Diversity Leads to Success - 1887 Words

Diversity Leads To Success Diversity is an aspect of life that is almost inevitable, especially in the workplace it is growing by the numbers as years are going by. As we go on with our daily lives, people of different cultures that differ from what was once considered the typical American lifestyle more and more surround us. There are countless ways that diversity has impacted our lifestyle, by introducing the old lifestyle of living with different foods, music, and social activities that allow us to have an idea to explore how life in other countries live. Businesses are also noticing the necessity and the importance of diversity. Many have already started investing in diversity and inclusion as part of their overall management†¦show more content†¦An organizations success and competitiveness depends upon its ability to embrace diversity and realize what can come about from benefits. When organizations actively assess their handling of workplace diversity issues, develop and implement diversity pla ns many benefits can make a difference for the whole company. Increased adaptability is one of them; an organization that chooses to employ a diverse workforce can supply a greater variety of solutions to problems in service, sourcing, and allocation of resources (Diversity, 2013). Employees from diverse backgrounds bring individual talents and experiences in suggesting ideas that are flexible in adapting to changing markets and customer demands. The communication will increase within the workforce allowing a strong team to reach goals and encouragement for the success of themselves and for the company as well. It brings a more positive outlook and creates a great place to work when a diverse workforce is on the same page as one another bringing in more possibilities that can help the company expand. Expanding leads to a broader service range, which is a great benefit to have. A company that owns a diverse collection of skills and experiences such as different languages and cultura l understanding can allow the company to provide service to customers internationally. Expanding our services to otherShow MoreRelatedDiversity Within A Diverse Workplace1320 Words   |  6 PagesDiversity is seen as the difference among people. These factors include gender, race, ethnicity, age,sexual orientation,religion,capabilities/disabilities. A Diverse workplace,in the last 30 years, become an important issue to emerge, and it’s effects this can have on a organisation. More and more research has gone into a diverse workplace and effects it can have on an organisation competitive advantage. Although having diverse workplace, brings about opportunities and threats, diversity is complexRead MoreDiversity Promotes A Higher Potential Of Success For A Company Essay1543 Words   |  7 Pagesdifferent ideas to come to an optimal solution. Diversity encompasses a variety of differences between people in this world. Each individual is classified to be different from one anoth er whether it is from age, gender, race, personality, education, background, experiences, and more. Varying viewpoints provides a team with a larger pool of ideas to work with and filter out what works for them. Modern day businesses that are striving towards success through innovation tend to lean teams building aRead MoreDiversity Of An Organization s Workforce944 Words   |  4 PagesDiversity of an organization’s workforce and its efforts of taking affirmative steps to attract, develop, and retain diverse employees has become an essential component to business success. To influence managers to utilize every resource when attempting to enhance the cultural diversity in the work place as a â€Å"dynamic atmosphere of collaboration†. Supervisors want to see high standards of ethical behavior in the workplace. In turn, they must behave ethically themselves, exhibiting importantRead MoreLeadership As A Leader?1495 Words   |  6 Pagesaction of leading a group of people or an organization.† Yet effective leadership is much more than that. A leader can be the CEO of an organization, or a high school student who leads his or her group to success behind the scenes. A leader might lead through official authority and power, yet just as often great leaders lead through inspiration, persuasion and personal connections. So what is leadership? One great definition is: â€Å"Leadership is the art of leading others to deliberately create a resultRead MoreWhy A Diverse Workplace Matters?1093 Words   |  5 Pagesof competition. Every organization finds ways to be successful. The success of an organization lies in making profits and building brand image. The search by various scholars has found that a diverse workplace, if managed properly, can do wonders for the success of an organization. Diversity means differences due to race, gender, ethnic groups, age, personality, tenure, organizational function, educational background, etc. Diversity involves how people perceive themselves and how they perceive othersRead MoreWorkforce Diversity1507 Words   |  7 PagesINTRODUCTION Workforce diversity addresses differences among people within an organization. Workforce diversity means that organizations are becoming a more heterogeneous mix of people from different categories. Diversity refers to the co-existence of employees from various socio-cultural backgrounds within the company. Diversity includes cultural factors such as race, gender, age, colour, physical ability, ethnicity, education, language, lifestyle, beliefs, economic status, etc. Diversity requires a typeRead MoreDiversity and Avoiding Conflict in Project Team1415 Words   |  6 PagesDiversity and Avoiding Conflict PM/582 Executive Summary Understanding the organizations diversity, and successfully identify and handle conflict within a team environment is necessary to the success of all projects. The project leader must have the appropriate skill set to successfully understand how to lead diverse teams and identify, lead conflict in a positive manner and communicate appropriately to our customers. We want to ensure that our customers are receiving whatRead MoreBest Foods Case Analysis Essay1615 Words   |  7 Pagesvision is â€Å"To be the Best International Food Company in the World.† (p.713) Best Foods set out to make some serious strides in diversifying their organization. However, there were three key diversity challenges facing them. First is that the company has very few women who have been on the career path that leads them to executive level position. This unfortunately was due to past practices. Best Foods top 150 senior managers were mostly made up of older males predominately white. At the time thatRead MoreRiordan Manufactoring - Team Strategy2940 Words   |  4 Pagesidentify strategies available to form the teams. In addition there are challenges or barriers that may happen. Also how to determine the best strategy will be discussed. Last, to ensure effectiveness, certain measures were taken to determine each team’s success. Strategies There are many strategies to use in creating successful teams. After selecting team members the superintendents agree on five strategies useful in team formation. Leadership Creation Creating a leader within the teams will ensureRead MoreThe And Succession Management Processes Include Attracting, Developing, And Retaining The Individuals Who Have Potential For Success1286 Words   |  6 Pages Talent Management9 and Succession Planning.10 Talent management processes include attracting, developing, and retaining the individuals who have potential for success in organizations. It includes actions taken to manage the development of those individuals to ensure their competitiveness for future opportunities. An organization’s ability to attract, develop, promote, and retain diverse talent happens through proactive measures. Succession planning includes managing the development of employees

Movie Review Girl, Interrupted - 835 Words

The movie Girl, Interrupted is based on the book Girl, Interrupted, by Susanna Kaysen. I would like to say that it is loosely based because although the actress, Winona Ryder, does portray Kaysen’s borderline personality, it seems that Angelina Jolie, who is Lisa Rowe in the movie, steals the spotlight. Girl, Interrupted is about a young girl who is put into the mental ward after an attempted suicide which she claims she was basically trying to leave a lot of stress she had from various experiences behind. Some of these experiences include wrist banging, having an affair with a teacher, and sleeping with men that had little respect for her. While at the ward, she meets many young girls who all have their own psychological problems that†¦show more content†¦While at the home, Lisa starts mentally abusing her as she states that her father engages in intercourse with her which begins to upset the girl greatly. But, Lisa does not stop there as she continues to abuse her a lthough it is clear to the audience and Kaysen that she is beyond upset. The next morning Kaysen and Rowe find the young girl has hung herself in the bathroom. Kaysen falls to the floor crying while Rowe simply walks up to the hanging body and reaches into her pockets and steals her money. It is clear that Rowe is a danger to herself and others in society. While getting ice cream, Rowe causes an uprising as she singles out the woman whose husband Kaysen had an affair. The words used by Rowe would not be typical of a confrontation in public, rather a confrontation in privacy. This showed Rowe’s little consideration to those around her. In the ward she is also a danger to the others as she drugs a night guard and even in the end of the movie threatens to drug Kaysen after reading her journal aloud to all the other women in the ward. This clearly shows that if left in a public setting alone, Rowe has the ability to cause injury to those around her. I believe that the film does a n extremely good job at portraying Rowe’s character. It does such a great job that I feel it actually steals the spotlight form the main character. In a sense I think it does help the social stigma associated with many mental disorders. It allows theShow MoreRelatedMovie Review : Girl Interrupted1957 Words   |  8 PagesIntroduction-What is the disorder The movie I have chosen to do my psychological film disorder assignment on is Girl Interrupted which is a psychological drama directed by James Mangold. The movie takes place in a mental institution for troubled women. All of the characters in this movie suffer from one or more mental illnesses such as depression, borderline personality disorder and schizophrenia. The movie gives us an inside look on how poorly these women are being treated and how they are treatedRead MorePsychological Analysis of Girl Interupted Essay990 Words   |  4 PagesRunning Head: BPD in Girl Interrupted Borderline Personality Disorder in Girl Interrupted Girl Interrupted is a movie based on Susanna Kaysen’s novel, which was inspired by her stay in a mental institution in the 1960s. Incidentally the main character, played by Winona Ryder, is named Susanna. She is eighteen years old and begins the movie by reflecting back on the events leading up to her visit to the psychologist. She has just graduated from high school and other than being an aspiringRead MoreScience in the Media835 Words   |  3 Pagesâ€Å"Science in the Media† Project In the movie Back to the Future part II, Dock goes to Marty’s house and parks his flying car in Marty’s driveway. Just before they leave to head off into the future, Doc rummages through Marty’s trash. In there he finds waded up paper bags, a banana peel, and a partially filled beer can. Doc then inserts the trash that he finds into the top of the engine component of his flying car. Immediately after doing so, they hover off into the future. This particular scene inRead MoreTaking a Look at the Movie Godzilla909 Words   |  4 Pages â€Å"Godzilla† Review Essay I like movies with a strong female lead. A girl that defies all limits and proves herself to be just as worthy as any man. That being said, I was a tad wary about seeing the new â€Å"Godzilla† movie. The only reason I went was because my boyfriend was very excited to see it and being the dutiful girlfriend I am, I went along with an open mind. My expectations were quite low, since this movie didn’t fit in with my usual genre. I never anticipated to actually like the film. â€Å"Godzilla†Read MoreA Comparison of Two Film Adaptations of Hamlet Essay741 Words   |  3 Pages I was raped, the girl said to me overtaken with tears. I was taken by surprise and was at a complete loss for words. She had just taken one of the darkest secrets of her life and brought it out to the splendid light for just me to gaze upon. A little apprehensive, I responded, Im sorry. What is one to say at the revelation of such a horrid thing? Anything else I thought of saying sounded stu pid and insensitive, so I opted for silence and hugged her to comfort her to the best of my abilityRead MorePersonal Narrative : Palate Dreams 1017 Words   |  5 Pagesthing I noticed. Neither was he Japanese. He did not have those typical features. I did not dare ask him such a thing. He walked with me and to my happiness appreciated every review I gave with a piece of advice for each one of it without my asking. He was 55 year old and still had such spirit inside him like of 19 year girl. I could not believe I was having a session with him and not even the fact that he agreed to come to a event like this which was nothing but a peanut when it comes to his likesRead MoreThe Crucible, Directed By Nicholas Hytner Essay2664 Words   |  11 PagesThe movie I chose to research was The Crucible, directed by Nicholas Hytner but written by Arthur Miller. This film starred a young Wynona Ryder along with Daniel day-Lewis and Paul Scofield. Originally released on November 27th 1996, the film was well received even being nominated for an Oscar in 1997, along with 26 additional academy awards that year, sadly it only won 4. Of course a film about witchcraft, an affair, and people being hanged would spark controversy especially since it was ratedRead MoreThe Crucible By Nicholas Hytner Essay2598 Words   |  11 Pages The movie I chose to research was the crucible, directed by Nicholas Hytner but written by Arthur Miller. This film starred a young Wynona Ryder along with Daniel d ay-Lewis and Paul Scofield. Originally released on November 27th 1996, the film was well received even being nominated for an Oscar in 1997, along with 26 additional academy awards that year, sadly it only won 4. Of course a film about witchcraft, an affair, and people being hanged would spark controversy especially since it was ratedRead MoreMary and Max9879 Words   |  40 PagesMary and Max It is 1976, an 8-year-old Mary Daisy Dinkle (Bethany Whitmore) is a lonely little girl living in Mount Waverley, Melbourne, Australia. Her relatively poor family cannot afford to buy her toys or nice clothing, and she is teased by children at her school due to an unfortunate birthmark on her forehead. Her father is distant and her alcoholic, kleptomaniac mother provides no support. The closest thing she has to a friend is the man for whom Mary collects mail, Len Hislop, a World WarRead MoreThe Movie In A Grove By Akira Kurosawa1923 Words   |  8 PagesThe woodcutter confirms Tajomaru’s story, but describes the battle as â€Å"much more pitiful† than originally described. After the woodcutter, priest, and commoner finish discussing what happened between Tajomaru, the samurai, and his wife, they are interrupted by the cries of a baby that has been abandoned with a kimono and an amulet. The commoner steals the kimono and amulet from the baby, but the woodcutter decide s to take the baby and care for his as his own. The story told in Rashomon is quite simple;

