Sleep Apnea Essays - Sleep Disorders, Sleep Apnea,

Rest Apnea Causes, Health Affects, and Treatment of Sleep Apnea Rest Apnea is associated with the respiratory and focal sensory systems. The respiratory framework permits an individual to take in oxygen and discharge carbon dioxide (Deepak 116). In the wake of entering the mouth or the nose, oxygen goes into the pharynx, the larynx, and afterward the trachea. The trachea parts into two branches which at that point split into littler cylinders called bronchioles. Hair-like projections called cilia spread the bronchioles and shield them from outside particles. From the bronchioles, air enters little air sacs called alveoli, every one of which is encircled by vessels containing the blood that accumulates oxygen to be moved all through the body and discharges carbon dioxide so it very well may be breathed out. Compressions of the stomach cause the lungs to be swelled and flattened. As per Janet Fricker, rest apnea is ?the occasional decrease or suspension of breathing brought about by brief oropharyngeal breakdown during rest?; at the end of the day, it happens when an individual actually quits breathing while snoozing (Fricker 122). There are two fundamental procedures that produce rest apnea. The principal, known as focal rest apnea, includes the degree of cerebrum action during rest. The evening disappointment of the piece of the mind that controls breathing, situated in the cerebrum stem, results in unmonitored oxygen Sumner 2 levels during rest. At the point when oxygen levels become excessively low and carbon dioxide levels become excessively high, incitement gets sufficiently able to incidentally stir the cerebrum to carry out its responsibility. The cerebrum triggers a grunting or sucking of air so as to reestablish the equalization of oxygen and carbon dioxide in the body. The scenes repeat as the mind comes back to its rest state (Coren 147-48). The second type of rest apnea, known as obstructive rest apnea, is portrayed by a serious unwinding of the tongue, throat, and pharynx.(Deepak 116). The serious unwinding of the tongue makes it spread the opening to the trachea, halting the progression of oxygen into the lungs. Following ten to ninety seconds of an apnea respiratory focuses alert the cerebrum of its oxygen-denied state, causing the rehashed rest/wake pattern of the victim (Fricker 122). Rest Apnea influences around 4 percent of moderately aged men and 2 percent of moderately aged ladies (Walling 851). Side effects of rest apnea incorporate uproarious wheezing, panting, and stifling. It messes breathing up that cause an individual to hack and heave upwards of a few hundred times each night (Pressman 65). Since a development of greasy tissues in the mouth will in general stream over the opening of the trachea, it is generally normal in moderately aged, overweight guys (Coren 148). Around 60% of victims are overweight. In any case, it isn't real poundage yet the thickness of the neck that influences relaxing. Men frequently create thicker throat tissues and assemble progressively fat in their mid-region, neck, and shoulders than ladies. Men with a neck outline of seventeen inches or more and ladies with that of sixteen inches or more are destined to have rest apnea, just as Sumner 3 those with a twofold jaw or a great deal of overabundance fat around the abdomen. Rest apnea will intensify with age as throat tissues become looser and individuals gain weight.(Barone 81). Many side influences can happen because of rest apnea. Victims can stir to migraines, touchiness, trouble in recollecting, and issues with fixation (Barone 81). Progressively significant issues can happen, for example, laziness in the daytime, oxygen shortage, and respiratory capture while attempting to inhale during rest. Since there is less oxygen heading off to the heart, it needs to work more diligently; adrenaline is discharged and pulse rises quickly. Rehashed eruptions of evening time circulatory strain may cause hypertension during the day, prompting expanded danger of coronary episode, stroke, and heart beat unsettling influences (Barone 82). Diagnosing rest apnea has gotten normal just as of late, since the turmoil was not authoritatively characterized until 1965. Wheezing, daytime exhaustion, and a limited capacity to focus can be pieces of information for conclusion. On the off chance that these indications persevere for a delayed timeframe it might get important to be put under the consideration of an aspiratory master, or an ear, nose, and throat specialist. Analysis is made conceivable by assessments of the nose, throat, and jaw. It is moreover

Market Entry Strategies for MNEs and SMEs

The strategies to enter a given market are noteworthy for any firm ready to differentiate its activities while expanding and growing its tasks. MNEs companies are chiefly huge and prevailing in their local markets and regularly look for approaches to differentiate so as to expand their size of tasks while limiting dangers in household markets.Advertising We will compose a custom exposition test on Market Entry Strategies for MNEs and SMEs explicitly for you for just $16.05 $11/page Learn More On their part, SMEs are as yet developing and look for chance to enhance their exercises while developing to maximum capacity. As they look to attempt an assembling adventure in an outside market, both SMEs and MNEs use some passage methods as analyzed in this paper (Doole Lowe 2008, p. 57). Nearby assembling is the movement where the organizations included produces products and enterprises for neighborhood or residential use. The organizations fabricate items with the point of household utiliza tion. For neighborhood assembling to occur, the household showcase must be sufficiently enormous to give the market to produced products. The market must be enormous enough for the included enterprises to make benefit since the huge venture is included. In spite of the fact that the goal of assembling is for neighborhood utilization, in certain circumstances, the firm delivers surplus that could be sold outside the expected market (Rajesh et al., 2008, p. 316). Sending out Market Entry Strategy MNEs are predominant partnerships in their residential markets and look for enhancement into different markets for various reasons including accessibility of assets for such type of broadening. Along these lines, as verified by Peng (2008, p. 173), MNEs have enough assets to attempt a nearby assembling broadening in another nation. The achievement of the enhancement relies upon the technique for passage picked by the firm. As indicated by Hamid et al. (2008, p. 45), most MNEs are associated w ith sending out methodology with the organizations wandering into new markets either legitimately or in a roundabout way. Thusly, sending out is the most well-known type of passage system for nearby assembling. In the trading methodology, the organizations included boat or sell merchandise in the household economy and it is a typical system for little and medium undertakings to wander into new markets. As supported by Demirbag and Ekrem (2009, p.161), sending out could be either immediate or indirect.Advertising Looking for article on business financial matters? How about we check whether we can support you! Get your first paper with 15% OFF Learn More This could be through set up outlets of the firm in the outside market. Despite what might be expected, circuitous trading includes the sending out firm to sell another purchaser (merchant) the items and the purchaser at that point trades the items to other outside business sectors (Wã ¶lfl 2004, p. 73). Trading could likewise appear as web showcasing where business exchanges occur on the web. With the assembling firm keeping fabricating in its residential economy, it could trade its items to another market through the web. Universal web advertising has picked up development with firms accepting requests from different abroad markets. Sending out is ordinarily attempted by both MNEs and SMEs in light of the fact that the procedure is anything but difficult to execute. Under sending out, a firm has the chance of having its items sold in an outside market without tying up quite a bit of its capital. The strategy has less dangers included and MNEs may misuse the mode to set up their economies of scale (Doole Lowe 2008, p. 65). As per Al-Kaabi et al. (2010, p. 153), the most widely recognized type of sending out for SMEs is circuitous trading in which a middle person is included. For this situation, the SME offers its items to a middle person who them attempts the activity to move the merchandise across outskirts t o another nation. In any case, the instance of MNEs, they generally have enough assets to attempt direct sending out for nearby assembling. They set up joins in the remote economy and fare their made items while legitimately offering them to the buyers (Doole Lowe 2008, p. 76). Points of interest and inconveniences of Entry techniques of MNEs As confirmed by Thompson, Strickland and Gamble (2010, p. 56), MNEs are blessed with enough assets that could empower the firm to attempt any passage procedure into a given market given a chance. The accessibility of assets empowers MNEs to misuse the main mover advantage when contrasted with SMEs that might not have enough assets to embrace the move quickly the assembling opportunity is established.Advertising We will compose a custom exposition test on Market Entry Strategies for MNEs and SMEs explicitly for you for just $16.05 $11/page Learn More Such techniques help MNEs acquire the developments of opponents in the assembling segment while empowering the firm to catch clients quick. While making exchanging costs that tie the clients into the items and administrations, the strategies utilized by MNEs help the organizations grow enormous deals volumes (Tufts 2006, p. 350). Notwithstanding the section endeavors attempted by MNEs, they generally lurch to burning through of much time and endeavors in learning the trading and assembling guidelines in the remote nation. In this manner, MNEs that move quick will undoubtedly commit errors because of obliviousness while enduring the risk of being an outsider (Peng 2008, p. 165). Focal points and detriments of Entry techniques of MNEs SMEs are wary in embraced the fare procedure and this causes them to limit the included dangers. The wary idea of the sending out procedure attempted by SMEs is on the grounds that the organizations in this class generally have less assets that could empower them to embrace the methodology themselves. They in this way include mediators that buy the ir items and fare them to other universal goals. Along these lines, when the roundabout sending out of SMEs is contrasted with that of MNEs, unmistakably SMEs limit dangers while connecting minimal capital in this manner having the option to acknowledge expanded income (Agility Emerging Markets Logistics Index, 2012). The main restriction with circuitous sending out technique embraced by SMEs is that it requires some investment and when the products arrive at the market, the market could be commanded by the MNEs, who appreciate first mover advantage. Be that as it may, the moderate moves of SMEs could empower them to gain from the slip-ups made by MNEs. Rundown of References Agility Emerging Markets Logistics Index 2012, A nitty gritty positioning and investigation of the world’s significant creating coordinations markets. Web. Al-Kaabi, M et al. 2010, ‘International showcase section techniques of developing business sector MNEs: A contextual analysis of Qatar Telecomâ €™, Journal of East-West Business, vol. 16, no. 2, pp. 146-170. EBSCOHOST, DOI: 10.1080/10669868.2010.486104Advertising Searching for article on business financial matters? How about we check whether we can support you! Get your first paper with 15% OFF Find out More Demirbag, M Ekrem, T 2009, ‘Guest Editorial: MNEs passage and operational systems in transitional and developing markets’, Journal of East-West Business, vol. 15, no. Â ¾, pp. 157-163. EBSCOHOST, DOI: 10.1080/10669860903435905 Doole, I Lowe, R 2008, International Marketing Strategy: Analysis, Development and Implementation, 5 ed., Cengage Learning EMEA, Cheriton House. Hamid, M et al., 2008, ‘Foreign Market passage: The instance of SMEs in the Republic of Czech Republic’, Journal of East West Business, vol. 14, no. 1, pp. 41-64. EBSCOHOST, DOI: 10.1300/J097v14n01_03 Peng, W 2008, Global technique, 2 ed. Cengage Learning, Southwestern. Rajesh, S et al., 2008, ‘Competency and execution investigation of Indian SMEs and enormous organizations’, Competitiveness Review, vol. 18, no. 4, pp. 308-321. EBSCOHOST, DOI: 10.1108/10595420810920798 Thompson, A, Strickland, A Gamble, J 2010, Crafting and Executing Strategy: Text and Reading, McGraw-Hill Irwin, New York. Tufts, S 2006, ‘We make it work: the social change of inn laborers in the city’, Antipode, vol. 38, no. 2, pp. 350-73. Wã ¶lfl, A 2004, ‘Productivity development in administrations enterprises: is there a job for measurement?’ International Productivity Monitor, vol. 8, pp. 66-80. This exposition on Market Entry Strategies for MNEs and SMEs was composed and presented by client Kelsey Buckley to help you with your own examinations. You are allowed to utilize it for research and reference purposes so as to compose your own paper; be that as it may, you should refer to it appropriately. You can give your paper here.

