Reflection Paper Essay Example | Topics and Well Written Essays - 500 words - 5

Reflection Paper - Essay Example Through this means, I believe I will be among the 80 percent nurse graduates with the baccalaureate degree by the year 2020. It is also important that health care organizations offer tuition reimbursement to help develop a culture that promotes further education, and giving promotion and salary differential according to Institute of Medicine of the National Academies (n.d). b). It is important that the quality of healthcare be improved to a higher level. This can only be realized through research and development with the aim of increasing diversity by ensuring that more nurses in the country acquire a doctorate. In this connection, for me to fit into this 5th recommendation of IOM, I will ensure that I enroll for a doctorate program in the next five years after graduating with a baccalaureate degree. It is also acknowledgeable that this would require a lot of funding and dedication from an individual and schools and the public at large. However, since I have a lot of passion for education that would enable me better the lives of others in the future, sky is the limit. In case I find it difficult to get tuition fees, I will seek for assistance from well wishers and the government to offer me a scholarship. In the end, I believe I will among those who form part of the double digit number of those with a doctorate by the year 2020. It would also be benef icial for university trustees and academic administrators create salary and benefit packages that are competitive in the market to recruit highly qualified academic and clinical nurses like myself. c). For me to be able to fit into the sixth recommendation of IOM future for nursing, it would be imperative for faculty and healthcare organizations to create, and priorities competencies so that curricula can regularly be updated to ensure that graduates at all stages are well prepared to meet both

Theories On Second Language Acquisition English Language Essay

Theories On Second Language Acquisition English Language Essay Several studies have revealed how dynamics in cultural identity influenced the learning of a second language (Graham Brown, 1996; McCarthy, Giardina, Harewood, Park, 2003). The process of language learning itself is socially and culturally constructed (Norton-Piece Toohey, 2001). How social formations, individual identities, and interpretations belonging to a particular culture is crucial to the development of language. Culture As defined by Brown (2007), culture is the ideas, customs, skills, arts, and tools that characterize a given group of people in a given period of time (p. 380). A more comprehensive definition of culture developed by DÃ ­az-Rico and Weed (2006) views it as: The explicit and implicit patterns for living, the dynamic system of commonly agreed upon symbols and meanings, knowledge, belief, art, morals, law, customs, behaviors, traditions, and/or habits that are shared and make up the total way of life of a people, as negotiated by individuals in the process of constructing a personal identity. (p. 233) This definition highlights the fact that culture is a dynamic, instead of static process and is neither something to be memorized nor a program that can be encoded to dictate behavior. The process of learning a new language while being immersed in a new culture involves cultural conflict and reconciliation of that conflict in order to come to terms with the host culture. Learning a second language even demands of an individual to take on a new identity (Guiora, 1995, p. 145). As a consequence, ones basic sense of self and confidence in ones abilities are challenged in this process of developing a new identity to cope with the acquisition of a new language. This process is called acculturation, generally referred to as the act of adjusting to a new culture. Acculturation There have been different models to explain the role of acculturation in the acquisition of a second language. Many authors have suggested that acculturation need not mean the eradiction of the old culture itself. Acculturation is adapt[ing] to a second culture without necessarily giving up ones first culture (Diaz-Weed, 2007, p. 246). This is contrary to the view that acculturation is synonymous to assimilation (total absorption into the new culture) or accommodation (mutual adjustment of cultures). Absorbing particular domains of a new society does not mean total surrender of the old or the zero-sum trade off (Berry, 1997, p. 34). Degrees of acculturation could be in four levels: integration (positive relationship to new and old), assimilation (relinquishing old, embracing new), segregation (retaining old, rejecting new), and marginalization (relinquishing old and new) (Berry, 1997). Theories on Second Language Acquisition The earliest research on second language acquisition (SLA) have been motivation studies which hypothesized that motivation is the fundamental factor toward SLA. Founded on the work of Robert Gardner and Wallace Lambert, the relationship of motivation and SLA have been helpful in understanding how the social and cultural environments of L2 learners shape their attitudes and motivations toward the L2, its culture, and L2 speakers (Gardner, 1979, 1980). These studies have pointed out that as a consequence, learners display behaviors which could either promote or impede their SLA outcomes (Gardner, 1979). Motivation for learning an L2 is divided by Gardner into two components: instrumental and integrative motivation. Instrumental motivation concerns an individuals primary concern for linguistic growth, apart from social goals in SLA (Gardner, 1979, 1983, 1988; Gardner Lambert, 1959, 1972). Integrative motivation refers to an individuals willingness and interest in promoting L2 acquisiti on through social interactions with members of the L2 group (Gardner Lambert, 1959, 1972; Gardner, 1979, 1983, 1988). Instrumental motivation is