Andrew Jackson True American free essay sample

Indian removal and banking policies were all controversies which brought forth strong rivalry and resentment throughout his years as president, but Jackson s strong will and assertiveness got our country through these times. President Andrew Jackson did not overstep the boundaries of the executive branch Of government; he only strengthened these boundaries which were already in place. Andrew Jackson had a heroic military past. In 1810 Jackson was named Major General in the Tennessee Militia. Here Jackson became famous for his victories over the rebel Creek Indians.These victories impressed leaders in Washington and Jackson was put in charge of the defense of New Orleans in the war of 1812. Jackson was able to lead his troops to victory and solidify himself as a dominant figure in the US armed forces. This show of American strength made Americans feel proud after a war filled with many military defeats. This sense of nationalism lead to a time known as the era of good feelings. We will write a custom essay sample on Andrew Jackson : True American or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Jackson was given the nickname Old Hickory, and was treated as a national hero. In 181 7 he was ordered against the Seminole Indians. He pushed them back into Spanish Florida and continued to take the rest of the land from the Spanish. Many to this day claim Andrew Jackson was not authorized to do so, but in reality he was. He and President Monroe both realized the acquisition of Spanish lands would strengthen the nation. On December 28, 1817, Monroe wrote Jackson a provocative note explaining his true intention for Florida. This days mail will convey to you an order to repair to the command of the troops now acting against the Seminole, a tribe which has long wilted our right and insulted our national character.The movement that you will bring may possibly have other services to perform, depending on the conduct of the bandit at Amelia Island and Galveston. This is not a time for you to think of repose. Great issues for the future of our country are at issue, and until our course is carried through triumphantly and every species of danger is settled on the most solid foundation, you ought not to withdraw your active force from it. (Remind peg. 1 19) Jackson naturally believed he had been instructed to seize Florida. What other services did Monroe have in mind if not the seizure Of this territory? (Remind peg. 11 9) Jackson did not hesitate, and his actions helped to acquire the Florida territory, and he became a provisional governor of Florida that same year. This situation demonstrates the character of this man. Andrew Jackson was a man dedicated to strengthening our country at any cost. He was not one let what others may think of him get in the way of what he knew was best for his country. Later, Jackson nearly won the presidential campaign of 1824, however due to a corrupt bargain between John Quince Adams and Henry Clay he lost.Over the next four years the current administration built a strong political machine with nationalistic policies and a lack of concern of states rights. Adams also implements the tariff of Abominations, which outraged common merchants and southerners. The 1828 campaign was filled with mud slinging on both sides. John Quince Adams and his northern supporters went as far as saying that Jacksons wife had committed adultery by being with Jackson while she was still married to Lewis Roberts. However the people still rallied behind Jackson, and he became the seventh President to the United States. Originally the President relied more on an informal group of newspaper writers and northern politicians for political advice, rather than his presidential cabinet. This made him more in contact with the people Of the united States, and more in contact with the public opinion and feelings award national issues. However this could not last for long. Immediately after taking office Jackson conducted a strict examination into the operations of specific departments within the government, and from now on all these departments would have to report to him. Jackson wanted to find out, what retrenchments could be made without injury to the public service. What offices could be dispensed, and what economical improvements could be made to further his administration. (Remind peg. 1 84) Because of the widespread corruption throughout the last administration Jackson expected amoebas in order to strengthen the national government. However Jackson felt that, these removals must emanate from principle. He therefore directed that only those who has been appointed against the manifest will of the people would be replaced.President Jackson developed the system of rotation in office. However his enemies labeled it the spoils system. Many feel the way President Jackson utilized the spoils system overstepped his executive power however legally he did have the power to do so, and Jackson used it to insure loyalty and obedience of the people in his administration. The new appointments to power were to serve the cause of freedom, said Jackson. He felt these new appointees would help restore virtue and morality into a sometimes-corrupt government.Unlike the men who were forced to leave office, this new breed of politician would conform to a strict moral code in order to set a good example for all Americans. Officers in both their private and public relations must be examples Of fidelity and honesty, said President Jackson. NO other sort of man deserved to represent our fair country. Needless to say, Andrew Jackson did not introduce the spoils system to American government, nor did he dismiss the rumored thousands of office holders. He removed only 919 person out of 10,95, roughly 8 percent. (Remind peg. 85) This is obviously not overstepping or overdoing anything. States rights played an important part in Jacksons policys as president. In the case of the Cherokee Indians vs.. The State of Georgia, n,vow Supreme Court decisions in 1831 and 1832 claimed the United States government must protect the Cherokee Indians living in the state of Georgia. However, Georgia had a long-standing vendetta with the Cherokees due to their jurisdiction on Georgians land and because gold had recently been found where the Cherokees resided. The state of Georgia saw the Indians as mere tenants on their land decided to kick them out. Chief Justice John Marshall ruled that Georgia had no jurisdiction to interfere with the rights of the Cherokee and removal of them would violate treaties between them and the U. S. Government. However, Jacksons nationalism and his states rights philosophy merged to produce an Indian policy that differed from that of John Marshall. Jackson rejected any notion that would jeopardize the safety of the United States. As far as he was concerned the Indians living in tribes within the boundaries of states constituted a distinct threat to the nation. However, Jackson had some compassion for the Indians. He felt they would benefit from acquiring their own land, and he offered to recompense tribes with decent amounts of money. The question of the tariff was another major controversy in the United States during the Presidency of Jackson. His strong support for a unified nation would hold the country together in this national crisis. During his long campaign, Jackson had promised the south a reduction in the tariff established in 1828 by Adams. Southerners and westerners were thrilled to hear that this unfair tariff would be lowered and thereby threw President Jackson a lot of support.However, in 1832 his administration only lowered the tariff by a small margin. The South was enraged because it was not even close to what they expected. Due to the small response by the federal government, South Carolina acted upon the doctrine of Nullification, which stated that the states had the right to null or void a law if they didnt agree with it. South Carolina declared the federal tariff laws of 1828 and 1 832 invalid and unconstitutional and prohibited the collection of the tariff. Jackson ;s response to this came on his Nullification Proclamation.He declared that he was determined to enforce the lava if South Carolina tried to leave the union, but would compromise in lowering the tariff. In 1 833 congress passed a compromise bill, which set a new tariff. South Carolina and the other Southern States were satisfied with the compromise and the union was preserved due to the execution of Andrew Jackson. He used his executive powers for good and left both northerners and southerners happy. Andrew Jackson and his policies strengthened the new American nationalism.