The 2018-19 Common App Essay Prompts are LIVE! - College Essay Advisors Admissions Essay Experts

The 2018-19 Common App Essay Prompts are LIVE! - College Essay Advisors Admissions Essay Experts The 2018-19 Common App Essay Prompts are LIVE! The 2018-19 Common App Essay Prompts are LIVE! Yes, you read that right! The Common Application has announced the essay prompts for the 2018-19 college admissions season just over six months before students will actually be able to start applying to colleges in early August. And the prompts are (drumroll, please)exactly the same as last year’s! This is awesome news for students who have already started brainstorming using the 2017-18 essay prompts. It’s also just great news in general, because last year the Common App updated their existing five prompts and added two more which had us jumping for joy!! (We love options.)   Here is Common App’s announcement in full: “The Common Application has announced that the 2018-2019 personal essay writing prompts will be the same as the seven 2017-2018 essay prompts. By conducting a review process every other year, rather than annually, we can hear from admissions officers, as well as applicants, parents, and counselors, about the effectiveness of the essay prompts. With the announcement of the essay prompts and the ability for applicants to roll over their Common App account each year, counselors can introduce their juniors to the Common App now to help them start thinking about the application process. For more information, go to Common App Ready, a series of ready-to-use resources, presentations, training videos, and handouts covering everything from account creation through submission. Last year, we expanded this free tool with Spanish language translations.” So what does this mean? It means you can start brainstorming now for your college essay (if you haven’t already)! Read through breakdowns of each prompt in our handy dandy Common App Essay Prompt Guide and familiarize yourself with the questions you will be responding to in order to get those creative juices flowing. Pull out your journal and start writing down any ideas that come to mind. You may not be ready to pen your (brilliant!) essay just yet, but when school lets out for the summer and the pressure to get that essay under your belt becomes all too real, you’ll thank yourself if you’ve already been collecting stories that may help admissions understand who you are and what makes you tick. About Kat StubingView all posts by Kat Stubing » Want more tips and tricks? Check out our Blog! TAKE ME THERE! »

Corruption Of Government Of New Zealand - 1405 Words

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In New Zealand, the Ministry of Justice works with other agencies and organization to eliminate corruption not only domestically but globally. Although New has good reputation, they still can be improved and few points needed to be changed. Based on Auditor General which released in 2011, they found out that there is low level of fraud within the public sectors. Based on the report, it shows that 65 % of people think that what they pay for their last government service was reasonably priced. In addition, New Zealand has ranked the first in 2011 forShow MoreRelatedThe Political Economy Of New Zealand1487 Words   |  6 PagesIntroduction New Zealand is a very stable economy, which majorly relies of international trade. Castles, Miller Ammendola (2005, p. 215) argues that, the country has a market economy, and as a result, it has been able to interact with several countries through trade. 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The CountryRead MoreRunning Heading : Market Reasearch1350 Words   |  6 Pages RUNNING HEADING: MARKET REASEARCH Market Research Analysis by Justin Williams Wake Technical Community College â€Æ' Introduction In recently years New Zealand consumers have become more physically active and focused on leading healthy and active lifestyles, while taking great steps to enhance their nutrition. The product to be exported is the Savvy Infusion water bottle, which is sold by One Savvy Life. According to the Onesavvylife.com (n.d.) the company was launched in Los

The Genesis Of A Tree Of Dreams - 1186 Words

The Genesis of a tree of Dreams â€Å"Man is born free and everywhere he is in chains.† We are indeed born free, but life has a way of constricting us. When we are born, we are free with infinite possibilities. As we grow older and older, life and society puts more constrictions on us. Life has a way of knocking us down and show us what ‘reality’ truly is. Life tells us it’s impossible or that we can’t do it, it will throw us down time and time again. It will make you feel like it is impossible, it will make your dreams seem impossible, and it will push you down and make you feel like you cannot get up again. This is why many people never go after their dreams, they give up on their dreams and live a normal life. Life has a way of putting the fear of god into you, it will make you so afraid that you will give up on your dream. Afraid of failure, afraid of success and afraid of opposition is what kill dreams. Society always tries to put us in our place. 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Compensation and Benefits Plan Free Essays