suggested by Gardner and Lambert to have a primary role in learning of the L2, while integrative motivation is depicted playing a lesser, supporting role (Gardner, 1979, 1983, 1988; Gardner, Tremblay Masgoret, 1997; Gardner Lambert, 1972). Many theorists have criticized motivation studies as not sufficiently explaining the role of acculturation in SLA. According to Brown (1980, 2007), second language learners are optimally suited to learn the Culture and SLA second language when certain conditions of acculturation are met. Specifically, the optimal period is when learners are in the third stage of acculturation and also see themselves as outside of both their native culture and the second culture. Schumann (1986) claims that acculturation, or the integration of the L2 learner into the target linguistic community, is not a direct cause of second language acquisition (SLA), but rather it is the first in a chain of factors which results in natural SLA. He proposes that acculturation as a remote cause brings the learner into contact with TL-speakers and verbal interaction with those speakers as a proximate cause brings about the negotiation of appropriate input which then operates as the immediate cause of language acquisition (p. 385). Acculturation (made up of social and affective variables) is the causal varibale of SLA. That is, if learners acculturate, they will learn; if learners do not acculturate, they will not learn. Acculturation initiates a chain reaction including contact in the middle and acquisition as its outcome. Schumanns (1986) acculturation model includes seven social variables (1. social dominance, 2. assimilation, preservation, and adaptation, 3. enclosure, 4. cohesiveness and size, 5. congruence, 6. attitude, 7. intended length of residence) and four affective variables (1. language shock, 2. culture shock, 3. ego permeability, and 4. motivation) which presumably affect the quantity and quality of contact that second language learners have with the target language community, thus affecting SLA. Schumann argues that the degree to which a learner acculturates to the TL group will control the degree to which he acquires the second language (Schumann, 1978, p. 34), but he makes his claim only for the context of natural SLA, i.e., where learning takes place in the environment where the L2 is spoken and without direct language instruction (1986, p. 385). Language proficiency and acculturation There has been a dearth in empirical studies that examined the impact of a learners degree of acculturation on language proficiency or acquisition. Extant studies have however suggested that acculturation and language acquisition have a positive relationship. Acculturation is a more significant determinant in language proficiency than motivation or attitudes, as evidenced by Clements (1986) study. Clement (1986) showed how the interplay of motivation, individual attitudes and degree of acculturation result to SLA proficiency in quantitative cross-sectional study. In a correlational research conducted in a bilingual Canadian university, students were asked to fill up questionnaires that assessed ethnolinguistic vitality, motivation, and attitudes. Moreover, interviews were conducted among respondents to evaluate their proficiency in spoken English as a second language. Minority group members exhibited more self-confidence in their skill of speaking English as a second language and were also judged to be more proficient than members of the majority group. The level of acculturation measured by the frequency of L2 use and frequency of contact with L2 speakers was revealed to be functional in language proficiency. Motivation and attitudes tow ard L2 speakers, and L2 culture were not significantly correlated to language proficiency. Friendships and immersion with native English-speaking people is also important in cultivating SLA and proficiency. As shown in Graham and Browns (1996) study in a bilingual community in Mexico, the difference in proficiency among native Spanish speakers in speaking English could be a result of the varying levels of their acculturation to native English speakers. Using Schumanns (1986) acculturation model and variables, the degree of acculturation was measured among native Spanish-speaking households in Colonia Juarez town. To measure language proficiency, an oral proficiency interview was conducted. Native-like English proficiency among native Spanish speakers was attained only by those enrolled in bilingual schools. Their enrollment in the schools proved favorable to their SLA. Moreover, they developed more positive perceptions about the English-speaking community and developed more intimate friendships with their English-speaking peers (Graham Brown, 1996). Degree of acculturation, age, and marital status are also important factors in language proficiency. Lee (2005) investigated the relationship of English proficiency and degree of acculturation in terms of U.S. media consumption. The results revealed that the use of Korean language over the Internet negatively correlated with acculturation. Those that did not use English when consuming and participating in Internet-based communication were less proficient in speaking English than those that used English frequently. Moreover, younger and single Koreans were more proficient in speaking English than older and married Koreans due to their higher levels of U.S. media consumption (Lee, 2005). Lees study is consistent with the findings from Jiang et al. (2009) which found that greater degrees of immersion in American society leads to higher proficiency in the English language. Jiang et al. (2009) studied acculturation and Enlighs proficiency by studying an older Chinese-English population. Correlational analyses revealed a strong relationship between the degree of immersion in the dominant society and proficiency in oral English. Nevertheless, while speaking proficiency was found to be correlated with acculturation, accents were not.