Adam Smith’s Theory of ‘The Invisible Hand’ free essay sample

This essay tries to absolve Adam Smith from left-wing criticism that he has established the mode of greed in Western societies. It lays stress on the fact that Smith’s theory concerning the â€Å"invisible hand† was a scientific observation, and that it expressed natural law, something that is beyond the capacity of humans to control. To this end it considers various issues raised in The Wealth of Nations, discusses how they were relevant to Britain and the world at the time of publication, and also how they continue to be relevant to this day. It points out that left-wing criticism derives from a misreading of Smith, and is due to a conflation of Smith’s theories and capitalism. It argues that capitalism existed well before the time of Smith, and its course has nothing to do with Smith’s discoveries. The underlying theme is that Smith’s theory expresses freedom in economic life. The first thing to keep in mind when discussing the concept of Adam Smith’s theory of the â€Å"invisible hand† is that he was foremost a moral philosopher and a social scientist, and by no means an economist in the modern sense. The modern economist usually functions in the capacity of a social policy advisor who is politically motivated. It is true that Smith offers advice to governments towards achieving prosperity, but this is only in the capacity of a moral philosopher. The substance of his findings is that economic life is governed by a simple principle, and his advocacy derives from the understanding that is it unwise to intercede in the path of natural law. This is the principle of laissez faire, that governments should not impose their designs of the economy of a country, and that even the cleverest idea is bound to be detrimental to prosperity, compared to that which comes naturally. In the modern context we find the World Bank criticized by the left for ‘imposing’ free market ideology on poorer nations, an ideology supposedly derived from Smith. If it is an imposition, then it must surely be contrary to the workings of the invisible hand, and therefore detrimental to prosperity. But it is questionable whether the World Bank really imposes itself at all, a point that will be taken up further on. Smith’s thesis is a mere elaboration of Bernard Mandeville’s motto â€Å"private vices, public benefits†, though Smith is careful not to conflate vice with self-interest.[1] In Smith’s version of the teaching, we act in our own interest in the sphere of economic activity, but in doing so we bring about benefit to society as a whole.[2] Smith imagines an invisible hand arranging things in economic life, so that even though we do not intend to serve the public good, we end up doing so.[3] He describes the mechanism of price determinism to put the thesis into focus. The price of a commodity is determined by two factors – supply and demand. If there is a sudden glut in the market, the price of corn falls. This means that there is more supplied than that which is demanded, and so consumers are not willing to buy corn at the previous price, and so the seller is forced to lower it. On the other hand a bad harvest suddenly makes corn less available, in which circumstance the price rises. Consumers still demand the same amount of corn, so the seller is able to extract a larger price for his corn. This describes the fluctuation of supply, and the situation mirrors itself when the demand fluctuates. This analysis actually describes two opposing tendencies in the market. The seller wants a high price for his goods, while the consumer would pay the least. Matters settle at the equilibrium price, which is the point that balances the two tendencies. The mechanism of price determination is as close as we come to see the workings of the invisible hand, which works for the general benefit by balancing contraries. Smith is describing a natural law of human interaction, so he cannot make suggestions as to how the theory should be utilized. Governor Pownall of Massachusetts has fittingly described the thesis as â€Å"an institute of the Principia of those laws of motion, by which the operations of the community are directed and regulated, and by which they should be examined.†[4] Smith is observing as a scientist would, and in his reasoning we discover a strong imprint of Hume’s â€Å"science of man†. David Hume was a crucial philosopher for the age, who emphasized that reason must be applied to the sphere of man, against the Rationalists who harked for metaphysical certainty in knowledge.[5] Most of the substance of The Wealth of Nations is anticipated by Hume, especially the benefits to be gained from competition and free trade. The special contribution of Smith was to put the matter on a solid scientific footing. Another significant influence is of the physiocratic school in France, led by Francois Quesnay. This school also believed in a natural law determining economic life, but based the law on land, and therefore on agriculture. Because agriculture is the support of all other activities, the agricultural community was thought to be the sacred heart of society and in this context the advocacy was â€Å"laissez faire† – to let things be. Smith instead identified the source in labour, and in free competition regards the exchange of it products. This is the heart of economic activity that must be left inviolate, and he carried on the same slogan of the Physiocrats in this new context. The opponents of Smith accuse him of promoting greed, but this is certainly not the way Smith meant his thesis to come across. As a true scientist, his sole regard was for natural law. He does not pretend that economic activity can be changed at the atomic level. His only advocacy was for free trade at the macroscopic level. He felt passionately in this regard because the conventional policy of European governments at the time was hardly conducive to free trade. This policy is described as mercantilism, which in the modern context may be described as protectionism. Governments believed that they should always aim for a favourable balance of trade. The reasoning was that, if net exports exceed net imports, there is an accumulation of specie (gold or silver currency) within the domestic economy. The extra wealth may then be utilised towards further self-sufficiency, by cultivating or mining the colonies. It also helps in the emergency of war, because troops may be quickly assembled to the task of protecting the national interests. At the time all major European powers were colonial, and effectively at war with each other in their expansionary drives. International trade was carried out in this atmosphere of suspicion and rivalry, and Smith did not see this as a situation favourable to prosperity. His reasoning was simply that it obstructed natural law. Smith singled out the relative prosperity of Britain, and identified the cause in its relative tolerance of free trade. As against Britain he cited the examples of Spain and Portugal, the original European colonists, but now languishing in the race. The demise of the Spanish and Portuguese empires is squarely blamed on mercantilism. Natural love of specie was exacerbated by the discovery of gold and silver mines in South America, and to prevent the acquired treasures from leaking out of their domestic economies, these governments introduced more and more protectionist measures, the net result being merely inflation, because gold and silver lost value in the internal market. As the domestic economy lost edge, trade also suffered. Because Spain and Portugal held so much gold, the currency elsewhere increased in value, which encouraged industry, so that other nations were able to trade favourably with them. Smith compares this situation to a river being dammed up, so that the dammed up side is at an unusual high level, at the expense of the other side. â€Å"Open the flood-gates,† Smith exhorts, â€Å"and there will presently be less water above, and more below, the dam-head, and it will soon come to a level in both places.†[6] Britain too fell into the same trap, when parliament ratified the Corn Laws in 1815, imposing restrictions on the importation of corn, hoping to extract a better price for its corn merchants and producers in international trade. Despite bloody protests, successive administrations failed to repeal the laws, not willing to relinquish a tool by which they could display economic prowess. Peel took steps in 1842 to lessen the severity of the Laws, claiming to have been enlightened by reading Smith. It was only fully repealed by his successor Russell. Most observers will agree that free trade has been responsible for the miraculous prosperity and technological advance of the modern world. In this way they come to an appreciation of the invisible hand at work, in the same way that Smith appreciated its workings in the favourable position of Britain in the 18th century. But it is unfortunate that capitalism and all its attendant evils have come to be associated with Smith’s ideas. The connection comes through Smith’s elaboration of the concept of â€Å"division of labour†. To illustrate how a free economy comes to assign specialized roles to individuals, Smith described how efficiency is extracted from the factory floor. However, the capitalist who owns the factory can read this description in a different light, and may then try to extract profit through more specialization. Such an attitude gives rise to capitalism, and may be said to come from a misreading of Smith. Marx analyses capitalism entirely from this point of view, and speaks of an unhealthy separation, where â€Å"labour power found itself in a state of separation from its means of production,† which has been expropriated by the capitalist.[7] This is supposed to be the beginnings of social alienation. Karl Polanyi identifies an even more drastic consequence. He describes how â€Å"the market becomes ‘disembedded’ from society,† meaning that instead of functioning in the natural context in which Smith observed it, the market is forced to function in the way the capitalist deems necessary.[8] The capitalist is further criticized for imposing enclosures, which bars society towards holistic integration. Some critics lambaste Smith for not once mentioning the controversial â€Å"highland clearances†, in which people were barred from access to common land to make way for sheep cultivation, a part of the general policy of ‘enclosure’. But all such left-wing critiques are merely beside the point. Smith nowhere describes capitalists controlling society, and any such action he describes as merely subversive to the working of the invisible hand.[9] The economic efficiency which he extols is not to the credit of the capitalist, but is rather the outcome of natural law. If capitalism seems to be a reality, then it must be explained otherwise. Braudel offers a more intelligent explanation, in which capitalism is merely a steady commercialization of economic life, and without a specific origin.[10] Smith derides capitalism in the same way as we do. It has nothing to do with the functioning of the invisible hand. Another way in which Smith is thought to have instigated capitalism is through the influence he wields over the avowed capitalist regimes of the West. He is thought to have played a role in the birth of the American nation, as being an inspiration in the revolutionary war against Britain. But the founding fathers were not followers of Smith, and the later leaders were only so by proxy. They professed to believe in Smith only because his theories had become the norm. In fact Smith’s own predictions concerning America are highly significant. He thought the British treatment of its American colonies as enlightened, and except for trade the colonists were allowed every freedom.[11] He called for American representation in the British parliament, and predicted that one day British capital would be transplanted to America. In the end Britain had to go to war with its colonies, and eventually granted them independence. If not British capital, then at least British liberality transplanted itself there, and proved to be the foundation to American prosperity. It proves that Smith’s hope for the American colonies was not misplaced, but it was a hope based on liberality, and not on capitalism. This is the sense in which McCloskey describes him as a moral philosopher, and not an economist.[12] The same argument serves to absolve World Bank from the charge of imposing free market reforms, which are said to be imposed as conditions to granting loans to poor countries. Once we accept that the free market is a natural phenomenon, it cannot be conceived how any political body may control it. The left wing seems to mistake moral freedom for conspiracy. In conclusion, Smith discovered a natural law that guides economic life, and to present it graphically he pictures a pervasive and invisible hand working towards the enrichment of society as a whole despite the fact that the individual members are acting only out of self-interest. The wrong judgement of this theory is to suppose it to be a means for the capitalist to enrich himself. The correct judgement should be that Smith has discovered how freedom exists in the economic life. In the modern world, nations have prospered only to the extent to which they have been infused with the spirit of freedom. If they had tried to conspire to this end they would not have succeeded. This is the basic lesson that we learn from The Wealth of Nations. References BRAUDEL, F., 1977. Afterthoughts on Material Civilisation and Capitalism. Trans. Patricia Ranum. Baltimore: Johns Hopkins University Press MACFARLANE, A., 2000. The Riddle of the Modern World: Of Liberty, Wealth and Equality. New York: St. Martins Press. MARX, K., 1978. Capital, Volume Two. New York: Penguin Publishing. MCCLOSKEY, D.; A. KLAMER, 1996. The Value of Culture: On the Relationship Between Economics and Art. Amsterdam: Amsterdam University Press. MILLER, L.; J. COLEMAN; W. CONNOLLY; ALAN RYAN. 1991. The Blackwell Encyclopaedia of Political Thought. Oxford: Blackwell Publishing. POLANYI, K., 1990. The life and work of Karl Polanyi: A Celebration. Ed. Kari Levitt. Montreal, QC: Black Rose Books. REISMAN, D. A., 1976. Adam Smiths Sociological Economics. New York: Barnes Noble Books. SMITH, A., 1998. An Inquiry Into the Nature and Causes of the Wealth of Nations. Ed. Kathryn Sutherland. Oxford: Oxford University Press. TWEYMAN, S., 1995. David Hume: Critical Assessments. London: Routledge.