Compensation and Benefits Plan November 20, 2011 Compensation and Benefits Plan In this submission Learning Team B (LTB) supports and expands on one team member’s proposal to add a school psychologist at Manzano Day School in Albuquerque, New Mexico to fill an operational gap. LTB outlines a proposal for compensation and benefits plan that meets the needs of the employee and the organization. Specifically, the proposal recommends and justifies an approach for direct pay, incentives, security and health benefits, pay for time not worked, and employee services; moreover, it identifies any obstacles or potential resistant in implementing each recommended approach. We will write a custom essay sample on Compensation and Benefits Plan or any similar topic only for you Order Now Direct Pay When developing a set salaray for the position of School Pshcycologist at Monzano Day school. One must consider the demographics and comparison of other schools in the area. For many years New Mexico public schools have been ranked worst in the country as a result of over crowding, lack of funding, lack of staff, lack of resources and corupt behavior. When comparing the pay scale for a school psychologist working for the Albuquerque Public School(APS) system an individual with a PhD. in Pschology starts at an annual salary of $54,000 (www. aps. edu/human-resources/salary-schedules/salaries/a4-salary-schedule) which is based on a 208 days (8hrs/day) work schedule and then is adjusted according to years of experience and other skills according to a grade step in pay. Manzano Day School would match the same payscale and grading as the public schools offer, in addition to non quanitative incentives as small classroom sizes, multitude of resources, adaquate funding for education and a strong support from the community, board of directors and administration. Incentives Nonprofit organizational goals differ from for-profit firms and require different types of leaders and reward systems. Inability to distribute profits prohibits profit sharing, gain sharing, and stock-ownership incentive plans (Roomkin Weisbrod, 1999). Firms are increasingly sing variable-pay systems such as pay-for-performance plans to control costs and increase employee efficiency (Cascio, 2010). Such a system is not a good fit for the school psychologist because it would likely reduce intrinsic motivation and could influence objective failure (Bregn, 2010). The major purpose of a school psychologist is â€Å"to achieve positive outcomes for students and systems† (Shriberg, S atchwell, McArdle, James, 2010, p. 8). Position activities do not have sole influence over outcomes making it difficult to identify conditions to meet to attain a specified bonus incentive (Bregn, 2010). The change in social, emotional, or psychological outcomes is difficult to target, measure, and reward (Roomkin Weisbrod, 1999). When the link between performance and rewards are weak, the merit-pay system fails (Cascio, 2010). The school psychologist is an intended change agent who leads the charge â€Å"toward positive ends for children, families, schools, and communities† (Shriberg et al, 2010, p. 20). Thus, employee involvement in decision making, empowerment, recognition, training opportunities, and offerance of a supportive nurturing company culture are important nonfinancial rewards (Cascio, 2010). Manzano Day School operates nine calendar months annually; providing the school psychologist a 12-month salary is a unique yet feasible incentive that will help the company attract the right candidate and enhance his or her job satisfaction. Another inherent incentive that produces the same effects is free tuition for the school psychologist’s children if he or she has any. Security and Health Benefits †¦ Randa’s part†¦ Pay for Time Not Worked †¦ Lacy’s part†¦ Employee Services The Age Discrimination in Employment Act requires employers to offer the same group health insurance to every employee no matter what age they are. Employers offer a wide variety of benefits. For companies to be successful in the competitive labor market, firms are fair when offering benefits to employees. This year is the first year employers are offering domestic partner benefits regardless of the person’s sexual orientation and marital status (Casico, 2010). For many years insurance companies only paid out benefits to married couples of the same sex, but because of the diversity of the labor market, firms are being more diverse. According to the Bureau of Labor Statistics, 29 % of private sector workers, and 33% of local and state government workers have health care benefits for domestic partners of the same sex. The benefits vary, depending on the employer and employee characteristics, and whether the domestic partner is of the same or opposite sex (Bureau, 2011). In March 2011, the Bureau of Labor Statistics reported paid leave benefits to be the largest available benefit offered by employers, and employers offers 91 % of paid benefits to full-time workers in private industry (Bureau, 2011). Employees offer other work life benefits such as Elder care, child adoption, onsite childcare, subsidized childcare, the ability to convert sick days into personal days, and flexible work schedule (Casico, 2010). Benefits are important and people are committing more to companies because of the benefits. Conclusion Ultimately†¦ need to add some summarized thought that ties the paper together†¦ LTB outlined the compensation and benefits plan proposal for a school psychologist position at the Manzano Day School in Albuquerque, New Mexico. Specifically, the proposal recommended and justified an approach for direct pay, incentives, security and health benefits, pay for time not worked, and employee services; furthermore, it identified any obstacles or potential resistant in implementing the recommended approach. References: Bregn, K. (2010). The Logic of the New Pay Systems Revisited-in the Light of Experimental and Behavioral Economics. International Journal Of Public Administration, 33(4), 161-168. doi:10. 1080/01900690903304175 Bureau of Labor Statistics (2011), Employee Benefits in the United States, Retrieved November 17, 2011 from http://www. ls. gov/news. release/ebs2. nr0. htm Cascio, W. F. (2010). Managing human resources: Productivity, quality of work life, profits (8th ed. ) Roomkin, M. J. , Weisbrod, B. A. (1999). Managerial Compensation and Incentives in For-Profit and Nonprofit Hospitals. Journal Of Law, Economics, Organization, 15(3), 750-781. Shriberg, D. , Satchwell, M. , McArdle, L. , James, J. (201 0). An Exploration of School Psychologists’ Beliefs About Effective Leadership Practice in School Psychology. School Psychology Forum, 4(4), 8-21. How to cite Compensation and Benefits Plan, Papers

Racism in the Movie Fruitvale Station Essay Example

Racism in the Movie Fruitvale Station Essay I decided to write my work about the movie Fruitvale Station. The movie, directed by Ryan Coogler, was aired in 2013, and is telling the true story of the 22-year-old Oscar Grant of California. Grant was a young Afro-American guy who was shot dead by an officer, after an alleged fight between him and few other young men, which took place in the local train in the night of the New Years Eve of 2009. The movie starts with real videos from the incident in which Grant found his death, taken by bystanders, and which where published broadly over the internet and eventually ended up as court evidence. In these shocking videos, we see an attempt to arrest Grant and few other guys. Even though it seems like Grant is trying to resist the attempts to arrest him, and although a crowd of people stood aside and booed the police, creating a hostile environment – it does not seems like Grant is putting the officer in any danger. And yet, after few seconds, a shot is fired by the officer in the scene, straight to Grants back, causing his death few hours later, in the hospital. We will write a custom essay sample on Racism in the Movie Fruitvale Station specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Racism in the Movie Fruitvale Station specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Racism in the Movie Fruitvale Station specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The movie is not avoiding giving the viewer the full story of Grants life, and it does not necessarily color him with bright colors all along the way. After the described opening scene, we see Grant arguing with his girlfriend which claims that he was cheating on her with another woman. In the middle of the scene, their 4-years old daughter is entering the room, and Grant is hurrying to hide a bag full of weed, meant for distribution. We are also being witnessed that Grant was fired from his job and was lying to his girlfriend about it, but afterwards he loans money to his sister who needs it to pay her rent. Later on we also see him hugging a dog who got hit by a car, until it dies in Grants hands. On the contrary, the directors also emphasis the time Grant served in prison as well. The movie is actually telling the sad story of a young guy, who was trying to liv