Functions of Human Resource Department Essay -- Employment Employee De

Functions of Human Resource Department One of the main functions of Human Resource Department is training and development beside recruitment, selection and placement. It isn’t enough to recruit employees into the skills or knowledge they currently posses, but rather for their ability to learn and adapt through training as conditions change or business needs. Employees are very important resources where some organizations assign huge budget to train them. However, this budget is taken out when organizations have financial problems. Here comes HR role to lighten top management that Training and Developing strategy is a vital investment to show commitment and ensure competency of employees’. Pfeffer references growing evidence that the loss of skills and increased use of contract employees have hurt productivity and even safety in organizations and industry (1998, P172). In this report we’ll talk about Training and Developing policy in UAE based company known as Tawteen. We’ll examine the effectiveness of this policy, describe its operation, show the policy outcomes and review the employees’ feedback on the policy. Before we go ahead with our analysis we should look at the policy in other regions rather than UAE. Also we’ll summarize an overview of our company and its internal operations to have a complete picture. Outside UAE: In USA we have â€Å"open career systems where individuals are given considerable freedom to manage their own careers. In such settings we find a chance to bid on jobs and training opportunities† (Towers 1996, p. 31) . However, Japanese companies operating in USA and UK â€Å"Job Training is typically provided internally, though at least in the early stages of operations there has been a tendency to buy-in managerial talent† (Towers 1996, p. 55). On the other hand, In European companies there is an â€Å"increase in training at all levels†. â€Å"Training and development is increasingly seen as a critical part of an organization’s HR strategy† (Towers 1996, p. 83). For example, in UK it is estimated that business spends 16 billion on training and developing their employees each year (Rana, 2000a). In UAE where business is growing very fast and we have huge number of skilful expatriates’ workers. Excluding enterprise companies, medium and small size companies don’t have training and development strategy. As ... ...ged and developed at work has major effects upon quality, customer service, organizational flexibility and costs’. By providing a framework for training and developing employees, Tawteen as a training and recruitment is contributing in the Emiratisation strategy by training UAE Nationals and maintaining the quality of training. References Bown B. 2000, Recognizing and Rewarding Employees, McGraw-Hill, New York. Harrison R. 1992, Employee Development, IPD, London. Laila Murad, HR Officer in Tawteen, Dubai, 2005 Marchington M. & Wilkinson A. 2003, 2nd Edition, People Management and Development. , Chartered Institute of Personal and Development (CIPD House), London. Pfeffer J, 1998, The Human Equation: Building Profits by Putting People First, Harvard Business School, Boston. Rana E. 2000, ‘IIP revamp aims to cut back on bureaucracy’, People Management, 13th April 2000, P14. Saif Sultan, System trainer in Tawteen, Dubai, 2005 Sanders D. 2000, ‘The Pros and Cons of Computer based learning’, Employee Development Bulletin 123, March 2000, P6-8. Towers B. 1996, 2nd Edition, The Handbook of Human Resource Management, Blackwell Business, Oxford.

