Industrial Relations Law Essay Example | Topics and Well Written Essays - 2500 words

Industrial Relations Law - Essay Example A central problem in attempts to test empirically generalized models of an industrial relations system mirrors those encountered in the application of generalized theories of the capitalist state. The process of particularization sustains structural mechanisms within an industrial relations system that reproduce limitations in the institutional structure of a particular state. Hence, patterns of regulation legitimize the centralized power of the capitalist class yet are likely to operate in potentially contradictory manner. Partial access to the state through a voluntary system of industrial relations has, in the UK, sustained the historically embedded yet short-term interest of many employers. However, collective laissez-faire and voluntarism have positioned trade unions and collective bargaining as easy targets in proximate explanations of poor post-war economic performance. Collective laissez-faire appeared functional – it helped secured post-war recovery - yet contradictor y; in the context of full employment, it appeared inflationary. More significantly, collective laissez-faire is functional because it is an institutional an embodiment of the process of particularization in the UK state.The extent of industrial action: In the UK, official statistics on the use of industrial sanctions relate only to strikes. They measure three dimension of strike activity – their number (how frequent they are), their size (number of workers involved) and their duration (the number of working days lost). ... state. Hence, patterns of regulation legitimize the centralized power of the capitalist class yet are likely to operate in potentially contradictory manner. Partial access to the state through a voluntary system of industrial relations has, in the UK, sustained the historically embedded yet short-term interest of many employers. However, collective laissez faire and voluntarism has positioned trade unions and collective bargaining as easy targets in proximate explanations of poor post-war economic performance. Collective laissez faire appeared functional - it helped secured post-war recovery - yet contradictory; in the context of full employment it appeared inflationary. More significantly, collective laissez faire is functional because it is an institutional embodiment of the process of particularization in the UK state. The extent of industrial action: In the UK, official statistics on the use of industrial sanctions relate only to strikes. They measure three dimension of strike activity - their number (how frequent they are), their size (number of workers involved) and their duration (the number of working days lost). This last measure is often distorted by a few big strikes. For example, in 1979 an engineering industry- wide strike accounted for 55 percent of the 29.5 million working days lost in that year. In 2000 the number of working days lost in the UK was 499,00. However, disputes still happen - for example, the series of one day stoppages in 2002 on the railways over the widening of pay differentials between drivers, who were in short supply, and other railway employees. The dearth of drivers meant that the

Guilt and Punishment Essay Example for Free

Guilt and Punishment Essay Creon’s actions and judgment in the play Antigone were questionable, but I don’t think he deserved the punishment he received at the conclusion of the play. My philosophy of life probably influenced my decision because I believe that everyone deserves a second chance. Creon was arrogant and did not listen to anyone’s advice, including Tiresias, a prophet who has never told him a lie. However, in the end he realized what had happened and accepted his fate. Creon was just recently appointed king so I guess he was trying to set a good example by sentencing Antigone to death. He didn’t’ want the people to think he was a person who made exceptions to their own ruling. A part of me did not want to forgive Creon, because what he did was rotten. He turned against his own family. I could never send a family member to jail or even worse, death. Creon’s punishment was quite harsh. All of the people close to him died. His son and daughter died and that was when he realized what kind of mistake he had made. He went against the morals of the people, ignored advice from his family members as well as a prophet who has never been wrong. His obstinate decision led him towards his downfall. In the end Creon knew that it was his fault that every one around him died. It was too late to regret now, so he accepted his punishment. I don’t think that the punishment was suitable because it was too extreme. Image if everyone in your family died because you made a poor decision. No one is perfect, that is why they put erasers on top of your pencils. I believe everyone should deserve a second chance, even if that someone is Creon.