The Lottery by Shirley Jackson

The Lottery by Shirley Jackson Free Online Research Papers â€Å"The Lottery† is a true expression of Jackson’s genuine thoughts about human beings and their evil capabilities. December 14, 1916, Shirley Jackson was born. When she young she started writing in a journal in 1932. She went to college on and off for a couple of years, until she wrote and published her first book in 1941,†My life with R.H. Macy†. It wasn’t until further short stories were written she published, â€Å"The lottery† in 1948(Hrebik). Jackson was interested in revealing the evil within everyone on her stories. She wrote â€Å"The Lottery† knowing that numerous suggestions and implications would arise from her readers. â€Å"The Lottery† reveals Jacksons bold style of her unique writing. When the word â€Å"lottery† is mentioned, most would think of receiving a large check or a prize instead of receiving stones that knock you down until your beat to death. The conclusion of the story is most shocking because Shirley misleads the reader in the beginning, and she only gives is hints of what happens towards the closing stages. Jackson shows the importance and meaning of ancient vegetation rituals that the village in her story believed was part of their survival in order to ensure good fertile crops. In â€Å"The Lottery†, Old Man Warner states, â€Å"Lottery in June, corn be heavy soon† (Jackson 143). The germination of crops is essential for us to eat, even from back in the past till now in the present. The growers had to sow their seeds and then wait in hopes that it would grow properly. â€Å"from this hope brings ritual†. Some growers thought that the farming of crops symbolized the â€Å"life cycle†. The seeds that were sown symbolized death, but with a little water and sun the seeds that grow symbolize the rebirth.†Life brings death, and death recycles life† (Griffin 44). The ritual that the community performs every June was for a legit reason washing away the sins of the town and blessing the crops so that the town could eat. The death of Mrs. Hutchinson was for the benefit of the entire community; her family should feel proud. There are still those that think â€Å"The Lottery† should end and that it is not fair. Shirley also leaves the principle of stoning open to many views of readers. The villagers threw rocks at an innocent random person until death for the sake of blessing the town with a fertile crop. They don’t remember why they are doing this, but what they do know is that is it tradition and has been for many years. For many periods sacrifices for the purpose of pleasing a god were required according to the villagers. Throughout the different ages sacrificing human flesh for the sins committed started to also apply to the ritual of the farmer’s vegetation (Friedman 63-64).The stoning resembles an ancient tribe in past history, the vicious Aztecs of Mexico. The gods that the Aztec killed came back in a ghostly manner to create the Aztecs world, and the Aztecs feel duty-bound to pay back to the gods what they gave the Aztecs (Burdick 72). Shirley implies that the reason the town is sacrificing death to the gods is to receive blessing in return for their fruitful crops. à ¢â‚¬Å"One of the central challenges for any religion is to evolve and adjust ancient scriptures to modern life† (Kristof). Today’s society must take the old traditions, rituals and scriptures and alter them into the modern day. For example, the Bible states† a stubborn and rebellious son† shall be stoned to death (Deut 20:20-21). As most of the people today, we see these practices to be savage and unacceptable. The reason for our society to view this behavior today contributes to the shocking feedback Shirley received for the ending of her story. Jackson displays a good sense of irony in â€Å"The Lottery†. The use of irony is a recurrent theme in this story. No one would have expected Mrs. Hutchinson to be stoned to death. The style of Jacksons writing misleads the reader with the tone of the story starting off as a nice summer day which seems descent and friendly (Jackson 141). The people of the village do not panic or show much fear, nor do they delight in joyfulness. The town’s people seem to be in a state of neutral for the sake of being noticed too much. Mrs. Hutchinson declares to Mrs. Delacroix that she was cleaning before â€Å"The Lottery† and just forgot, when clearly she know it was time for â€Å"The Lottery† since the day of death would be hard to forget. Jackson also leads us to believe that the story is about winning something when it is actually about how they have lost the true meaning of â€Å"The lottery†. The young boys and girls simply huddle together by one another in stead of joining by their parents (Jackson 141). This might indicate that the children have a troubled sense of trust with the adults of the village. Mrs. Hutchinson mentions towards the narrowing of drawing in her family that her daughters should draw form the black box as well (Jackson 143). The title, the plot and climax of this story all contain bits of irony within them. After reviewing â€Å"The Lottery† and pointing out Jacksons illustrations of importance to Sacrifice, Tradition and Irony we have noted several conclusion. The meaning and understanding of ancient vegetation rituals that the community in her story believed was an element of their survival to ensure fertile crops. The difficulty with the town was that they had forgotten the true meaning of the ritual lottery that they performed every June. The town only knew that it was performed every year and had been for centuries. Shirley also allows the scrutiny of sacrificial stoning, open to many opinions of readers. â€Å"The Lottery† is entwined with much irony. Shirley shocks readers with her irony and unexpected vicious conclusion when they grab the biggest rocks and start throwing them at Mrs. Hutchinson. No one won anything. If they got the paper with the black spot they were doomed to death. The main theme in â€Å"The Lottery† was Jackson’s fine sense of iro ny, and how she misleads her readers to thinking the conclusion of her story was not what they expected. This is a bold and unique story that teaches many moral lessons many would not think to realize in â€Å"The Lottery†. Works Citied Burdick, Alan.†Empire of Blood.† Discover 2003:72. MAS Ultra-School Edition. Web.24 Feb.2010. Deuteronomy 20.20-21.†Bible: New International Version. N.p.1984.BibleGateway.com. Web.7 Feb.2010 Friedman, Lenemaja. Shirley Jackson. Boston: Twayne Publishers, 1975. Print Griffin, Amy A.†Jackson’s: The Lottery.† The Explicator 58.1(1999):44. Literature Resources from Gale.Web.8 Feb. 2010. Jackson, Shirley. â€Å"The Lottery.† Literature: An Introduction to Reading and Writing. Edgar V. Robert. New York: Pearson Education, Inc, 2009. 141-145. Print Hrebik, Dale. â€Å"Shirley Jackson.† Dictionary of Literary Biography 234(2001):n.pag. Literary Resources from Gale.Web.8 Feb. 2010. Knox, Rose.†Savagery in a Modern Setting: Jackson’s Shocking Revelation of a Highly Evolved Society.† North Florida Community College. Madison, Florida. 12, February 2010. Kristof D, Nicholas.Stoning And Scripture: How can religions adapt to modern times?. New York Times 30 Apr. 2002: n.pag.The New York Times Historical Edition.Web. 24 Feb. 2010. hvickers62107@yahoo.com username: hvickers62107 Research Papers on The Lottery by Shirley JacksonThe Masque of the Red Death Room meaningsCapital PunishmentBook Review on The Autobiography of Malcolm XMind TravelHip-Hop is ArtHarry Potter and the Deathly Hallows EssayGenetic EngineeringCanaanite Influence on the Early Israelite ReligionTrailblazing by Eric AndersonArguments for Physician-Assisted Suicide (PAS) The Lottery by Shirley Jackson The Lottery by Shirley Jackson The Lottery, by Shirley Jackson, is about a small-minded village that savors on tradition. The town holds a lottery once a year where all the families gather around in a big crowd in the Village Square. The lottery is conducted by Mr. Summers, a man who often leads the town's activities such as square dances, Halloween parties, charities, etc. In the crowd, wives gabber about the daily gossip. Fathers chat about tractors, crops, and taxes, while the kids playfully gather small smooth stones, piling them in a clearing behind the crowd. Mr. Summers calls their attention to get the lottery started, and the scattered family members hurry about and find each other. Mr. Summers brings out an old black box that has been used for the lottery even before Old Man Warner (the oldest man in town) was born. Back in the days when the village was a lot smaller, pieces of wood chips were used to put in the box. However, since the village ws growing, they discove! red to use paper slips instead. Mr. Summers mixed up the paper slips in the box with his hand while reciting some long ritual that had been used ever since the lottery was founded. During the recital, kids looked innocently about, the voice of people talking was kept at a low whisper, but the majority held their tongue with heavy nervous thoughts on their mind. Finally, Mr. Summers started calling out each family's name that lived in the village, having the head of each family put their hand in the box and tightly grab a slip of paper which was not to be opned until each family had received their slips. Once the papers were distributed, the families opened their slips. An uproar of questions about whom had "gotten it" came swiftly through the crowd. In a matter of minutes, it was found that the Hutchinson family picked the plain white slip with the coal-black dot drawn in the center. A burst of objection came from Terri Hutchin