Dred Scott vs John Sandford (the United States) Essay

The Scott vs. Sandford case was an extremely historical event in the United States because this was the first time a slave tried to sue his owner for his freedom. Like every other court case in the U.S. there was the Defendant, the Plaintiff, and the Judge. The issue was brought to court by the plaintiff, Dred Scott, a slave with a wife and two daughters, who argued that his service for his first owner, Dr. Emerson, in Illinois, a state from which slavery has been excluded by the Missouri Compromise, made him a free man with full rights as any other American citizen. But Dred didn’t stay in Illinois, he returned with his owner, Dr. Emerson, to Missouri where Plaintiff was sold to Sandford, the defendant in this case. Dred sued Sandford for his freedom, claiming to be a citizen of the United States. John Sandford, a slave owner in the 1800’s was also accused of beating his slave family for no reason and depriving Dred and his family of their liberty; Dred considering him self a citizen of the United States. The third important person in this case was the Chief Justice, which was judge Roger B. Taney. Both sides had laws to back their sides. Missouri for example has laws banning slavery in their state, so Dred Scott is basing his case on that fact. He also sued the United States for his freedom, claiming to be a citizen of Missouri, based on having obtained freedom by living there, in a free state, for a long period of time. In court, Sandford which was represented by The United States, denied the violent actions and said that he did not beat his slaves he just handled them in a firm but gentle way. He also argued Dred is still a slave because he was born and bought in the south and was considered property. Since he was moved as property to the North his status of property couldn’t change. Another problem Dred had to face because he was considered property was the fact that he couldn’t bring issues to court. Based on the way they were thinking back then, this whole case shouldn’t even exist in the first place. The important issue of the case was if it was possible for a slave to be considered a citizen because he lived in a free state. If he was still considered a slave, slavery could exist in the north, where they didn’t accept slavery, as long as the slave was born and bought in the south, where they were encouraging and still practicing slavery. In the Constitution it says that every citizen has the right to sue in court so another reason why this was such a big decision was that the Supreme Court had to decide if  Congress had the power to decide if a black man was a citizen. Did Congress have the power to prohibit slavery? No. Can a slave be considered a citizen and as such become entitled to all the rights, privileges and immunities granted to citizens under the United States Constitution? No, and Dred did not become free by going into a state, which prohibited slavery. Therefore the Supreme court decided that Sandford was not guilty and that Scott, as a slave, had no right to sue his owner since ‘it’ was his property. The court ended up having a vote 7-2 against Dred Scott implying that he was not a U.S. citizen. The decision the Supreme Court made was a violation of the Missouri Compromise, but their reasoning was that they said that it was unconstitutional. That caused anger in the North, which eventually led to the Civil War. This is the the reason why this case is also called the Case which started the Civil War.

What Are the Key Ideas Behind the Risk Thesis

Undoubtedly, insecurity, fear and risk have come to dominate more mundane aspects of our everyday life. Social policy theorists, such as Paul Johnson defines social risk as ‘The probability weighted uncertainty that derives from the changing and dynamic world in which people lives. ’(quoted in Alcock et al. 2008:21). In the following essay the concept of ‘risk society’ will be explored even further in order to examine the key ideas of the risk thesis and how those relate to social policy and the welfare state. After some light has been shed on historical notions of risk, the focus of the essay will move to a contemporary society. Here it can be clearly seen to what extent risks have evolved in relation to the times we live in and this will be especially explored in the terms of individualization, unemployment, health, terrorism and environmental concerns. Risks theorists have outlined three main discourses in European thought upon risk. According to Giddens (1999), all previous cultures were characterized by Pre-Renaissance thoughts. It can be argued that risks were seen as the products of fate, destiny and will of the gods. However, nowadays the idea of risk is strongly linked to modernity, defined by authors such as Beck and Giddens as ‘the process and institutions of industrialization. (quoted in Kemshall 2002:4). As a result of modernization, there are not only ‘external risks’, coming from the impact of nature upon us, but also ‘manufactures risks’ which are products of human activity, for instance environmental risks or even social ones because our personal futures are increasingly open and therefore, it is possible for individuals to assess the calculability of risk taken. On the other hand, it can be suggested that post- modernity has challenge the ‘myth of calculability’, because as Giddens states: ‘post- modernity offers little help as to which options should be selected. (quoted in Kemshall 2002: 5). Sociologists such as Beck and Giddens clearly examine the fact that the movement form pre-modern societies to modernity and late modernity have lead to greater uncertainties in our contemporary society such as poverty, unemployment and ecological disasters. Undoubtedly we live in a ‘risk society’. Beck (1992) argues