Effect Of Explicit And Implicit Vocabulary Instruction English Language Essay

Effect Of Explicit And Implicit Vocabulary Instruction English Language Essay It is true that vocabulary is central to a language and is of paramount importance to a language learner as Ellis (1994) claims that the cornerstone of L2 is its vocabulary. Instruction is an important contributor in the development of vocabulary knowledge. Implicit vocabulary teaching and learning method involves indirect, or incidental whereas the explicit method involves direct, or intentional. This thesis attempts to find out and compare the effects of the two vocabulary teaching methods on 60 students studying in a Tonekabon University. Control Group (explicit vocabulary teaching) and Experimental group (implicit vocabulary teaching), each group was given a different modes of instruction. During the lessons different explicit vocabulary presentation techniques used including mind-mapping, Persian equivalents and English synonyms and definitions. Subsequently, the teacher utilized an inferred method for teaching vocabulary implicitly which means students were supposed to guess th e words from the passages by using context clues. The researcher used the, the Independent T-Test, Analysis of covariance. The T-tests compared the means of the pretest and posttest scores of each group. ANCOVA was used to identify the progress level from the pretest to the posttest in the groups. The results obtained by the implicit group shows students gained new vocabulary moderately better. And also findings of study in the explicit vocabulary teaching method revealed that in terms of students short term recall of word meanings and the students did well in word retention. The results of this study have important implications for the classroom and make a strong case for implicit and explicit vocabulary instruction. Key Words: Word knowledge, Vocabulary Learning Strategy, Implicit Vocabulary Instruction, Explicit Vocabulary Instruction 1. Background of the Study Vocabulary teaching is one of the most important components of any language classes which help learners to understand languages and express their meanings. If language structures make up the skeleton of language, then it is vocabulary that provides the vital organs and the flesh (Harmer 1993.153). This study provides the view toward students knowledge of words by the influence of different modes of teaching vocabulary in which students are weak in words retention. My interest in vocabulary learning strategies was first aroused when I was an English teacher in Institutes. Year after year, many students complained about the difficulty of memorizing new words. They had realized that their small vocabulary size, which seemed difficult to enlarge, had hampered their English learning. It seemed that they had not found an appropriate way to learn vocabulary. We have not been taught the majority of words which we know. Beyond a certain level of proficiency in learning a language, vocabulary development is more likely be mainly intentional or incidental. In vocabulary acquisition studies, one key research direction is to explore the points at which implicit vocabulary learning is more efficient than explicit vocabulary learning, to ask what are the most effective strategies of implicit learning, and to consider the implications of research results for classroom vocabulary teaching(Carter and Nunan, 2002).Traditional vocabulary instruction for many teachers involves having students look words up in a dictionary, memorize them in word lists, find the nearest equivalent which are often used in order to help students learn new words. But these methods provide what research and theory tell us about word learning and sound vocabulary instruction. 2. Statement of the Problem All instructors through classroom activities usually use different methods and techniques in order to teach vocabulary in the class in which students participate actively. Moreover, the way of teaching is significant in vocabulary learning classes. Among researchers, vocabulary has been concerned the core of learning a language and reading comprehension. Students usually are assumed to learn or memorize the lists of vocabulary in order to increase the knowledge of vocabulary and apply it in understanding passages. Most students suffer from understanding the passages which consist of words that play as a hinder in their perceiving, so teachers should help students out by some principal instruction to make them easy to recognize the meaning of unknown words. Students who are learning English as a foreign language lack the vocabulary necessary to understand the reading material in literature and in the content areas. Many of these students do not have success in reading and listening du e to a deficiency in vocabulary. Unknown words hinder students understanding not only on the reading comprehension portions of these tests, but on understanding of questions on content portions of tests as well. Therefore, it is necessary that successful strategies be found to help these students attain proficiency in the classroom. It has long been a debate as to whether or not explicit instruction increases the acquisition of a second language (Chaudron, 1988). Improvements in reading comprehension in English language learners after explicit vocabulary instruction would provide useful strategies for not only EFL instructors, but for mainstream teachers of classrooms with EFL students. The problem for this study is to investigate the merits. Thus, the purpose of this study is to explore the effect of explicit and implicit instruction on a development of EFL learners vocabulary learning. 