4 Scientific Ways To Convince Your Boss to Say Yes Every Time

4 Scientific Ways To Convince Your Boss to Say Yes Every Time As marketers, every month seems like the equivalent of a year in other industries. Marketing has  changed more in last few years than in the last 50 before them. Not only do we have to be awesome at being leaders, conversion experts, project managers, advertisers, copywriters, email wizards, and 48 other skills we have to build the skill of leading change. weve gotta kill the status quo before it kills us. and of course, we have to convince our bosses to go along with it all. This boils down to our ability to influence others. But, if youve ever read about the psychology of influencing others, it can be deflating. Doubly so when it comes to how to convince your boss or peers to try new stuff. 4 Ways To Convince Your Boss to Say Yes Every Time (Backed By Science)The Slightly Depressing Reality Of Influence One of the first principles of influence you come across is called the halo effect. In the 1920s, psychologist Edward Thorndike piloted a study of how military officers judge their subordinates. He found more physically attractive soldiers were were rated higher across the board on a four-point scale: intelligence, physique, leadership, and character. This means positive reactions to physical appearance were projected onto other areas of the soldiers. And as much as we hate to admit it, the rabbit hole goes deeper. This principle holds true in elections, as well. In a study called Beauty at the Ballot Box, researchers theorized that since physical attractiveness is a cue toward good health, we may be biologically programed to esteem it. Meaning were naturally inclined to favor attractive people. The halo effect is at work in our restaurants, as well. Another study called Beauty and the feast found that attractive servers earn roughly $1261 more per year than unattractive servers. And counterintuitively, Beauty matters more for female than male customers. Meaning pretty female waitresses get bigger tips from women. Oh yeah, and then theres this happy stat Pretty people earn 12% more money than average-looking humans. From politics to pot pies, something as shallow as looks play a major role in influencing others. However, when it comes to convincing your boss to say yes to that new process a fresh software tool obliterating makeshift marketing a flexible work-from-home policy we have more science-backed levers to pull than just our faces. 4 Ways To Convince Your Boss To Say Yes With The Power Of Science 🚀 In this post, Ill share the best research on ethical approaches to convince your boss to say yes to anything. No makeup required. Youll learn four tactics: How to position what youre asking for in concrete terms, How to align your change with team objectives, Why to conduct a trial run with a mini post-mortem conversation, And how to win by starting big, then going small. One of the most powerful changes we see is crushing the bug we call makeshift marketing. A major change to the marketing landscape is the volume of tools available. But, most of them dont play well together. This means marketers are awash in single-function tools that arent actually designed with marketers in mind. This makes your life more difficult and hurts your results. So, well walk through examples of leading change to combat it. Alright, saddle up. Its time to convince your boss to say yes every time. #1: Convince Your Boss To Say Yes Through Loss Aversion First up, lets talk opportunity cost. An opportunity cost is the benefit someone could have gained, but gave up, in favor of another action. When you choose one action over another, you lose the benefits of the alternative choice. With this first approach, we will capitalize on the principles of loss aversion and prospect theory. People fear loss more than they desire benefit. And this greatly influences the way they choose between options (aka: prospects). This means people will overweigh even the smallest opportunities for loss. A Nielsen Norman Group article summarizes it like this: When choosing among several alternatives, people avoid losses and optimize for sure wins because the pain of losing is greater than the satisfaction of an equivalent gain. For example, lets say you want to adopt a new marketing tool  like to replace a less effective one (or even multiple tools). Because there is a chance the new tool will cost more than its worth in hard cash  and  in lost productivity, your boss may be instantly loss averse. This will impact her choice between the prospects of status quo and potential loss. To capitalize on this understanding, simply structure your ask in two parts: If we do [thing you want] it will add [positive value]. If we dont do [thing you want] it will cost [negative value]. In this example, your ask might sound like: If we [adopt this new tool], it will give us a [55% lift in productivity per team member]. If we dont [adopt this new tool], we are actually losing [$1,255 per week in lost productivity]. The idea here is to highlight the gain as specifically as possible. Then showcase the loss of the alternative option - in this case changing nothing - as specifically as possible. This way, you can position the facts according to the emotional principles at play. Make loss aversion your friend and get to yes faster. #2: Convince Your Boss By Aligning Change With Team Goals Next, marketers have goals to hit. In fact, a recent study we conducted found that marketers who set goals are 429% more likely to be successful. To warm up your boss to a change, use this stat to your advantage. If you have goals, like driving  1,000 qualified leads every month Cash in on alignment theory. In essence, it posits that the most successful people understand their strengths and then arrange their lives in alignment with them. This theory works for individuals and is also portable for groups. Successful organizations tick using this principle. And the power of alignment is possible when strategy, goals, and purpose mutually reinforce one another. To put it to work with your boss, structure your ask for change like this: Our team is trying to achieve [goal]. But we have [failed] for the past [timeframe]. I think the best way we can do this right now is by [thing you want]  [based on prior success]. In keeping with our 1,000 qualified leads example, the ask might be: Our team is trying to achieve [1,000 qualified leads every month]. But weve [only reached 70% of that goal] for the [past three months]. I think the best way we can do this right now is by [focusing exclusively on driving traffic] [to our top-performing landing pages]. The change youre after is a shifted focus: driving more traffic. However, the goal youre trying to achieve is the same: 1,000 qualified leads. Its also super important to notice the last part of that statement based on prior success. If your team has had any related successes in the past, highlight them for leverage as proof.If your team has had any related successes in the past, highlight them for leverage as proof. In this example, it was top-performing landing pages. In their fantastic book, Switch, authors Chip and Dan Heath call these prior wins bright spots. Theyre extremely powerful because they showcase that positive results  are possible, because you have achieved them in the past. Youre team is capable of the results. So, youre aligning your methods accordingly. Bonus: This is also a great chance to sharpen your goal-setting strategy if it needs a little work. #3:Convince Your Boss With A Post-Mortem Post-mortems sound depressing but can I confess something? I think theyre awesome. A post-mortem is an analysis held after any project. Usually, its aim is to figure out: How on earth did things go so wrong?! However, I love them because theyre amazing chances to learn. Theyre even beneficial to hold on the heels of successful projects. No matter how well a project has gone, there are always things that can be improved.  They promote healthy self-reflection and can benefit your entire team. In this case, I want you to hold a mini post-mortem with your boss in advance of your ask. The reason is twofold. You can learn why similar changes have failed in the past. You can pre-empt legitimate objections your boss will have ahead of time. Why Have Other Things Failed? By learning why other initiatives have failed, you can learn what pitfalls to avoid. For instance, if youre proposing a move from spreadsheets to   - or a similar transition from a clunky way of doing things - how helpful would it be to learn that the last tool transition to be shot down actually had the support of your manager, but got squashed by the CFO? An easy way to phrase this question is, When was the last time we wanted to get budget for a new project, idea, or tool in our department? If the last attempt failed, you can follow with, Why do you think it failed? And is there any way it could have been approved? If it succeeded, even better! You can ask, Why was it successful? And how has it panned out? Overcoming Legitimate Objections Next, you can glean what legitimate objections your boss may have to your idea. Almost every boss Ive ever had loved to say, Yes! to great ideas. But so many of my attempts at leading a new change as the underling failed because I didnt understand their field of visibility. Field of visibility means their viewpoint informed by the things they know that I dont. Often, its the difference between someone standing on a balcony and someone in the crowd below. Company execs sit in meetings that you dont. They hear forecasts, plans, and upcoming constraints that you dont. They understand organizational dynamics you may have missed. They see your team from a broader perspective than you might. This means understanding their field of visibility is incredibly beneficial. With an informal post-mortem, you can dig into why a similar change failed. This will help you position your ask to overcome your bosss legitimate (or even illegitimate) objections. Whether its data  A project champion up the chain Or competitive research You can gain insight beforehand to have great answers to tough questions. #4: Convince Your Boss By Asking Big, Then Small Last, if youre a marketer, youve probably heard of the rule of reciprocity. Psychologist and mega best-selling author Robert Cialdini explains it in his book  Influence: The Psychology of Persuasion like this. He says, The rule says that we should try to repay, in kind, what another person has provided us [and] by virtue of the reciprocity rulewe are  obligated to the future repayment of favors, gifts, invitations, and the like. The idea is to do something for someone else  before you ask them to do something for you. When you do so, youre far more likely to get that coveted yes. But honestly, this principle might be effective, but its too manipulative for me to entertain actually doing this. Call me a boy scout, but that seems like a pretty sketchy move. And worse, an infringement on a healthy relationship. Now that Ive taken a stand on my moral high ground, Ill share with you a version of this rule Id happily endorse 😎 Cialdini also shares a specific application of this rule called bargaining, saying, Bargaining is frequently used in the negotiation process, which involves reciprocal concessions. That is, if Person A rebuffs a large request from Person B, and Person B then concedes by making a smaller request, Person A will feel obligated to reciprocate this concession with a concession of his or her own by agreeing to this lesser plea. In 1975, researchers on the Arizona State University campus cracked the code on exactly how this works. Their experiment was pretty slick. Half of the students in the test were asked, Will you chaperone juvenile-detention-center inmates on a day trip to the zoo? Only 17% of them said yes. The other half of the test subjects were asked a leading question first: Will you volunteer as a juvenile-detention-center counselor for two hours per week for the next two years? Everyone said no to the first question. However, almost 50% said yes to the second question about chaperoning the zoo visit! The angle for our marketing purposes is pretty obvious. Construct two versions of your ask.

Evaluation of Three Different Types of Spectroscopy Lab Report

Evaluation of Three Different Types of Spectroscopy - Lab Report Example The sample is then heated via flame, plasma or electricity; this causes desolvation, liquefaction, vaporization and finally atomization (Sagi & Rathnam, 2013). Components include; a) The light source which is usually a hollow cathode lamp. Atoms of different elements absorb specific wavelengths of light therefore in order to analyse a sample for a specific element, the light source used must correspond to the wavelength of that element. b) A compartment in which samples are atomised via (flame, graphite furnace, MHS cell, FIAS cell, FIMS cell). c) A monochromator that disperses the light. d) A detector, which measures the light intensity and amplifies the Signal. e) A display that shows the reading. AAS has various uses such as analysis of bodily fluids like blood and urine for heavy metal poisoning and monitoring of the environment by measuring levels of certain elements in lakes, food like fish and the air (Karabegov, 2011). Fluorescence is a photon emission process. Absorption of light by some molecules causes movement of electrons from the ground state to an excited state. This excited molecule will return to a lower energy level by dispersing part of its energy. It will then return to the ground state by emission of a photon (fluorescence). As a result of this loss of energy, stokes shift is observed. Stokes shift is when there is a difference in wavelength of the absorption and emission spectra (Ge, et al., 2010) Only molecules containing a functional group which has the ability to absorb energy of a certain wavelength and re-emit it at a different but specific wavelength (fluorophore) will exhibit fluorescence (Ge, et al., 2010) a) The light source, an example of the first type used is the tungsten-halogen lamp and later on, mercury lamps were used. However, now xenon lamps are mainly used. b) A Monochromator used to select both the excitation and emission wavelength. c) Sample holders, the cuvette is placed in

Existentialism is a Movement of the 20th Century Essay

Existentialism is a Movement of the 20th Century - Essay Example Kierkegaard is known to be the father of existentialism. He is also a highly known philosopher of the 19th century. Kierkegaard developed the idea of living life in a variety of stages. Aesthetical, ethical and religious were his divisions of life. In his work, he claimed that he went through similar experiences during his lifetime, and he used the stages to establish his own philosophy of life and of human existence. He assessed the first two stages with regard to the normal set of beliefs and behavior. However, the last stage developed based on personal and non-rational opinion â€Å"leap of faith† (Cooper 517). The aesthetical stage was characterized by immediacy and failure, to reflect with seriousness upon the nature of a person’s life. The people in this stage were defined as like material things and fulfilling their desires as they occurred. People become slaves to their senses and they tend to want to fulfill desires propelled by their senses. People would tend to fulfill needs they consider appropriate and other people’s opinion did not count. The stage represents two types of lifestyles; reflective and non-reflective immediacy. Alcohol, sex and drugs are some illustrations of satisfying unrefined immediacy. An individual act without thinking because the satisfaction expected does not require thinking, refined immediacy, on the other hand, characterized by thoughtful planning (Cooper 518). Sometimes people think before undertaking a certain action, but the thoughts do not put into consideration moral and ethical values. Reflection of the lifestyle embarked not put into consideration. Planning made in order to gain full satisfaction of the lifestyle. According to Kierkegaard this pleasures of life will eventually vanish, and an individual will be caught in a moment of despair (Kierkegaard n. p). In the end, one will get tired of the life of luxury and satisfaction would hardly be achieved.