Careers in the Hospitality Industry

Free Essays on The Red Wheelbarrow

Red Wheelbarrow In gazing over Williams Carlos William’s The Red Wheelbarrow I was dumbfounded. The poem lacks in symbolism as well as meaning, yet gives a series of images with no conclusion to its original statement. The Red Wheelbarrow poses a mysterious element to the average, everyday reader. At the end of the poem I was forced to ask the question, â€Å"why does so much depend upon a red wheelbarrow.† In studying other writers I tried to seek a definitive answer to why Williams wrote this poem. In further study I asked myself the question, â€Å"what (actual) purpose does this red wheelbarrow serve?† My metamorphosis began when I read Paulo Freire’s â€Å"The Banking Concept of Education†. He must’ve had something on his mind when he said, â€Å"teachers either work for the liberation of the people-their humanization- or for their domestication, their domination.† In what could be called an interesting summation in unveiling the negatives of narrative learning, Freire explains the pitfalls and shortcomings of the â€Å"Banking Education†. His concept stems from the hierarchy of the teacher celebrating â€Å"himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence.† In this system the teacher acts as the depositor and the students, merely receptors. The Banking concept, according to Freire, suffers from an abnormal amount of pride in that it gives itself the charter to give their educated the title, â€Å"welfare recipients†. These teachers, referred by Freire as oppressors, make it their duty to change the â€Å"incompetent and lazy† by simply perverting their mentality. The night prior to our reading of Freire I took to the internet to find some sort of meaning to Williams’ poem. Some websites analyzed the poem’s imagery and others took a more symbolic pa... Free Essays on The Red Wheelbarrow Free Essays on The Red Wheelbarrow Red Wheelbarrow In gazing over Williams Carlos William’s The Red Wheelbarrow I was dumbfounded. The poem lacks in symbolism as well as meaning, yet gives a series of images with no conclusion to its original statement. The Red Wheelbarrow poses a mysterious element to the average, everyday reader. At the end of the poem I was forced to ask the question, â€Å"why does so much depend upon a red wheelbarrow.† In studying other writers I tried to seek a definitive answer to why Williams wrote this poem. In further study I asked myself the question, â€Å"what (actual) purpose does this red wheelbarrow serve?† My metamorphosis began when I read Paulo Freire’s â€Å"The Banking Concept of Education†. He must’ve had something on his mind when he said, â€Å"teachers either work for the liberation of the people-their humanization- or for their domestication, their domination.† In what could be called an interesting summation in unveiling the negatives of narrative learning, Freire explains the pitfalls and shortcomings of the â€Å"Banking Education†. His concept stems from the hierarchy of the teacher celebrating â€Å"himself to his students as their necessary opposite; by considering their ignorance absolute, he justifies his own existence.† In this system the teacher acts as the depositor and the students, merely receptors. The Banking concept, according to Freire, suffers from an abnormal amount of pride in that it gives itself the charter to give their educated the title, â€Å"welfare recipients†. These teachers, referred by Freire as oppressors, make it their duty to change the â€Å"incompetent and lazy† by simply perverting their mentality. The night prior to our reading of Freire I took to the internet to find some sort of meaning to Williams’ poem. Some websites analyzed the poem’s imagery and others took a more symbolic pa...

Marcel Duchamp Prefigure Walter Benjamin's Thesis Essay

Marcel Duchamp Prefigure Walter Benjamin's Thesis - Essay Example The essay "Marcel Duchamp Prefigure Walter Benjamin's Thesis" explores Walter Benjamin's thesis and Marcel Duchamp. Art has evolved since it was first discovered and the reason behind all these forms of evolution is to ensure that the production of works of art suit the aesthetic needs of the people to whom it is presented. A key point in global art history in terms of evolutionary art is the early 20th century when Benjamin Walter hypothesized and further came out with an essay on art in the age of mechanical reproduction. In this paper, the ways in which the work of Marcel Duchamp prefigures Walter Benjamin’s thesis in his essay shall be analyzed. Marcel Duchamp has been a major contributing icon to the work of art, especially in the 20th century. The 1887 French born had the opportunity of having his first exhibition in 1908 in what was termed Salon d’Automne through the influence of his brother . But since then, Duchamp took a lot of control over what he could do as an artistic personality. It is not for nothing that Perloff notes that Duchamp’s readymades now commands sky-high prices, with people applying for permission to reproduce some of his related images in a scholarly book on modernism paying as much as $200 apiece. This means that Duchamp has continued to remain a very influential figure in art since the 1990s and continues to dominate modern artistic theories. As far as the mechanical reproduction is concerned, a number of great pieces of art works could be attributed to Duchamp., most of which shall be discussed into detail in later sections of the paper. However, it is worth mentioning that the influence of Duchamp on art through the challenging commands of conventional thoughts he had over artistic processes gave so much scheme to what was yet to be born essay of Benjamin Walter3. Though it is said that Duchamp did not succeed in producing as many works of art as some of his predecessors and those that came after him, the fe w he did and some of his subversive actions predicted that he was a revolutionist of art who wanted the old aura to be replaced with a new one, which Walter later came to champion as a thesis in his essay. Overview of Walter Benjamin’s Thesis The major thesis of Walter Benjamin’s essay touches on the conceptualization that the form of technical reproduction of works of art that takes place today are not a modern phenomenon but that modernity has played a contributing factor in ensuring and enhancing much accuracy in the course of mass production4. Throughout the essay, this thesis is elaborate to more or less praise the role of modern artistic discoveries into making what used to be even better. The essay therefore analyses various for m of the development of mechanical visual reproduction including photography, stamping and engraving5. In each of these artistic practices, which in the opinion of Walter are not new but an exhibition of mechanical reproduction that has been with us for long, a new line of

Secondary study on any current public health issue - Obesity Statistics Project

Secondary study on any current public health issue - Obesity - Statistics Project Example If found at the beginning, one should take care of his/health by reducing the weight by taking less calorific food and doing aerobic exercises / yoga regularly. From all the above tables and chart, it is concluded that the White non-hispanic youths are less obese (Mean BMI=23.49) compared to Hispanic group youths (Mean BMI=27.56) or black non-hispanic group youths (Mean=34.95). The black non-hispanic groups are over obese compared to their counterparts in Hispanic or white non-hispanic groups. The ANOVA is also showing highly significant F value which indicates that there is a very highly significant difference in BMI between the three ethnic groups. The correlation coefficient between white non Hispanic and black non Hispanic is positive and significant at 1% and 5% levels, the correlation coefficients between Hispanic and white non-hispanic is positive and significant at 5% level only where as there is no correlation between black non-hispanic and Hispanic

Philosophy of Social Science Essay Example | Topics and Well Written Essays - 1000 words

Philosophy of Social Science - Essay Example (Gordon, 3) The considering of this second aspect engendered by social science, connects it to ethics, to the study of values. Dealing with the concept of "philosophy of social science", the same author defines it as "the study of how we are able to know whether our notions or theories about empirical phenomena are true or false." (3) Another definition is that the philosophy of social science is the study of the logic and the methods of social sciences. This second definition appears in the Cambridge Dictionary of Philosophy. According to the same source the problems it deals with are those connected to answering questions like: "What are the criteria of a good social explanation", "How are the social sciences distinct from the natural sciences", "Is there a distinct method for social research", "Through what sorts of empirical procedures are social science assertions to be evaluated", "Are there irreducible social laws", "Are there causal relations among social phenomena", "Do social facts and regularities require some form of reduction to facts and regularities involving only the properties and actions o f individuals" One of the problems the philosophy of social science is concerned with is that regarding methodology... dividuals having to conform to a model or pattern offered by society, nowadays conceptions emphasize on the importance of respecting one's individuality, conception based on the idea that all human beings are free to choose their own and personal way of life. As a consequence of individualization, a new method of social science research appeared: the biographical method.Extensively discussed in The Turn to Biographical Methods in Social Science: Comparative Issues and Examples, the biographical method is new to the field of the social science methodology. The explanation the authors give in regard to the fact that social science researchers rejected this method until recently, lies in the fact that "modeling themselves on the natural scientists", they "set out to construct models of body and mind which described uniformities and regularities, and which enabled human behavior to be understood "objectively", that is in terms of its abstracted common attributes" (Chamberlayne, Bornat an d Wengraf, 36). The authors mention the fact that, although biography is commonly regarded today as a written work, it is, in fact, a production of face to face oral communication. The definition provided by the same researchers connects it to the social integration aspect: "The work of orienting the temporal process of the individual's life and of social change." (115) Through biography, meaning by telling their life, people integrate themselves in a context and realize that they belong to a structure, they reconstruct themselves. The biographical method was attacked, researchers warning about its inadequacy and supporting their position by two main reasons: the possibility of having to do with what was called "a neurotic narrator", or a person who invents the facts presented as