that the successful development of technology helps us to produce enough to meet people’s essential needs, however it creates a ‘boomerang affect’ because as Beck points out technology and science create more problems than simply solving them. It can be argued that those who benefits form production and consumption suffer its consequences. To support his theory, Beck provides us with many emperical evidences which illustrate the problem of risk society. It is true that thanks to development in agriculture, the rich countries no longer have problems with shortage food, but the plentiful supply of processed food has created consequences of health problems such as obesity. Similarly, atomic energy helps to produce energy supplies but it creates serious health risk because of nuclear waste and accidents such as those more recently (oil spill in America) and those in the past (Chernobyl nuclear reactor disaster). Particularly, Beck outlines the fact that those disasters are global concerns, rather than local and affect all people, regardless of age or class, because you cannot protect yourself against them by having a high income. In the term of unemployment, Beck also argues that it affects all classes. For example the financial crisis of United Kingdom in 2007-2010 affected not only working class but also middle class people. Therefore social inequality is individualized because people experience risk as individuals rather than a members of a particular class. Drawing upon ideas of Beck and Giddens, Nettleton and Burrows (1998) argues that increased risks in our contemporary societies made individuals to be more ‘encouraged to make life-style choices and life-planning decisions. ’(cited in Kemshall 2002:43. For example, education become increasing important is shaping our future as we know that by having high qualification there is more opportunity to have better- paid job. The increasing of consumerism in our societies made people to pay more attention to money as it provided higher standards of living. The fact that there are more uncertainties in employment and even higher educated people struggle to find jobs, it is necessary for people to move out and thus, geographical mobility allows individuals to move form jobs to jobs on global scale. Therefore, people experience this as individuals rather than members of class. Nettleton and Burrows also argue that those uncertainties in employment which create fear f losing a job and consequences of living in bad conditions, led people to be more aware of the future and secure themselves in the fulfilment of their basic needs by investing money, creating saving accounts and paying private insurances. However is it true that all classes are able to afford it? Nevertheless, people experience the environmental risk to the same extent but it doesn’t mean that the notion of class is less unimportant in the risk society thesis. Beck wrongly assumes that there is the decline of class, because class differences still continue to affect life expectancy and people experiences unemployment in different ways. For example, it is obvious that people who have higher status within society can afford better life and even of they are about to lose a job, their better qualification give them an opportunity to find a job much more quicker than lower status person. It can also be argued that the development of the technology has a result in declining of manufacturing industry which was the basis of working class identities and it has left them struggling to find new job in the face of high unemployment. Moreover, working class people are more at disadvantage because as a result of cultural and material deprivation, they do not have an opportunity to do better at education and thus gain better qualification and pursuit themselves in the job career perspectives. Colin Gill (1985) argues that technological and scientific change and deindustrialization ‘threatens to reduce in the workforce in numerous occupations’ such as warehouse workers, postal staff or mineworkers. Karl Marx (1978) also argues that working class are more likely to be unemployment as a result of capitalists system. Sociologists argue that the risk of unemployment and the effect of unemployment affect both society and personal feelings. Sinfield (1981) argues that unemployment ‘devalues or debates the standard or quality of life in society’. (gouted in Haralambos 2004: 670). He (1981) argues that high unemployment reduced the chance of equality of opportunity being achieved and people feel less secure and may have their standards of living threatened. The other social effects relate to lack of sense of identity of people who lose their jobs, sense of obligatory activates that works provides, lack of a sense of purpose and freedom and control outside work creates the possibility of engaging time leisure activities that are costly. On the other hand, the personal effects of unemployment affect health and financial income. Some argues people’s health is more affected by unemployment because the statistics show that unemployment men have higher death rates compared to employment ones. People also experience greater risk of depression and stress, which has a result in many health problems such as high blood pressure, heart attacks or cancer caused by smoking. Loss of financial income means that people live in bad conditions. Council’s houses are often small and located in marginalized districts. People are more likely to be at risk of poverty which affects both material and cultural deprivation. For example, recent Government figures show that children form low income families are more likely to eat less fruits than their counterparts. Overall, unemployment restricts people’s possibilities to secure the basic needs such as food, good housing or health