The Effects Of Task Based Listening English Language Essay

The Effects Of Task Based Listening English Language Essay In the Malaysian educational context, the main purpose of English language instruction is to prepare learners for effective and efficient communication in English in their social and professional situations (Chitravelu et al, 1995, p.4). In many organizations, English is the main language of communication and one needs to be competent in English in order to succeed and advance in the respective organization. The importance of English language as a global language has always been a major motivating feature in the learning and use of the language in Malaysia especially as a medium to gain information in science and technology, commerce and trade as well as for entertainment and media. In April 2000, there was an issue highlighted in the mass media about the reasons behind the inability of some 39,000 graduates in the country to get a job. Tan Sri Musa Mohamad the Minister of Education at that time as quoted in the New Straits Times stated that, à ¢Ã¢â€š ¬Ã‚ ¦ employers did not just lo ok at ones qualification but also factors like personality, potential, English proficiency and experience. This implies that job seekers should try to achieve certain level of mastery of English to help them secure appropriate jobs particularly in private sector. Besides, job interviews for professional vacancies in critical fields like Law, Accountancy and Engineering are generally understood to be conducted in English (Hanapiah, 2004) In many contexts where English is regarded as a foreign as opposed to a second language, there are many problems in developing real communicative competence in learners including the ability to listen and comprehend properly. Brown and Yule (1983) believe that many language learners regard speaking skills as the criteria for knowing a language. They defined fluency as the ability to communicate with others much more than the ability to read, write and comprehend oral language. However, learning to talk in the foreign language is often considered to be one of the difficult aspects of language learning for the teacher to help students with. Unlike written language, it is also not easy to provide good models of spoken language for the foreign learners. According to Bygate (1987), one of the basic problems in foreign-language teaching is to prepare learners to be able to use the language. How the preparation is done and how successful it will be, are very much depending on how the teachers understand the aim of teaching the language (p.3). The main features of speaking which can be traced to the processing conditions of communication involve the time factor in which the words are being spoken as they are being decided and understood. The fact that the language is being spoken as it is being decided affects the speakers ability to plan and organize the message, and to control the language. Thus, mistakes often occur in the message and in the choice of words during a conversation (ibid. p12). 1.3 Objective The objective of the study is to investigate the effects of task-based listening activities on the speaking performance of FELDAs EFL learners. The difference in students speaking performance before and after undergoing the Task -Based Listening activities would be one of the main concerns in this study. A comparison will be drawn between the TBL and non TBL classes to see whether there is any difference in students speaking performance. Besides, students confidence to speak is another area of interest to be investigated in this study. It is hoped that the study will be able to identify any significant difference in students level of confidence to converse in English after undergoing the Task- based listening activities as compared to those who have not been exposed to the activities. Another objective of the study is to investigate FELDAs EFL learners attitude towards the implementation of the task-based listening activities. Expressions of either positive or negative feelings towards the task-based listening activities will reflect impressions of the effectiveness of the activities in enhancing students speaking skill. 1.2 Problem Statement Speaking is considered one of the most difficult language skills to acquire among English as a Foreign Language (EFL) students. In rural setting schools, particularly in the FELDA (Federal Land Development Authority) scheme, there is a lack of exposure and communicative use of the English language. Most students regard English as serving very limited function once they leave the classroom and as such they hardly see the need to use it in their daily life. As in the classroom setting most EFL learners rather remain silent or resort to rote learning when they are required to respond to a speaking task. As such, it is a demanding task for language teachers to provide sufficient inputs for students to be competent speakers of English (Bygate, 1987). Students usually feel insecure about their level of English and face problems communicating as well as expressing themselves in the target language. As a result, they rather remain silent as they are in fear of making mistakes and do not show active participation in speaking lessons. Ian G. Malcolm (1987) refers to the guarded and taciturn behavior of students who refuse to speak as the shyness syndrome and that this problem has been reported of Polynesians in New Zealand, various American Indian groups, Hispanics in the United States, Black Americans and Southeast Asians. Malcolm quoting Tan (1976) and Salleh (1981) says that many pupils in Southeast Asian classrooms are bilinguals whose use of the classroom language is hesitant. Yap (1979) also quoted as saying that the frequent complaint mainly in secondary schools is that learners do not respond or take too long to respond, or speak too softly (cited in Gaudart ,2003, p.2) Emphasis should thus be given to address this problem as speaking is an important element in mastering English language. Therefore, it is important to explore new methods of teaching in order to enhance students speaking performance and confidence to use the language. 1.4 Research Questions The study attempts to answer the questions that follow: 1) What is the speaking performance of FELDA learners after undergoing task-based learning activities? 2) Do task-based listening activities enhance EFL students confidence to speak in English? 3) What are the attitudes of the FELDA EFL learners towards task-based listening activities in enhancing their speaking performance? 1.5 Significance of study The findings may provide language teachers with specific language teaching procedures to enhance ESL learners ability and confidence to communicate orally in English. Besides, in a wider scope, the study can also be used as the yardstick in designing supplementary materials to assist teachers in teaching speaking skill more effectively in the Malaysian classrooms. 1.6 Definitions of terms The following terms are significant in this study: 1.6.1 Task-based Listening Activities Task-based Language Teaching (TBLT) or Task-based Instruction (TBI) makes the performance of meaningful tasks central to the learning process. The Task-based listening activities which will be used are based on authentic materials used in teaching second language. Nunan (1999) defines authentic materials as spoken or written language data that has been produced in the course of genuine communication, and not specifically written for purposes of language teaching. The materials are based on the real world context outside classroom in situations in which they really occur. Gebhard (1996) suggested some examples of the authentic materials that may serve as source for lesson planning including for listening and speaking class. The authentic listening- viewing materials include TV commercials, quiz shows, cartoons, news clips, comedy shows, movies, soap operas, professionally audio-taped short stories and novels, radio advertisements, songs, documentaries and sales pitches. In this study, the task based listening activities will include the use of audio CDs on selected stories and songs. Throughout the implementation of the activities students are required to respond to certain tasks related to the selected materials following the framework for task-based learning proposed by Jane Willis (1996) which comprise of pre-task, task cycle and language focus. Among the tasks suggested include listing(e.g. brainstorm/ fact finding), ordering or sorting (e.g. sequencing/ ranking), comparing (e.g. matching/ finding similarities or differences), problem solving (e.g . analysing real situation/ decision making), sharing experience (e.g. narrating/opinions) and creative tasks which includes all the tasks mentioned. 1.6.2 Speaking Performance Speaking in a second language involves the development of a particular type of communication skills. Because of its circumstances of production, oral language tends to differ from written language in its typical grammar, lexical and discourse patterns (Tareq Mitib, 2009). A person can be considered to be able to perform well in speaking skill when he is able to speak a language using the components correctly for example by making the right sounds, choosing the right words and getting the constructions grammatically correct. Pronunciation, grammar and vocabulary tasks will focus on the need for practice in language accuracy. At the same time, one also needs to get a clear message across and this involves choosing appropriate content or ideas to suit a situation, e.g. deciding what is polite or what might appear rude, how to interrupt or how to participate in a conversation. (http://www.britishcouncil.org/languageassistant/pdf/Unit4.pdf ) 1.6.3 School Based Oral Assessment Previously the English SPM examination had an oral examination component which was graded based on the candidates comprehension of a dialogue text and the ability to respond to a pictorial stimuli. However, the test was considered to be inadequate since students proficiency in English language continued to drop to the point where prospective employers in private and government sectors complained about the inability of graduates to converse in even the most rudimentary situations (Vinodini Murugesan, 2003). In 2002, the School-Based Oral Assessment (SBOA) was implemented for the first time on Form Four students who will be sitting for SPM in 2003 to replace the old oral assessment and this time it is considered to be in line with the communicative language teaching approach adopted in Malaysian schools. The School-Based Oral Assessment (SBOA) consists of 4 Models. The models are Model 1:Individual, Model 2:Student-Prompter, Model 3:Pair work and Model 4: Group work. Students are to be assessed twice in Form Four (using Model 1 and 2) and once in Form Five (using either Model 3 or Model 4). Marks are given based on students ability to converse on a topic effectively with appropriate responses, speak fluently using correct and acceptable pronunciation, speak coherently, speak the language using a wide range of appropriate vocabulary within context and speak using correct grammar. In some cases, students can actually request to repeat the test if deemed necessary especially when they are n ot satisfied with their mark. The total mark for each assessment is 30. When the students are in Form 5, the best mark among the three assessments will be taken and submitted together with other School Based Assessment Marks for SPM examination to the Malaysian Examination Board (Lembaga Peperiksaan Malaysia). 1.6.4 Confidence Confidence can be defined as a belief in one own ability to do things and be successful (Oxford Advance Learners Dictionary, 7th ed., 2005, p.318). It is ones perceptions of ones own abilities to achieve a stated outcome. ARCS Model of Motivational Design developed by John M. Keller of Florida State University identified Attention, Relevance, Confidence and Satisfaction as the four steps for promoting and sustaining motivation in the learning process. According to Keller, confidence helps students to understand their likelihood for success. If they feel they cannot meet the objectives or that the cost (time or effort) is too high, their motivation will decrease. Besides, confidence also provides objectives and prerequisites that help students to estimate the probability of success by presenting performance requirements and evaluation criteria. It allows for small steps of growth during the learning process, provide feedback and support internal attributions for success. Not only lear ners should feel some degree of control over their learning and assessment, they too should believe that their success is a direct result of the amount of effort they have put forth (Keller, 1983 and 1987 cited in http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html.). Confidence in speaking involves ability to speak the target language fluently using the right rules and appropriate choice of words. In speech situation, thinking, listening and speaking go on almost simultaneously and people expect feedback on or response to what they have said almost as soon as they stop speaking (Chitravelu et.al, 1995). Anxiety of making mistakes is one of the major obstacles that learners have to overcome in learning speaking because most of the time learners are reluctant to be judged by listeners. Of all the four language skills, speaking skill is probably the one most affected by personality features. Students who are confident and have experienced success are likely to be more motivated and more willing to try harder. Therefore, teachers have an important role in building up students confidence to speak by being sensitive, sympathetic and encouraging as well as selecting material that is motivating and within the ability of the students (ibid). 1.6.5 Attitudes Attitudes refer to a persons way of thinking or feeling about somebody or something; the way that he or she behaves towards somebody or something actually shows how the person thinks or feels (Oxford Advance Learners Dictionary, 7th ed., 2005, p.85). The measurement of language attitudes provides information that is useful in teaching and language planning (Richards, Platt and Platt, 1997 cited in Tareq Mitib, 2009). In this study the EFL learners attitudes towards the Task-based listening activities will be measured through the use of a questionnaire which will be developed from the findings from focus group discussions. The questions will comprise of an adaptation of Gardners (1985) Attitude/ Motivation Test Battery (AMTB) and Rossett (1982) Needs Analysis questionnaire. 