Management and Leadership (ML) Reflection in Nursing

Management and Leadership (ML) Reflection in Nursing Description of the incident /near miss The incident occurred in a care centre that provides nursing care and support for 20 young people with a physical disability (YPD) and 65 older people. The settlement consists of four individual units; two â€Å"dementia†, one â€Å"residential† and one â€Å"YPD† providing care for people with many different conditions. Staff work allocated to individual units but is expected to help out in other than allocated units when necessary. One member of staff had a terrible attitude towards working/helping out in one of the dementia units and refused to do so when delegated to work there. This led to a challenging situation that could cause risks related to short staffing issues. The analysis relates to the key elements of competence: Management and Leadership (ML) The situation was critical to me because it undermined safeguarding practice, affected teamwork concept and disorganised work causing workload difficulties. It was linked with factors that could affect safety and pose risks to clients ( ML 1.13) and therefore as a leading member of staff I had to take action by organising work and co-ordinating duties by prioritising needs (ML 1.1). According to the company regulations both dementia units should have daily minimum 5 care and 1 trained staff and 4 +1 in the other two on duty. When all staff present at work on the incident’s day had been checked; the â€Å"residential unit† turned out to be overstaffed (5+1staff). I have decided to take advantage of this opportunity and utilise available human resources in order to provide care for the clients in my unit (ML 1.5; 1.6) and delegated a member from the â€Å"over staffed† unit to help us. It was obvious to me that I had to act non-judgementally to ensure equality and fairness towards all clients (ML 1.6) by allocating adequate number of staff for each unit. The refusal to help in dementia unit was motivated by â€Å"fear to work in an unknown environment†. However the members of staff on duty working in the unit that was short were experienced and well organised workers. The delegated member of staff who denied to help was explained that she could benefit from joining the experienced team and encouraged to learn more about dementia affected clients’ needs and how influence the clients outcomes (ML 1.3; 1.15). Feelings Knowing the group of clients in dementia units from my own experience; their needs and limited abilities to act for themselves, I felt obligated to act for them. As a leading, trained staff I had the duty to ensure the patient’s right to be cared appropriately was met and the power to organise and co-ordinate work. It was a good opportunity to point out questionable behaviours that had potential advantages for the improvement of quality of care in the Home. Also the incident gave me the chance to show recognition to the experienced members of the team by asking to guide the new (in the unit) colleague. Evaluation The ability to re-organise work in one unit, so that we could attempt to manage to work in the short staffed unit without calling agency or bank staff was a positive aspect. Awareness of the workload and the â€Å"routine† of work in the dementia units allowed me to think about what to do and how to do it. My main aim was to ensure â€Å"our† clients were safe and looked after appropriately. As soon as I have noticed that one unit was â€Å"overstaffed† I have decided to delegate one of their members to work with us. This might have been good in relation to co-ordinating work and the use of available resources but on the other hand it could have as well caused the incident. I planned the delegation effectively but the implications of the delegation of duties could have been explained first. Before co-ordinating and delegating I could have taken 5-10 minutes to explain to the delegated member of staff that she will work with an experienced team where support will be provided and that she could gain new experience and knowledge that she may well benefit from in the future. Nevertheless, I simply presumed that the perception of the situation was the same for everyone. I did not consider the feelings or experiences of the member of staff that was meant to be transferred to our unit for her shift. Once the situation was explained and an informal verbal warning was given to the â€Å"non-cooperative carer† she changed her mind and came to work with us. Analysis Key system policies for Scottish Social Care (Quality Compliance Systems, 2014) include amongst others ‘Safeguarding Arrangements’ and their reports, for example State of care 2013/14 (Care Quality Commission, 2013/14), demonstrate that ‘lack of staff’ is one of the most common reasons for safety issues. Reporting of Injuries Diseases and Dangerous Occurrences Regulations (RIDDOR) state what types of incidents/accidents have to be reported for further investigations (Health and Safety Executive, 2013). Although the described incident was classed as non RIDDOR reportable it had to be managed immediately in relation to Patient Safety and Quality Improvement Act of 2005 (The Agency for Healthcare Research and Quality, 2008) Cartey and Clark (2010) claim that bearing in mind the patient’s right to be cared appropriately in a safe environment by adequate number of qualified and or purposely trained staff is enshrined within the constitution needs to go along with an understanding that care workers face many challenging situations that can affect their performance and at the same time the patient’s safety. Care staff deliver the majority of hands-on nursing care but all too often they are perceived by superiors as †numbers† and therefore it can be difficult for them to feel motivated, maintain high morale and values and play a good role in a team. It is expected that they are responsible (the service user needs to feel secure in the knowledge that they will be responsibly looked after), supportive, compassionate, respectful towards each other and the service users, sensitive, understanding and having good people- skills. However for this to be achieved they need to be led by good examples (Bertucci, 2006). The ideal example should according to Storey and Holti (2013) use a concept that is no exclusive to or within leadership. Therefore, mixing management styles e.g. autocratic command and control based to delegate duties effectively, organise and co-ordinate work with the ability to motivate and bring out the best in staff by communicating and sharing the mission and building partnerships within organisation ( democratic) is critical (Schein, 2010). Sims (2002) underlines the need for change in commitment to teams and teamwork where client centred and willing to focus on the customer needs attitude is seen as the key element. Teams are perceived as combined and unceasing efforts of everyone participating in care including not only healthcare givers and receivers but also planners (Walburg and Bevan, 2005). Alas, teams that are cohesive, productive do not happen by accident. The Care Quality Commission (2013/14) reports show that appropriate use of available human resources is a longstanding concern that affects the quality of care in nursing causing many issues. Therefore staff should be encouraged to work together even if they disagree or have different opinions in order to work out ways to resolve conflicts (Mickan, 2005). Explaining the idea of working in â€Å"the unknown† unit changed the attitude of the â€Å"uncooperative carer†. The mixed approach might have been more time consuming compared to a straight commanding but proved to work well. The approach used on that day helped to identify the cause of the problem, avoid risks related to it and motivate the team which had a positive effect on personal development. Should there be a just one style e.g. traditional management used, where the management is known to exercise power, fear and follow without question attitudes (Colins, 2001), the incident could have turned out from a near miss to a serious safety issue. Conclusion If the Manager would have paid more attention to developing and leading teams that work well together for the home as a whole prior to the incident, there would be no issue with working in other units and work could be co-ordinated and prioritised on the day of the incident in a different way. However, the incident made me realise that without my initiative to seek help from other units â€Å"our† clients would be put at risk and treated unfairly. This gave me the strength to use all my powers to mitigate the risks related to staffing challenges and manage the problem as effectively as possible. I knew I had to be strict but at the same time I wanted to act in a sensitive manner to avoid over emotional response that could have caused unwanted effects. What I have learned was to use mixed styles approach in practice. Action plan If a similar situation arose in the future I would start the day with a flash meeting; explaining the risks and consequences of leaving a unit short of staff to the whole team (all units). I would allow some extra time to make sure we all understand our role as caregivers to be flexible and accommodating that enables us to deal with different types of patients with greater ease. Then I would re-organise staff in units depending on the teams and needs of each unit; choose one inexperienced or new member of staff to work in the unit that would be short and explain that this is â€Å"learning by doing† day and offer my personal support to that member of staff.

The Deadly Influence of National Socialism Essay -- National Socialism

The Deadly Influence of National Socialism National Socialism was a political movement that emerged in Germany after its defeat in World War I. This movement is more commonly known as Nazism. The National Socialist Party or Nazi Party was formed in Munich is 1919. Adolph Hitler was given all dictatorial powers as the result of the Enabling Act. By 1933 the party had gained control over the entire German state and the ideas, propaganda, and doctrines of National Socialism were written in Hitler's Mein Kampf (My Struggle) . Hitler believed that, "The Nordic master race was created to rule over inferior races, especially the Jews" (McManus 5). This was just the beginning of Nazi thought that swept throughout Germany until the end of World War II. Party membership was "voluntary" and millions joined, some willingly and others against their will. National Socialism transformed Germany from a weak republic to a powerful state. This change was brought about by one individual, Adolph Hitler. Hitler had tremendous influence o ver millions in the German community. National Socialism greatly influenced the church and education in the Third Reich. Today the Nazi influence is seen in white nationalist groups all over the world. It was essential for churches in the Third Reich to understand what was happening politically in Germany. Hitler subordinated church policy to his political policies. Tensions were high in the German Bishops' Conference between the president Archbishop Bertram and Bishop Preysing. Preysing saw that the Third Reich was corrupt as early as 1933. The Vatican and most of the German Bishops agreed with the ideas of National Socialism. Bertram defended the government until his death in 1945. Preysing... ...race is superior to all others. Hitler impacted both the church and education in Germany. The effects of the Nazi party are still felt today. The power of an individual should never be underestimated. In Hitler's case, it is apparent that one individual can influence millions lives and completely change the course of history. Works Cited - Blackburn, Gilmer. Education in the Third Reich. Albany: New York Press, 1985. - Constable, George. The Twisted Dream. Virginia: TIME-LIFE, 1990. - Gay, Kathlyn. Neo-Nazis: A Growing Threat. New Jersey: Enslow, 1997 - Hockenas, Paul. Free to Hate. London: Routledge, 1993. - McManus, Jason. The New Order. Virginia: TIME-LIFE, 1989. - Scholder, Klaus. A Requiem for Hitler. Philadelphia: Trinity, 1989. - Speer, Albert. Inside the Third Reich. New York: Macmillan, 1969.