3. Literature review According to Celce-Murcia (2001) knowledge can be gained and represented either implicitly or explicitly and both contribute to language learning. There exists a central debate emerging from the studies dealt with whether effective vocabulary learning should give attention to explicit implicit vocabulary learning. In implicit vocabulary, learning students engage in activities that focus attention on vocabulary. Incidental vocabulary is learning that occurs when the mind is focused elsewhere, i.e. learning without conscious attention or awareness; such as on understanding a text or using language for communicative purposes. From a pedagogically- oriented perspective, the goal of explicit teaching is to lead learners attention, whereas the aim of an implicit focus on form is to draw learners attention. Moreover, individual tasks can be located along an explicit or implicit continuum, and complex tasks may combine both explicit and implicit subtasks. Most researchers recognized that a well-structured vocabulary program needs a balanced approach that includes explicit teaching together with activities providing appropriate contexts for incidental learning. Much discussion in the literature on whether vocabulary is best learned through direct study or incidentally through reading. Schmitt (2000) suggests that learners are able to learn large quantities of vocabulary explicitly, for example, by using word lists and the depth of processing hypothesis suggests that it is more likely for a piece of information to be retained in memory if it is manipulated with more mental effort. On the other hand, Hulstijn (1997) notes that it is difficult to learn everything we need to know, through explicit learning, about the more frequent words but extensive reading can serve this purpose. There is, in fact, evidence that both the explicit and implicit approach can be effective. In light of the drawbacks and benefits of both the explicit and implicit vocabulary learning methods, some linguists have suggested that both methods be used together to supplement each other. The experimental design for this study was a quantitative design. Specifically, the design was a quasi-experimental. This research used two groups, control group and experimental group with no treatment (explicit instruction) and a treatment (implicit instruction). The two methods of instruction were compared. Pretest-posttest experimental design was used to investigate the effectiveness of using implicit and explicit modes of introduction to enhance vocabulary knowledge. In scoring the items on the test, for the vocabulary-recognition portion, the items were multiple choices. Scoring was objective; one point for each correct answer. Scores ranged from 0 to 20 on this portion. On the second section of the test, the vocabulary production portion, the items were fill-in-blank. In order to earn the maximum score of one point for each item, the response had to be grammatically correct and spelled correctly. Scores ranged from 0 to 20 on the production portion of the test. For the vocabulary acquisition portion of the test, the total measures ranged from 0 to 20. For the vocabulary acquisition measures, participants took pre-tests to identify whether or not they had any existing knowledge about the vocabulary that was the focus for the particular unit. For this study, it was important to be able to identify the number of vocabulary words that were gained (pre- versus post- scores) as opposed to identifying only the number of vocabulary words that were known at the end of the unit (post-test only). By administering pre-and post-tests, the researcher was able to remove any influence of prior knowledge of these vocabulary words by the participants. By obtaining several values for each participant and alternating the methods of instruction, the researcher was able to help overcome the small sample size and the possibility of maturation of the participants. This also helped to decrease the effect for a particularly interesting unit or particularly uninteresting unit. The final analysis of the data was approximately three months. Table 2 illustrate s the timeline of the experiment with reference to the pre-tests and the units of instruction. To collect data for this study, three instruments were utilized 🙠 1) OPT test t; (2) pretest (i.e. a TOEFL Vocabulary test; (3) posttest (i.e. A TOEFL proficiency test) Vocabulary Levels Tests (Nation, 1990), which is among the best known vocabulary measurement tools to date, will be selected to determine the size of the participants vocabulary. A comparison of the mean scores of test obtained by the two groups shows that, very obviously, performance was a bit higher when the target words were taught through an implicit vocabulary instruction technique of inferred passage than when target words were associated with mid-mapping technique and synonyms and definitions in the passages. The students who participated in this study were sixty students enrolled in university in one semester. The test scores for all sixty students were collected and listed with a numerical reference rather than by name. (Refer to Appendix B) In this study, participants took part in six vocabulary units. These units were a part of 400 must-have words for the TOEFL about the same length, and on various topics. Within this program, there were also teacher-reviewed vocabulary lists and classroom tested strategies for implicit and explicit vocabulary teaching. Each part was on the same vocabulary level and the units were designed to be of similar length. There were two different modes of instruction. In one mode of instruction, implicit instruction, the teacher utilized a inferred method for teaching a vocabulary unit. Moreover, students