sometimes I do, I still cannot walk where she was lying on the ground I still see her laying there in my mind and them lifting her up with the piece of skull and hair laying there. I guess I was okay until I saw that. Marla I would have to say that you are suffering from Post-Traumatic Stress Disorder. What is Posttraumatic Stress Disorder? Why would I now be having or suffering from Posttraumatic Stress Disorder now 5 months later? PTSD is not always an instant onset of symptoms. It can come out days, months, or ever years later. Let’s talk more about this PTSD so you better understand it. Posttraumatic Stress Disorder: Posttraumatic Stress Disorder can occur in some individuals who have been exposed to a life threatening situation, or a situation which they have been witness in which another person is exposed to danger. The onset of symptoms with PTSD do not always happen immediately following the traumatic event, therefore the association between the symptoms and the initial event is often overlooked. A person with PTSD will be hyper-vigilant, and can react to an unsettling situation with physiological symptoms such as upset stomach, headache, or dizziness. People with PTSD can also suffer from depression or panic disorder, although this is not always the case. Avoiding stimuli which can trigger an anxious reaction is normal for the PTSD sufferer, and many become withdrawn from social interaction with friends and family members. Some may also have problems continuing an intimate relationship, and angry outbursts for no particular reason can cause problems with interpersonal relationships, as well as jeopardizing one’s employment. Treatment for PTSD can be relatively straight forward, although not always easy for the patient to endure. Being taught how to effectively relax is paramount, and once this goal has been achieved, the process of systematic desensitization can gradually take place. The desensitization process involves confronting the stimuli which cause the patient to have an anxious episode. Oftentimes, the stimuli from a particular location and for some it may be a certain situation which serves as an unconscious reminder of the traumatic event. The more a person is subjected to the offending location or situation, the less intense the fear becomes. This is achieved by implementing the relaxation strategies at the same time the stimuli are presented. The association between the relaxed state and the stimuli will eventually be achieved, disarming the stimuli and giving control back to the patient. In this situation Marla needs to see that there was nothing she could do. Being made aware of maladaptive responses to stimuli, patients are better able to identify which anxieties are due to the normal course of life, and which are patterns of irrational thinking related to their disorder.  According to DSM-IV, PTSD can occur at any age, to either gender, and the onset of symptoms can be delayed by months or even years (DSM-IV, 1994, p.426). According to Cognitive-Behavioral theorists, learned behaviors from conditioning can produce unsavory responses; both physically and psychologically. Unfortunately for the patient, these responses can occur whether it is their intent to react in such a way or not. In Marla’s case, the association with the accident she witnessed affected her life and her psychological and physiological having to walk by the certain spot where the accident took place as well as not speaking to or letting out how she felt or was feeling. Learned behaviors can be unlearned, just as new and more effective behaviors can be adopted. Marla, was correct in coming to talk to physiologist as to let out her feelings that she had pent up inside and to release the emotions that she had not expressed before now. Marla’s hyper vigilance and feelings of anxiousness can be alleviated and bought under control with practice, relaxation such as yoga, breathing technics, praying finding a solace in religion, keeping a diary of how she is feeling, and/or frequent exposure to the offending stimuli knowing that things do happen for a reason and there is nothing we can do to stop it, and in conjunction with Cognitive-Behavioral therapy, she may also benefit by taking an antidepressant (SSRI) such as Prozac, Zoloft or Paxil. This situation that I put in place for Marla is one that I actually experienced myself while I was at work and still to this day have flash backs of that day when I witnessed it and was placed in charge of handling the situation. It is not something I would ever want to see again or want to experience over. I did how ever take her death to heart and realized that my life had more meaning to it than what I was doing and decided to come back to school to earn my degree so I can help others and feel I make a difference to people. I will not let her death or the couple that died that was driving the car be in vein. I took this as a sign that I cannot waste my life doing something that does not make me happy, life is too short. Reference American Psychiatric Association: Diagnostic and Statistical Manual of Mental Disorders, Fourth Edition. Washington, DC, American Psychiatric Association, 1994. Faces of Abnormal Psychology, 2007. Posttraumatic Stress Disorder: Treatment Strategy. Retrieved July 4, 2009, from http://www.mhhe.com/socscience/psychology/faces