1.7 Limitation/ Delimitation Since this study will be carried out within a relatively short period of time on students with average to good proficiency of English, it would thus be interesting to see if using task-based listening activities on a lower English-proficiency group of EFL students with varying time spent would have a different effect on the results. Thus, this study might not be able to represent the whole FELDA scheme students speaking performance because only two groups of students from a school will be selected. Further studies need to be conducted in order to seek similarities or differences on this issue. Chapter 2: Review of Literature 2.1 Relationship between listening and speaking Speech involves communication between people and the rules that apply to all forms of interpersonal behaviour also apply to speaking behaviour (Chitravelu et.al, 1995, p.59). Graham-Marr (2004) mentioned many reasons for focusing in listening and speaking in EFL classroom and one of them is the fact that speaking skills have been found to be a fundamental skill necessary to succeed in life. The ability to speak in the target language has always been associated with the success of learning the language. Before a person can speak the language he learnt, he should first be able to listen and understand the language. Listening should be the first and foremost skill to be acquired in learning a new language because understanding spoken words is prerequisite to speaking, reading and writing; and that comprehension should precede reproduction. Listening skill transfers to other skills and promoting listening skills before focusing on oral skills can result in increased second language acqui sition. (Cheung, 2010). The relationship of listening and speaking skills was further elaborated by Goss (1982) who claimed that listening is a process of taking what you hear and organizing it into verbal units to which you can apply meaning. Applied to speech processing, listening requires that you structure the sounds that you hear and organize them into words, phrases, sentences, or other linguistic units. Bowen, Madsen and Hilferty (1985) (ibid) defined listening as attending to and interpreting oral language. The student should be able to hear oral speech in English, segment the stream of sounds, group them into lexical and syntactic units (words, phrases, sentences), and understand the message they convey (p. 73). Gary (1975) cited in Ghazali, (2003) said that giving pre-eminence to listening comprehension particularly in the early stages of second language teaching and learning contributes advantages of four different types, namely cognitive, efficiency, utility and effective. As such, Doff (1988) added that speaking skills cannot be developed unless listening skill is also developed. In order to have successful conversation, students must understand what is said to them because later on the ability to understand spoken English may be very important for studying, listening to the radio or understanding foreign visitors. To develop this ability, students need plenty of practice in listening to English spoken at normal speed (p.163). A listening lesson gives students the opportunity to listen to native speakers conversations if the related materials are well-chosen, and, listening to the target language a lot can help the students improve in their pronunciation (Gethin and Gunnemark, 1996). Bruton (1997:14-15) argues that students need to listen to prepare themselves for their future listening. They need to listen in order to know how to produce. The better students understand what they hear, the better they will take part in spoken interactions. Although students usually face difficulties to understand the language produced by the native speakers in the listening activities, teachers have to be creative to tackle the problem by exposing students to more of the materials. At the beginning of the listening activities, teachers help may still be needed to explain to the students what is required from them. However, the dependency on teachers can slowly be eliminated later on when the students are working on the act ivities or in their groups. In order to measure the effectiveness of any speaking lesson, students need to be tested. The two main aspects of direct procedures for testing speaking according to Nation and Newton (2009) are the way in which the person who is being tested is encouraged to speak and the way in which the speaker performance is assessed. The first procedure can include interviewing, describing something for someone to draw and discussing while the latter can include rating scale, communicative result and assigning marks for the parts of an outcome (p.171). 2.2 Task-based Instruction in Language Classroom In task-based language teaching (TBLT), syllabus content and instructional processes are selected with reference to the communicative tasks which learners will (either actually or potentially) need to engage in outside the classroom and also with reference to theoretical and empirical insights into those social and psycholinguistic processes which facilitate language acquisition. Among the features identified by Nunan (1991) for this approach is the emphasis on learning to communicate through interaction in the target language, the introduction of authentic texts into the learning situation, the provision of opportunities for learners to focus, not only on language, but also on the learning process itself, an enhancement of the learners own personal experiences as important contributing elements to classroom learning and an attempt to link classroom language learning with language activation outside the classroom. According to Brown (2001), Task- based Language Teaching (TBLT) puts tasks at the centre of the methodological focus. The learning process is viewed as a set of communicative tasks that are directly linked to the curricular goals they serve. The main characteristics of TBLT according to Ellis (2003) include the natural or naturalistic use of language, learners-centred activities rather than teacher-centred, focus on form and tasks serve as the means for achieving natural use of language. Ellis also claimed that the traditional approach of Present, Practice and Produce (PPP) are inadequate. Some critics also supported this and viewed PPP as clearly being teacher-centred and therefore sits uneasily in a more humanistic and learner-centred framework (Harmer, 1988, p.66). Task can be defined in various ways. Nunan (1999) in Bahrami (2010) for example, defined a task as a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form. The task should also have a sense of completeness, able to stand alone as a communicative act in its own right with a beginning, middle and an end. (p. 25). Long (1985a) as cited in Nunan (1991) suggests that a task is nothing more or less than the things people do in everyday life like for examples buying shoes, making reservations, finding destinations, and writing cheques. Breen (1987) similarly suggests that a task is any structured language learning endeavour which has a particular objective, appropriate content, a specified working procedure, and a range of outcomes for those who undertake the task. Task is therefore assumed to refer to a range of work plans which have the overall purpose of facilitating language learning-from the simple and brief exercise type, to more complex and lengthy activities such as group problem- solving or simulations and decision making (p. 23). Prabhu (1987) stands as the first significant person in the development of Task-based instructions in language classrooms. He defines a task as an activity which required learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process (cited in Tareq Mitib ,2009). Nunan (1989) further defines a task as a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than form (p.10). He suggests that in all definitions of tasks, one can see communicative language use where the learner focuses on meaning instead of linguistic structure. Many people have studied the implementation of Task-based instruction in language classrooms and have advised using tasks in language classrooms because students motivation rises through assigned tasks. On looking at the positive results that the use of tasks may bring about in the EFL classroom, it can be said that using a variety of tasks in class gives positive results (Ruso, 2007). Bahrami (2010) examined the influence of four specific types of task-based activities of matching, form-filling, labelling and selecting on the listening ability of 90 senior EFL learners of Sadra English Institute of Darood .The data for the quasi-experimental study included two task-based tests of listening comprehension and a test of language proficiency. The result shows that there was a significant relationship between the three tasks of matching, labelling and form filling on the other hand and listening comprehension on the other. However, there was no relationship observed for the task of selec ting and listening comprehension. In conclusion, not only the listening-comprehension skill of the EFL students tended to improve through exposure to task-based input; it is also proven to be suitable for students of various levels. Similarly, Tareq Mitib (2009) who also adopted a quasi experimental design to study the effects of Task-based Language Teaching (TBLT) on developing speaking skills among the Palestinian Secondary EFL students from two schools in Israel concluded that the method succeeded in improving the students speaking skills and develop students attitude towards English language. It was found that girls speaking skill improved more than the boys when classroom practice was organized and authentic as in the case of TBLT. Boys on the other hand, did better in the conventional teaching situations. Tareq therefore claimed that task-based language teaching can be the solution for the lack of exposure to authentic English as it enabled students to practise using the language through different activities in real world tasks and in a stress free atmosphere. This finding conforms to Underwood, (1998); Gethin and Gunnemark, (1996) and Kenworthys, (1987) claims, that, exposing students to native speakers o f English Language through listening gives them the opportunities to acquire the correct model of English pronunciation which will eventually leads to intelligibility (cited in Ghazali, 2003). Awang and Md. Supie (2011) stated that, one of the main issues in second language learning is ESL learners who are less proficient in the language opt to avoid speaking in English language classes. Some learners might find speaking English in front of the class as very intimidating. In a way it implies that regardless of how many English classes students have attended, if they do not practise the language, they will not be able to improve their communication skills as well as their self-confidence. Both researchers proposed that task-based speaking activities would enable students to communicate easily as the activities are usually conducted in pair work or group work. As such, a study was conducted in Universiti Teknologi Malaysia(UTM) on 30 second year students from the Faculty of Electrical Engineering enrolled for the Advanced English for Academic Communication course in semester 2, 2007/2008. A set of questionnaire was designed and distributed to find out the students perspectiv es on task-based speaking activities in fostering their communication in English. This study also seeks to find out which types of Task-Based Speaking Activities (TBSA) that highly promotes learners communication in English. The types of task-based speaking activities used in the study were problem-solving, information-gap, and sharing personal experience or feelings. Results show that all the 30 participants agreed that task-based speaking activities improved their communication in English because the activities offered opportunities to practise the language. It was also found that students with low level of proficiency in English also participated in the TBSA during English classes and they were not intimidated by their low level of proficiency. As for the activities, problem-solving is found to be the most preferred type of TBSA that encouraged participation and use of English language. Other study related to the use of TBL includes an exploration of the implementation of TBLT in three primary classrooms in Hong Kong by Carless (2001). The subjects of the case study were three female English teachers who implemented task-based innovation over a seven months period in their primary one and primary two classrooms with children aged six to seven. Results reveal that there was a certain amount of interplay between different issues studied like for example, the more positive the teachers attitude towards TBLT, the more likely she was to take time doing the preparation of the supplementary materials for her class or to allocate time for carrying out activities (cited in Tareq Mitib, 2009). Despites many positive feedbacks of using TBL on EFL and ESL students, there are also evidences of sceptical perceptions on its implementation. One of them is in a case study conducted by In-Jae Jeon and Jung-won Hahn on EFL teachers perceptions on the practice of TBLT in Korean secondary School Classroom in 2005. Data were collected through questionnaires from 228 teachers at 38 different middle and high schools in Korea. The overall findings of the survey show that even though majority of the respondents have a higher level of understanding about TBLT concepts, teachers still retain some fear of adopting TBLT because of perceived disciplinary problems related to classroom practice. Other reason for teachers fear to adopt TBLT is related to their lack of confidence. Hence, much consideration should be given to overcome the potential obstacles such as on the part of the teachers before TBLT can really be successfully implemented. 2.3 Theoretical Framework of TBL Task-based learning (TBL) seems to gain currency since the publication of Jane Willis Framework for Task-Based Learning in 1996. N. Prabhu originally popularizes TBL in early 80s and since then has influenced subsequent models of Task Based Teaching such as Willis (1996) who developed a framework for task-based learning. Prabhu (1987) used a task-based approach with secondary school classes in Bangalore, India in his Communicational Teaching Project beginning 1979. Reports on the Bangalore project indicated that a syllabus organized around problem solving tasks and feedback can effectively accomplish and in many ways improve on what a traditional linguistic syllabus provides (cited in Tareq Mitib, 2009, pp. 53). In Framework for Task-Based Learning (1996), Willis proposed a three stages process of carrying out TBL. The stages include: pre-task (introduction to topic and task), task cycle (planning and reporting) and language focus (analysis and practice).The framework can be illustra ted as below: FRAMEWORK OF TBL (Jane Willis, 1996) Pre task Introduction to topic and task instruction (Exposure) Task cycle Use expose to tasks (6 tasks Types), planning (prepare to report outcomes), reporting, post task (optional) Focus on forms Language Focus Analysis: learners focus on form, Ask about language features Practice: teacher conduct activities TASK (Introduction to topic/ task) TASK CYCLE ( Task /Planning /Report) LANGUAGE FOCUS (Analysis Practice) In the Pre-Task stage, the learners and teachers explore the topic and the teacher may highlight useful words and phrases while helping students to understand the task instructions. The purpose of pre-task is to prepare students to perform the task in ways that will promote acquisition. As for the Task Cycle stage, the students perform the task in pairs or small groups while the teacher monitors or facilitate the lesson from a distance. During this stage students will also plan on how to report or present to the class what they have done and how they do it. At the same time teacher should encourage students to communicate in the target language while helping students to prepare w