Gettysburg Address Rhetorical Analysis

On November 19th, 1863, Abraham Lincoln composed one of the shortest yet greatest speeches of all time. In the midst of a Civil war, Lincoln commemorated this address with a hopeful, serious, and empathetic tone. His display of tone can best be seen when he appeals to the audience with ethos and pathos when he announces, â€Å"We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.† Through the speech, Lincoln never addresses the audience as â€Å"you,† instead he uses â€Å"we,† â€Å"our,† and â€Å"us,† to connect with the audience. As President of the United States he addresses the people as one collective group; there is no individual who caused the division between the North and South, however, we must come together as one nation to fix it. He connects with the audience because a majority of the audience had suffered a loss of a family member, further developin g a bond between him and his audience.His compassionate, understanding, and empathetic tone is best supported by the utilization of ethos and pathos. Another place that displayed Lincoln’s tone was in sentence 8 when Lincoln rhetorically parallels and uses a triple by saying, â€Å"But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow—this ground. † This is significant in that he tells the audience that we should not take any of these actions and that we have to look towards the future. We cannot look back on this mistake, this civil war that should never have happened.We have to come together as a nation. Lincoln effectively uses these strategies because he hopes that since we have been conceived by liberty that we will be borne by a new freedom for a new nation that will come after the Civil War. This new nation will have a better relationship between its government and its people. Lastly, given that Lincoln had only crafted this speech on the back of an envelope during a train ride, the quality does not reflect the circumstances of its composition.Lincoln outlined his speech chronologically: past, present, and future. Lincoln begins his speech by contrasting how our nation was â€Å"conceived in liberty,† giving life to a united nation yet currently there are many soldiers losing their life by fighting against each other. For the future, Lincoln hopes that the living will help make everything all better and construct a nation that will represent equality with a government of the people, by the people, and for the people.Lincoln effectively uses a â€Å"full circle ending† in his outline. He alludes to the Declaration of Independence and the birth of our nation and concludes with an allusion to the Declaration of Independence with a reference to a new birth of freedom. The audience can see his call-to-action as he effectively analyzes the past, present, and future. His hopeful ton e will hopefully inspire the living to help make our nation a united nation. Gettysburg Address Rhetorical Analysis On November 19th, 1863, Abraham Lincoln composed one of the shortest yet greatest speeches of all time. In the midst of a Civil war, Lincoln commemorated this address with a hopeful, serious, and empathetic tone. His display of tone can best be seen when he appeals to the audience with ethos and pathos when he announces, â€Å"We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live.†Through the speech, Lincoln never addresses the audience as â€Å"you,† instead he uses â€Å"we,† â€Å"our,† and â€Å"us,† to connect with the audience. As President of the United States he addresses the people as one collective group; there is no individual who caused the division between the North and South, however, we must come together as one nation to fix it. He connects with the audience because a majority of the audience had suffered a loss of a family member, further developing a bond between him and his audience.His compassionate, understanding, and empathetic tone is best supported by the utilization of ethos and pathos. Another place that displayed Lincoln’s tone was in sentence 8 when Lincoln rhetorically parallels and uses a triple by saying, â€Å"But, in a larger sense, we can not dedicate—we can not consecrate—we can not hallow—this ground. † This is significant in that he tells the audience that we should not take any of these actions and that we have to look towards the future. We cannot look back on this mistake, this civil war that should never have happened.We have to come together as a nation. Lincoln effectively uses these strategies because he hopes that since we have been conceived by liberty that we will be borne by a new freedom for a new nation that will come after the Civil War. This new nation will have a better relationship between its government and its people. Lastly, given that Lincoln had only crafted this speech on the back of an envelope during a train ride, the quality does not reflect the circumstances of its composition.Lincoln outlined his speech chronologically: past, present, and future. Lincoln begins his speech by contrasting how our nation was â€Å"conceived in liberty,† giving life to a united nation yet currently there are many soldiers losing their life by fighting against each other. For the future, Lincoln hopes that the living will help make everything all better and construct a nation that will represent equality with a government of the people, by the people, and for the people.Lincoln effectively uses a â€Å"full circle ending† in his outline. He alludes to the Declaration of Independence and the birth of our nation and concludes with an allusion to the Declaration of Independence with a reference to a new birth of freedom. The audience can see his call-to-action as he effectively analyzes the past, present, and future. His hopeful tone will hopefully inspire the living to help make our nation a united nation.

Gender Stereotypes essays

Gender Stereotypes essays Today, every one of us is spending more of his leisure time watching TV, listening to the radio or reading newspapers and magazines. The shows on the TV and the articles in the newspapers influence our decision process, shaping our perceptions for the world. Besides the positive fact that we are better informed and in touch with the latest news, we should be aware that accepting this enormous flow of information and allowing it to make our mind can be dangerous. The TVs infiltrate our lives, guiding us what are we supposed to wear, how are we supposed to look and act. Children, because of lack of mature judging values, are more susceptible to the influence of the television. They tend to accept everything they see on TV as real. Kids often identify with movie characters and comics figures much more than the elder generation does. It is the role of the parents to teach them that not everythink that glitters is gold and to give them a better perception of the world. That of course does not mean that parents are affected less by the TV. On the contrary, they are often more affected than their kids, of course not by cartoons, but by shows that contain information about serious subjects such as parenthood. Concerned with being good parents, people are accumulating a lot of information on the subject. As the information can be very helpful, sometimes it can be destructive. That is the case when it comes to the problem of "tomboys" and "sissies." What are these two terms used for? The term "tomboy" is used when referring to a girl who is masculine, and the term "sissy" is used when referring to a boy who is feminine. We need to state what we consider feminine and what is masculine. According to the established sense in the society, femininity and masculinity are tightly bound to gender. Men are supposed to be masculine. They are expected to be strong, rough, to have high stamina. They are...

Free Essays on Profile of Frederick Douglass

Frederick Douglass, one of history’s most successful black abolitionist, changed America’s views of slavery through his writings and actions. Frederick Douglass had many achievements throughout his life. His great oratory skills left the largest impact on Civil War time period literature. Douglass was born a slave in 1817, in Maryland. He educated himself and became determined to escape the horror of slavery. He attempted to escape slavery once, but failed. He later made a successful escape in 1838. Frederick’s life as a slave had the greatest impact on his writings. Through slavery, he was able to develop the necessary emotion and experiences for him to become a successful abolitionist writer. He grew up as a slave, experiencing all of the hardships that are included, such as whippings, scarce meals, and other harsh treatment. His thirst for freedom , and his burning hatred of slavery caused him to write Narrative Of The Life Of Frederick Douglass, and other sim ilar biographies. In his Narrative, he wrote the complete story of his miserable life as a slave and his strife to obtain freedom. The main motivational force behind his character (himself) was to make it through another day so that someday he might see freedom. The well written books that he produced were all based on his life. They all started with Douglass coping with slavery. He had a reason to write these works. As a die-hard abolitionist, He wanted to show the world how bad slavery really was. "He did this really well, because he made people understand the unknown, and made abolitionists out of many people. This man had a cause, as well as a story to tell" (Schomp, 25). Douglass, as a former slave, single-handedly redefined American Civil War literature, simply by redefining how antislavery writings were viewed. Frederick Douglass is well known for many of his literary achievements. He is best known, now, as a writer. "As a writer, Frederick Douglass shined. As a spe... Free Essays on Profile of Frederick Douglass Free Essays on Profile of Frederick Douglass Frederick Douglass, one of history’s most successful black abolitionist, changed America’s views of slavery through his writings and actions. Frederick Douglass had many achievements throughout his life. His great oratory skills left the largest impact on Civil War time period literature. Douglass was born a slave in 1817, in Maryland. He educated himself and became determined to escape the horror of slavery. He attempted to escape slavery once, but failed. He later made a successful escape in 1838. Frederick’s life as a slave had the greatest impact on his writings. Through slavery, he was able to develop the necessary emotion and experiences for him to become a successful abolitionist writer. He grew up as a slave, experiencing all of the hardships that are included, such as whippings, scarce meals, and other harsh treatment. His thirst for freedom , and his burning hatred of slavery caused him to write Narrative Of The Life Of Frederick Douglass, and other sim ilar biographies. In his Narrative, he wrote the complete story of his miserable life as a slave and his strife to obtain freedom. The main motivational force behind his character (himself) was to make it through another day so that someday he might see freedom. The well written books that he produced were all based on his life. They all started with Douglass coping with slavery. He had a reason to write these works. As a die-hard abolitionist, He wanted to show the world how bad slavery really was. "He did this really well, because he made people understand the unknown, and made abolitionists out of many people. This man had a cause, as well as a story to tell" (Schomp, 25). Douglass, as a former slave, single-handedly redefined American Civil War literature, simply by redefining how antislavery writings were viewed. Frederick Douglass is well known for many of his literary achievements. He is best known, now, as a writer. "As a writer, Frederick Douglass shined. As a spe...

Should liability for payment of damages caused by nuclear accidents Essay

Should liability for payment of damages caused by nuclear accidents lie primarily on the nuclear operator, a compensation Fund o - Essay Example The Paris and Vienna Conventions places absolute liability on nuclear operators and the subsequent Compensation Convention places responsibility on nuclear states to provide supplementary funds for victims who have claims against nuclear operators under the Paris or Vienna Conventions or similarly structured national laws. Given the limited means of insurance for nuclear operators, and states’ general obligations under customary international law to contain environmental damages, together with obligations under the Compensation Convention, states bear primary responsibility for compensating victims of nuclear damages. This research study investigates whether or not the law as established under the international regime is as it should be. Should the nuclear state, the state’s compensation fund or nuclear operators be primarily responsible for compensating victims of nuclear incidents? Or should the status quo remain in which states via international obligations and the a uspices of compensation funds be primarily responsible for compensating victims of nuclear incidents or accidents? This research paper argues that both the nuclear operator and the state should equally share responsibility for compensating victims of nuclear incidents or accidents. Table of Contents Abstract 2 Introduction 4 Background and Overview: Nuclear Accidents and Liability Under International Law 6 The Nuclear Operator 9 The Nuclear State 14 Compensation Funds 16 Analysis 18 Conclusion 21 Bibliography 22 Introduction The international legal framework for establishing and recovering damages resulting from nuclear accidents is governed by three international instruments. The instruments are: the Convention on Third Party Liability in the Field of Nuclear Energy 1968 [hereinafter the Paris Convention], the Vienna Convention on Civil Liability for Nuclear Damage, 1977 [Hereinafter the Vienna Convention] and the Joint Protocol Relating to the Application of the Vienna Convention and the Paris Convention, 1988 [Hereinafter the Joint Protocol]. The Vienna Convention is vastly similar to the Paris Convention and this is reflected in the Joint Protocol. Essentially, the international legal framework forms the basis of member state’s national laws with respect to liability relative to nuclear accidents.1 Essentially, the international instruments on liability for nuclear accidents assigns liability to the operator of nuclear facilities, with specific exceptions. This is problematic for uniformity in assigning liability since the international instruments are only binding on member states. As will be demonstrated in this research, even where non-contracting states adopt national laws and policies that are consistent with the Paris and Vienna Conventions, the Conventions only set minimum standards for assessing and measuring liability. As a result, there is no universal law assuring victims of the same level of compensation. While a large number of states a re parties to the international instruments, Ireland, Austria and Switzerland, which form a part of the EU are not parties to these instruments. Austria, perceives that the international Conventions and the subsequent Joint Protocol function to limit liability for victims of nuclear accidents and to preserve the nuclear power plants. As a result, Austria’