Definitions and Examples of Filler Words

A filler word is an apparently meaningless word, phrase, or sound that marks a pause or hesitation in speech. Also known as a pause filler or hesitation form. Some of the common filler words in English are um, uh, er, ah, like, okay, right, and you know. Although filler words may have fairly minimal lexical content, notes linguist Barbara A. Fox, they can play a strategic syntactic role in an unfolding utterance (in Fillers, Pauses and Placeholders, 2010). Examples and Observations Hey, hey, shh, shh, shh. Come on. Be sensitive to the fact that other people are not comfortable talking about emotional disturbances. Um, you know, I am, Im fine with that, but . . . other people. (Owen Wilson as Dignan in Bottle Rocket, 1996) Shirleys Use of Filler Words in Community Pierce: About those filler words of yours. I mean, nobody wants to buy brownies from somebody who says um and like. I have a method for fixing that. Start from the top.Shirley: Okay. These brownies are, uh—Pierce: Uh!Shirley: They, um—Pierce: Um!Shirley: These brownies are delicious. They taste like—Pierce: Like!Shirley: Thats not a filler word.Pierce: Whatever, valley girl.(Chevy Chase and Yvette Nicole Brown in Environmental Science. Community, Nov. 19, 2009) Safire on Hesitation Forms Modern  linguists  led by Leonard Bloomfield in 1933 call these hesitation forms—the sounds of stammering (uh), stuttering (um, um), throat-clearing (ahem!), stalling (well, um, that is), interjected when the speaker is groping for words or at a loss for the next thought. You know that yknow is among the most common of these hesitation forms. Its meaning is not the imperious you understand or even the old interrogatory do you get it? It is given as, and taken to be, merely a filler phrase, intended to fill a beat in the flow of sound, not unlike like, in its new sense of, like, a filler word . . . [T]hese staples of modern filler communication—I mean, yknow, like—can also be used as tee-up words. In olden times, pointer phrases or tee-up words were get this, would you believe? and are you ready? The function of these rib-nudging phrases was—are you ready?—to make the point, to focus the listeners attention on what was to follow. . .   If the purpose is to tee up a point, we should accept yknow and its friends as a mildly annoying spoken punctuation, the articulated colon that signals focus on this. . . . If the purpose is to grab a moment to think, we should allow ourselves to wonder: Why are filler phrases needed at all? What motivates the speaker to fill the moment of silence with any sound at all? (William Safire, Watching My Language: Adventures in the Word Trade. Random House, 1997) Filler Words Across Disciplines Why do some people fill the air with non-words and sounds? For some, it is a sign of nervousness; they fear silence and experience speaker anxiety. Recent research at Columbia University suggests another reason. Columbia psychologists speculated that speakers fill pauses when searching for the next word. To investigate this idea, they counted the use of filler words used by lecturers in biology, chemistry, and mathematics, where the subject matter uses scientific definitions that limit the variety of word choices available to the speaker. They then compared the number of filler words used by teachers in English, art history, and philosophy, where the subject matter is less well-defined and more open to word choices. . .   Twenty science lecturers used an average of 1.39 uhs a minute, compared with 4.85 uhs a minute by 13 humanities teachers. Their conclusion: subject matter and breadth of vocabulary may determine the use of filler words more than habit or anxiety. . . . Whatever the reason, the cure for filler words is preparation. You reduce nervousness and pre-select the right ways to say ideas through preparation and practice. (Paul R. Timm and Sherron Bienvenu, Straight Talk: Oral Communication for Career Success. Routledge, 2011) Pausing Perhaps no profession has uttered more ums or uhs than the legal profession. Such words are a clear indication that the speakers style is halting and uncertain. Eliminate these filler words. The lack of ums and uhs alone can make you sound more confident. And its not hard to do. Just pause. Every time you feel that youre about to use a filler word, pause instead. (Joey Asher, Selling and Communication Skills for Lawyers. ALM Publishing, 2005) Syntax, Morphology, and Fillers Perhaps because English and other western European languages tend to use fillers lacking morphology and syntax (preferring instead pause vowels), linguists have tended to ignore the significance of these forms for syntax. However, . . . we can see that some fillers, especially those known as placeholders, may carry a range of morphological marking, including prototypical nominal marking (gender, case, number) and prototypical verbal marking (person, number, TAM [tense-aspect-mood]). They may also take the morphology appropriate for adjectives and adverbs. In addition, they may occupy precisely the syntactic slot normally occupied by a regular noun or verb . . .. (Barbara A. Fox, Introduction. Fillers, Pauses and Placeholders, ed. by Nino Amiridze, Boyd H. Davis, and Margaret Maclagan, John Benjamins, 2010