Software Development Outsourcing

Outsourcing is an arrangement in which one company provides services for another company that could also be or usually have been provided in-house. Nowadays, outsourcing is a trend in a competitive software development and it is expanding all over the world. Software development is very much suitable for the better working of a company. This means that another company is hired to do the task of software development. Outsourcing the software development projects can be advantageous, but sometimes if it is incorrectly executed, it can result to unusable projects. In this article, let's see some of its advantages and disadvantages. The advantages of Software Development Outsourcing: Cost efficiency – companies don't have to worry about buying expensive software and hardware. Software development technology indulge it. Lower Training cost – it is very expensive thing to give trainings to the new employees. Normally, three or more days are consumed. So, by hiring services from a software outsourcing company, the time and efforts are saved. Time – due to strict time line of some software projects, it is become required to outsource a component of software development projects in order to meet the time demand of the projects. Software companies take credit of immediate pool of skilled developers. Skills – in a situation like software companies outsource, sometimes need a skilled personnel for software development technologies. The disadvantages of Software Development Outsourcing: Disappointment – companies can produce code of a poor quality. It involves here who will be the responsible for maintaining the code or project. Need of Constant Management – one of the main reason why projects fail because there is no good manager. A leader who is in constant communication to the clients and also understands the needs or requirements of the clients. Testing is more difficult – generally, testing phase is the most difficult stage in system's development life cycle. You will undergo more testing cases. If you test a piece of software that was developed in an offshore in-house and find a problem, so there's a need to communicate to the offshore vendor. This could cause problems because the offshore vendor might not be able to propagate the problem. It could possibly easy to fix the problem if they could see the machine. Or maybe the problem is not properly communicated. These are the different advantages and disadvantages of software development outsourcing.