Project management Essay Example | Topics and Well Written Essays - 250 words - 14

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Radar Logic in the business excellence Essay Example | Topics and Well Written Essays - 250 words

Radar Logic in the business excellence - Essay Example Every organization has a mission, vision and goal. In addition, businesses develop strategies in which they can ultimately achieve these objectives. This is referred to as the business plan. It is essential that businesses develop a means in which they can assess their development with respect to achieving their goals and objectives. The intention of this treatise is to make out whether the organization is indeed running right in terms of direction and pace. The EFQM Business mold operates by providing organizations a yardstick for which they can measure and evaluate their existing position as pertains to excellence (Hakes & Wilkinson, 2007, 76). With this, the organization is granted the opportunity to identify the facets of the organization that is need of additional efforts in order to achieve the overall goal of excellence of the organization. The EFQM emphasizes on the importance of prioritizing the shareholders purposes and ensuring that the original targets of the company are met as stipulated. In conclusion, the EFQM model is a necessary tool for measuring the progress of the organization with respect to its goals. It beneficial as it helps to single out and analyze the different areas of the organization in terms of their performance. This is essential in the identification of the areas that need more attention and effort in order for the organization to achieve the excellence level that is

Applied Linguistics Essay Example for Free

Applied Linguistics Essay Second language learning has always become an important work-field both in schools and other private sectors dealing with language teaching and learning process especially in the time of global integration. It is a complex activity involving a mix of internal factors such as age, aptitude, motivation, personality, or learning strategies†¦and external factors such as socio-economic and cultural background, learning and teaching contexts†¦ All these factors play a very important role in learners? success in acquiring and using a second language. Thus, learners’ second language achievement can be greatly improved when teachers have a better understanding of the learner, of the learning process and of the variables that may help or hinder learner’s language achievement. Because of the limited size of this article, I am going to discuss some of the most important factors affecting learner’s second language achievement: motivation, age, personality, social and cultural factor in order to analyze what stimulates successful language learning and what places obstacles in the learner’ s path to language proficiency. II. DEVELOPMENT II. 1. Some factors affecting learner’s L2 achievement II. 1. 1. Internal factors II. 1. 1. 1. Motivation It is undeniable that motivation is one of the major factors in deciding the learner’s failure or success in second language achievement. Motivation is a kind of desire for learning. It is very difficult to teach a second language in a learning environment if the learner does not have a desire to learn a language. Reece Walker (1997) stress that a less able student who is highly motivated can achieve greater success than the more intelligent student who is not well motivated. In this article, we are concerned with motivation related to foreign language teaching and learning. Wilkins (1972) points out that â€Å"motivation is not a general covert term for possibly distinct concept such as energy, interest and enjoyment, but instead, restricted to the degree of willingness to learn which depends largely on the learner’s needs in learning the language. Psychologists have distinguished two major types of motivation which play an important role in determining how willing the learner is to persevere with the task: instrumental and integrative motivation The first motivation will be discussed is instrumental motivation. It is generally characterized by the desire to obtain something practical or concrete from the study of a second language (Hudson 2000). With instrumental motivation, the purpose of language acquisition is more utilitarian, such as meeting the requirements for school or university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work or achieving higher social status. Instrumental motivation is often characteristic of second language acquisition, where little or no social integration of the learner into a community using the target language takes place. According to Richards (1976) simply learning a language to acquire course credits, or to carry out a limited range of tasks that do not involve the learner in close face – to – face interaction ( for example a person learning enough English to sell souvenirs to tourists does not generally lead to a high degree of accomplishment in learning). However, in recent years, according to Brown (1977), he stated that Indian English is one example of a variety of English which can be acquired very successful for instrumental reasons alone. Another motivation will be taken into consideration is integrative motivation. According to Gardner and Lambert (1959), this kind of motivation means learning a language because the learner wishes to identify himself with or become integrated in the society whose language it is. It has generally been thought that integrative motivation is the more powerful of the two because it implies a desire to integrate with speakers of the target language. Instrumentally oriented students would be expected to acquire the second language only to the point where their instrumented goals were satisfied. It is likely that when the learner merely wanted to be able to buy food and take public transportation he could achieve those goals with a very low level of proficiency in the second language and if the learner had to use the target language in his professional life, his level of learning would be much higher. Learners with integrative motivation view the language as a key to social and cultural enrichment through the opportunities to provide for association with members of a different culture. Then their goal in learning the language is to be able to use the language as a means of  communication and also for acceptance by the people who speak the language. Such motivation often leads to high accomplishment. In settings such as Vietnam, learners who learn English for special purposes have a great deal of instrumental motivation to acquire English in order to be able to be applied for a good job with a high salary. They learn English very fast just because they want to communicate orally, in a very simple English with other speakers of English. In Vietnam, English is a compulsory subjects so almost all of students learn English just to pass the exam. Thus, the type of language learned namely forms as mainly for communicative use will be directly affected by the type of examination students need to pass. As a result, it is likely that learners will not achieve a high standard of English. II. 1. 1. 2. Language aptitude As has been discussed in the previous section, success in mastering a foreign language depends very much on the learner’s motivation. Beside the motivation factor, social psychologists have also found out that whether a student can learn a foreign language very successfully or not also depends on his language aptitude. This section is an attempt to discuss an intrinsic factor influencing foreign language learning that is language aptitude. Aptitude for language learning is usually composed of four different types of abilities: the ability to identify and memorize new sounds, the ability to understand the function of particular words in sentences, the ability to figure out grammatical rules from language samples, the ability to memorize new words. Many tests of language aptitude have proven extremely effective in predicting which learners will be successful in learning. However, considerable controversy remains about whether language aptitude is properly regarded as a unitary concept, an organic property of the brain, or as a complex of factors including motivation and short-term memory. Research has generally shown that language aptitude is quite distinct from general aptitude or intelligence, as measured by various tests, and is itself fairly consistently measurable by different tests. Language aptitude research is often criticized for being irrelevant to the problems of language learners, who must attempt to learn a language regardless of whether they are gifted for the task or not. This claim is reinforced by research findings that aptitude is largely unchangeable. In addition, traditional language aptitude measures such as the Modern Language Aptitude Test strongly favor decontextualized knowledge of the sort used in taking tests, rather than the sort used in conversation. For this reason little research is carried out on aptitude today. However, operators of selective language programs such as the United States Defense Language Institute continue to use language aptitude testing as part of applicant screening. In my opinion, as a teacher of English, aptitude plays an important role in learner’s language achievement. How is it that some people can learn a foreign language quickly while others, given the same opportunity experience utter failure? Does this depend on how language is taught? Partly this is true as when the teacher is equipped with a better language teaching method, his students can learn faster. But partly it is not true as in the same group there always exists fast and slow learners. Another answer to the question is the problem of â€Å"motivation† but not all students with the same motivation can have the same accomplishment. Another possible answer to the question is that some people have language aptitude while others do not. II. 1. 1. 3. Learner’s age The previous section dealt with the learner’s language aptitude, a factor that influences language acquisition a great deal. This section will take into consideration another factor age which has received a number of opinions so far. In the past few decades, the comparisons among child, adolescent and adult learners have been made by many researchers, and the different findings as well as explanations have been reported. Traditionally, research in Critical Period Hypothesis and other variables has derived two major aspects of language learningthe younger = the better and the older = the better. However, recently the scholars in the fields of linguistics, psychology and psycholinguistics have reported their study or experiment results continually, resulting in completely different points of view so the argument for or against the Critical Period Hypothesis has never stopped. The question of how developmental stages interact with individual learning differences is still a question of great debate. Is there an optimal age, a critical period or a sensitive period? How does the age factor affect the development of linguistic abilities? Are adults really inferior to children and even to adolescents? There exists a belief that younger learners have certain advantages over older learners in language learning. According to Ellis in 2008; Larsen-Freeman in 2008; Mayberry Lock in 2003, Robert Dekeyser in 2000, younger children learn L2 easily and quickly in comparison to older children. Larsen-Freeman Long in 2008 also suggest that there is a period of time, between birth and somewhere around the age when a child enters puberty, exists in which the learning a second language can be accomplished more rapidly and easily than times falling outside of this period (i. e. post puberty). This is because children are in the most flexible condition learning a foreign language. This stage might be strongly impressed on their brain, which can stimulate nervous function system, and the further learning can help them to form language habit and competency easi1y. however Researchers also disagree with withdrawing home language support too soon and suggest that although oral communication skills in a second language may be acquired within 2 or 3 years, it may take 4 to 6 years to acquire the level of proficiency needed for understanding the language in its academic uses (Collier, 1989; Cummins, 1981). So children who are taught L2 intensively too early will damage their L1 acquisition. Another belief reported by Johnson and Newport, Dekeyser, Asher and Price, Politzer and Weiss, Olson and Samuel, Lightbown and Spada (2008) that older learners have a higher level of problem solving and metalinguistics abilities than younger learners.. The young learners are considered fluent in communication of the second language and achieve native like accent. Learners after the age of puberty do not acquire native like accent of a second language but have complex learning pattern. Research suggests that children and adults L2 learners pass through different developmental states in second language learning. Learning depends on the cognitive maturity and neurological factors. Adults’ cerebra nerve network has come into being completely, and their thinking habits have become mature in this period. They can deal with complicated language form and contents easily, because their meta-language consciousnesses, common sense and literary knowledge are better than children. In general, age is important but not everything in second language learning. There are some factors related to the age, for example the learning opportunities, the motivation to learn, individual differences, and learning styles, are also important determining variables that affect the rate of second language learning in various developmental stages of the learners. II. 1. 1. 