treatments. However the successful use of National Health Service over the last 50 years, adapt the needs of health care to demographic changes. NHS provide people with free access to health care, but people with better income status are able to afford private medical insurance and use the private sectors which provide more effective health services. As Clark et al points out, ‘this has been paralleled by a ‘result culture†¦. Consumer choice and right have also contributed to public expectations, in the terms not only of access of treatment, but also of its timeliness and excellence. ’ (quoted in Kemshall 2002:55). Thos all evidences prove the fact that Beck’s theory based on the idea of decline of class in the contemporary society, is invalid. As we see people experience the risk in different ways as some of them are affected most than others. Particularly, lower income people are at greater risk of poverty due to unemployment. Now the purpose of the essay needs to move one to the idea of social policy as social risk management. Looking at the historical notion of social policy as risk management the 18th and 19th century Britain have introduced many policies to cope with risk, for example, the introduction of compulsory elementary schools for children of all classes in 1880, self-help organizations (saving banks) and Charity Organization Society or the Poor Law. Jordan (1998) argues that the new politics of welfare: ‘Third Way’, ‘emphasizes equality of opportunity rather than outcome and rights to education and training rather than benefits†¦. It provides for ‘genuine’ needs to be met, with far stricter testing for the authenticity if the claims from unemployment and disability. ’ (quoted in Kemshall 2002:32) According to Jordan (1998), this new politics of welfare state is increasingly associated with ‘New Labour ‘and Blair. The new programme of Third Way is based on key factors such as social justice, social responsibility and obligations, the labour market as a mechanism for achieving social justice and based on reward for merit and an emphasis upon meritocracy. Thus, as Kemshall (2002 :37) argues ‘social policy reform and programmes are now pursued through the labour market and the social engineering of ‘opportunities’ to contribute [through] education and workplace. Social investment in human capital is viewed as more economically productive and efficient that retrospective alleviation of individuals need through a state benefits system. ’ The Labour government introduced a number of new designed policies which are based on the idea of encouraging unemployment back into works. It was done through the introduction of New Deal scheme which was based ‘Gateway’ advice, where young unemployment people have been offered four options (for example, full time education or employment in voluntary sectors). If people refused them, they lost the right to benefits. The introduction of minimum wage and Job Seeker Allowance was also to encourage people to back to work. As Kemshall (2002: 37) states ‘a social policy of ‘Third Way’ actively [promoted] risk taking and a positive attitude to risk has gained currency, and is advocated as the most effective response to the dilemmas of ‘risk society’. However Keefe and Hordley (2002) pointed out that ‘whether Labour policies will succeed in continuing to keep unemployment low remain to be seen. Levels of unemployment were beginning to creep up again by 2003. (quoted in Haralambos 2004:669). Similarly Giddnes argues that the welfare state is ill equipped to meet the risks set by economic globalization and a needs centred welfare state is based upon the pooling risk, rather than the pooling of resources. According to Giddens there is still much focus on benefits and the dependency of ‘need culture’ is seen as a barrier to economic flexibility. The purpose of the essay was to identify the key idea of the risk thesis and how those relate to social policy. Considering both historical and contemporary perspectives on ‘risk society’ we can clearly see the patter of changes of the notion of risk over the time. The work of the sociologists such as Beck and Giddens helps us to understand the difference between ‘external’ and ‘manufactures’ risk as well as they outline the argument that risk is more associated with modernity and late modernity. The essay is based of the idea of risk which is due to individualization and unemployment. Undoubtedly, our contemporary societies are less stable so the fear of unemployment dominates our lives as it affects our standards of living. However risk society thesis are criticised on several ground, such as those of Beck as his theory fails to recognize the fact that people are differently exposed to modernization risk. Beck fails to recognize the relationships between risk distribution, conflict and inequality, by wrongly assuming that individuals as equally concerned by risk. As Taylor Gooby states ‘Membership of the working class is associated with a much higher risk of fall in living standards and also ‘The risk society is class ideology masquerading as social theory: It serves the interests of those already privileged in a more flexible society by obscuring the needs and aspirations of the more vulnerable who already bear most of the burdens of social change’. Taylor-Gooby, 1999). Form my point of view; the concept of risk is relevant to social policy, because policies are regarded as risk management. It can be clearly seen in the historical outline and new politics of ‘Third Way’ programme as it demonstrated us how social policies try to tackle the unemployment. However the description of contemporary society by Beck and Giddens left us to critically question some certain aspect and the theory should reflect the ‘idealistic’ rather than ‘materialistic’ nature of the concept of risk.