4. Learner’s personality We have mentioned some important factors influencing learner’s second language achievement such as motivation, language aptitude and age. In this section we continues with some specific personality factors in human behavior in relation to second language acquisition. The psychological factors to be discussed here are self-esteem, inhibition, extroversion/ introversion. Self –esteem is the degree of value, a worthiness which an individual ascribes to himself. According to Schuman in 1978 and Brown in 1980, there are three kinds of self- esteem: global, specific and task self – esteem. How is self –esteem related to second language acquisition? Brown (1980) states that specific self- esteem might refer to second language acquisition in general but task- esteem might approximately refer to one’s self-evaluation of a particular aspect of the language process: speaking, writing†¦ A study by Adelaide Heyde (1979) revealed that all three aspects of self-esteem correlated positively with performance in oral production and student with high self –esteem actually performed better in the foreign language. Inhibition sets of defences built to protect the ego, a concept closely related to self-esteem and of course has to be considered by teachers. Language learners, children or adults, make progress by learning from making mistakes but at the same time, making mistakes can be viewed as a threat to one’s ego. As a result, the learner tends to build a certain degree of defence to protect himself. Guiora et al (1972a) produced one of the few studies in inhibition in relation to second language learning, and the experiments have been high-lighted a possibility that the inhibition, the defence which we place between ourselves and others can prevent us from communicating in a foreign language. . Another factor which also needs some examination is extraversion and introversion. Language teachers often assume that the extraverts are better language learner than introverts. In a language class, the teacher tends to prefer to have more students with an outgoing and talkative personality. At an early stage, extroverts seem to speak the language better than the introverts, but this does not mean that the proficiency of a more introverted student will be lower. This depends very much on the goal of learning. It can be argued that the reserved learner may be very quiet but he can be a good language learner in the sense that he is good in aural and reading comprehension even though he cannot speak. Thus, it is not clear then that extraversion or introversion helps or hinders the process of second language acquisition and it is hard to say which is ideal for language learning. II. 1. 2. External factors The previous section examined some aspects of internal factors. This section accounts for some equally important external factors which also affect learner’s second language achievement. As language teachers we are faced with factors such as the social context of learning, the cultural differences between two language involved. The learning environment of the educational context and the teaching method being used. Most of these are largely beyond our control but nevertheless they are important because they can affect, sometimes decide the learner’s internal factors in learning. To improve teaching and stimulate better learning, these factors should be taken into consideration. II. 1. 2. 1.  Social factor The child’s acquisition of his mother tongue is affected by the condition under which it takes place. The same influence is also relevant to learning of a second or foreign language. The classroom itself is a kind of social setting where each student has a role, so his success of learning a foreign language is, to some extent, determined by the teacher- student relationship and the student- student relationship. The teacher’s love for his job is often an encouragement to his students in their learning. According to Cheatain (1976), student is also strongly encouraged to learn the language when his teacher is always hopeful. The student- student relationship is no less important. This instance concerns face- saving. No students likes to let his errors be known to his friends, so correction of errors by the group is helpful when there is non- hostile trusting climate in the classroom. In addition to the classroom features of the learning situation itself, there are factors in the wider social context that influence language learning. Teaching never occurs in a vacuum. Any subject occupies a position in the syllabus in order to meet a need of all part of the school population. Second language or foreign language teaching is not an exception. As the political, economic and historical conditions change, the course objectives are altered. In a great number of countries it so happens that shifting political economic and social conditions often bring about the change in status of a second or foreign language. For example, English was not introduced into the school curriculum in Vietnam until 1971. Nowadays, when Vietnam is a member of WTO, English becomes a compulsory subject as it is an international language of commercial and official communication. Political factors are not the only ones that influence second language learning. Other attitudes towards language learning which are characteristic of the society to which the learner belongs are particularly important to the success of language learners. In Vietnam, the ability of using English fluently is a special qualification for certain favored jobs, but in others like the UK or the USA, learning another language is little more than a hobby. Obviously, all the different attitudes, which actually stem from political, economic or historical causes play an important part in the overall achievement in foreign language learning. II. 1. 2. 2. Cultural factors It is obvious that knowing a second language no longer means merely having acquired some linguistic competence: the ability to construct grammatically correct sentences. It also includes the acquisition of communicative competence: the ability to communicate the second language. To the extent that language is culturally acquired, one can never learn a second language successfully without learning the culture of that language. In the article â€Å"Talking across culture† in 1981, Richards argues that those who are supposed to know a foreign language must have linguistic competence, communicative competence and social competence as well. By social competence, he means that the learner is expected to know how to behave in a speech community of speakers of the target language. In other words, he must be familiar with the culture of the native speakers otherwise, he will be shocked, or fail to understand native speakers even though he is linguistically competent. It can be concluded that anyone decides to learn a certain language properly, culture is something he cannot avoid in the process. In teaching English, we need to be aware of the cultural assumptions that the students already possess. We also need to be aware of the cultural assumptions that surround the use of English. Functions and structures used to be examined for cultural content, it cannot be assumed that they are neutral. II. 2. Language teaching implications. For the reason that motivation plays a very important role in second language achievement, the task of the teacher is to maximize the motivation. Teachers should raise students’ interest in learning English so that they no longer learn English to pass the exam or to fulfill curriculum’s requirement but for the desire to interact and communicate with foreigners†¦ In order to achieve these goals, teachers should vary the activities, tasks and materials, provide students with opportunities for interaction in the target language in and outside the language learning environment through preplanned, and authentic activities. As a result, students will be more interested in learning English. Not many researchers have carried out research about language aptitude because it is something that teachers are powerless to alter. Students vary in terms of aptitude so teachers should categorize them according to their aptitude profiles. For example, one group was identified as having particularly good memory abilities (relative to other abilities), and another group was identified as being high in verbal analytical abilities. It is the duty of teachers to select appropriate teaching approaches and activities based on learners’ aptitude profiles to accommodate their differences in aptitude. If the methodology matches students, they will learn better otherwise it may decrease students’ second language achievement. We all know that different ages have different ways of learning and different ways of achieving language. The differences among the three age groups (children, adolescents and adults) are really existent and the biological L2 learning conditions are unchangeable. Learners of different ages and stages should use different strategies. Thus, the teacher’s duty is different in the three groups and the teaching approaches and strategies should cater for the traits of students. For example, children use strategies unconsciously and their teacher should help them form good learning habits in this period. Some adolescents might be unable to be aware of using learning strategies, and others use too many complex and sophisticated learning strategies in L2 language learning, which might not ensure to achieve high level. Adult learners prefer analytic-style strategies such as comparative and contrastive analysis, generalization rules learning, and dissecting words and phrases. As a result, teachers should manipulate a number of options according to the aim of the teaching and learning, such as different reading materials, the speed of teaching procedures, etc Suitable approach and strategies for each trait of age will help learners achieve language better, compensate the shortcomings and take good advantage of in three groups. As the results listed in the previous part indicate, learners differ in terms of personality. Some students are very reserved, some are self- confident, some are ready to take a risk but others do not. Understanding each student’s personality is extremely important to every teacher not except for teacher of English. When teacher know students’ characteristics, they can use appropriate methods for each of them. For example, most of Vietnamese students are still basically shy and withdrawn. Then teachers should involve a lot of pair and group work instead of using the teacher- students questions and answers. Teachers should use cooperative rather than competitive goals to create a supportive and non-threatening learning atmosphere. Besides, teachers should encourage and support students all the time especially when they are struggling or lacking confidence in certain areas. Good teachers will know how to adapt their methods of teaching to different learners’ personalities to have best results in second language achievement. It cannot be denied that social context has a big influence on situation of second language teaching and learning of each nation. Thus, in order to create a good learning condition for second language learning to flourish is the duty of everyone: parents, authority of school, community, ministry†¦ For example, parents should give children favorable condition to learn second language, school should be concerned about students’ language learning and teaching to make it better, ministry of education should pay more attention to the quality of language teacher, textbooks and facilities necessary for effective second language teaching and learning to happen. Culture is very important in second language learning so the duty of teachers is to raise students’ awareness of cultural differences between countries. When teaching a foreign language such as English, teachers should teach students language competence along with socio- cultural competence. Both teachers and authorities should bear in mind that learning about other cultures does not mean changing one’s own values and world outlook. On the contrary, by comparing some aspects of cultures in different societies, students may better appreciate their own culture and tradition and avoid false stereotypes which may result in either prejudice against other culture or blind belief that other cultures are superior. A successful language learner is a person who not only knows how to make grammatical and meaningful sentences but also knows how to use them in appropriate situations and a good language teacher is a person who knows how to help them do so successfully. III. CONCLUSION In conclusion, the success in second language acquisition depends largely on many factors but some of the most important factors can be mentioned are motivation, language aptitude, learner’s age and personality, social and cultural context. Thus, knowing these factors and how they influences learners’ second language achievement is very crucial to teachers of foreign languages in general and English in particular. Their language can be greatly improved when teachers have a better understanding of the learner, of the learning process and of the variables that may help or hinder learner’s language achievement. IV. REFERENCE Krishna K.  B , â€Å"Age as an Affective Factor in Second Language Acquisition†, Troy Universityn Press. HIDASI, Judit, (2005) â€Å"The Impact of Culture on Second Language Acquisition†, Annals of the International Business School. Hoan, P. K, (1985), â€Å"Psychological and cultural factors related to methodologies to Hanoi foreign languages Teachers’ college student†, Sydney Zhang . J, (2006) Sociocultural Factors in Second Language Acquisition, Sino-US English Teaching, Volume 3, No. 5 (Serial No. 29) Mehmet, N. G, (2001) â€Å"the effects of age and motivation factors on second language acquisition† F? rat University Journal of Social Science. tic