were supposed to guess the words from the passages by using context clues. In the other mode of instruction, explicit instruction, the teacher utilized specific strategies for (mind-mapping technique, synonyms and definitions). Table 2 outlines the daily schedule for each unit. It distinguishes the implicit instruction strategies from the explicit instruction strategies. The independent variable for this study was the mode of instruction implicit classroom instruction versus explicit vocabulary instruction. These modes were applied to the same group of students, but alternated on the basis of the vocabulary unit. The dependent variables for this study were the vocabulary gained and scores-both of which were collected on the basis of each vocabulary unit (approximately every week). For the vocabulary scores, the lowest possible score was 0 and the highest possible score was 20. Since the focus of this study was to compare conditions with and without explicit vocabulary instruction, the number of words gained for each unit was used. Research Questions: 1-Does explicit teaching of vocabulary affect Iranian EFL learners knowledge of vocabulary? 2-Does implicit teaching of vocabulary affect Iranian EFL learners knowledge of vocabulary? 3-Does the experimental groups (implicit) of the study show progress from the pre-test to post-test? 4-Does the control group (explicit) of the study show progress from pre-test to the post-test study? The hypotheses used for this analysis are as follows: 4. Research Hypotheses H1: Explicit teaching of vocabulary does not affect Iranian EFL learners knowledge of vocabulary. H2: Implicit teaching of vocabulary affects Iranian EFL learners knowledge of vocabulary. H3: The experimental(implicit) of the study shows progress from the pre-test to post-test of study. H4: The control group (explicit) of study does not show progress from pre-test to the post-test study. 4.1 Participants The research participants for the study included the researcher as the classroom teacher and two groups of students. The total of 60 undergraduate students were (40 males and 20 females) of English as a Foreign Language in the Islamic Azad University of Tonekabon, Iran. Their age ranges from 19 and 23. Informed consent was obtained from all students verbally. These students were chosen in the diversity of the group including characteristics such as gender, age, and years of learning English as a Foreign Language. Some 30 students majoring in English were chosen. As previously discussed in the rationale for this research, this kind of situation often places high stress on students as well as teachers and leads to a classroom instructional focus geared toward rote memorization (explicit) rather than higher level thinking (implicit). It was within this context that this researcher sought answers to the questions guiding this study. Two sets of test scores of a single group of sixty students were analyzed to determine if a statistically significant gain existed. The independent t-test was used to determine if the mean gains of the two groups of scores were significantly different from one another. The t-test was chosen because it adjusts for the distribution of the small sample size.(Gay Airasian, 2003). The test was run first for the vocabulary acquisition variable (refer to Hypothesis 1) and then again for the vocabulary knowledge variable (refer to Hypothesis 2). Statistically significant gains in the means of the groups of scores (control group) would indicate that explicit vocabulary instruction does have an effect in EFL words retention. A positive difference would be an indication of additional benefits (more vocabulary acquired and/or higher retention) derived from the implicit instruction. In examining the overall classroom performance, a higher average on units taught using explicit vocabulary instruc tion would indicate an overall benefit for using explicit vocabulary instruction in the classroom. The OPT test and pretest were administered one week apart, with the second test administered the day prior to implementation of the program. The posttest was administered immediately upon the conclusion of the study. All data were collected during the students regularly scheduled vocabulary class by the researcher who had no relationship with classroom participants .It could be one of the limitations of the study. Students in both study conditions received the same pretest and posttest. Test directions instruct students in order to receive full credit; all work must be shown, regardless of how they arrive at their answer. Students were allowed and required to utilize some techniques to answer questions on the test. For this research study, the modes of instruction were the independent variable because it was hypothesized to impact the vocabulary knowledge on the posttest. The dependent variable was the vocabulary knowledge measured by the posttest scores after the treatment. The analysis would use two methods to data analysis in order to answer the research questions: the independent T-Test and ANCOVA. Independent T-tests were used to answer the first and second research question. ANCOVA was used to answer the third and fourth research questions. 5. Results This research study aimed to investigate the effects of vocabulary modes of instruction on word knowledge for an experimental group (N=30) of college students at the Islamic Azad University, Tonekabon, Iran. In order to compare the improvement from the pretest to the posttest of the study, the researcher used the, the Independent T-Test, Analysis of covariance (ANCOVA). The T-tests compared the means of the pretest and posttest scores of each group and, therefore to answer the first research question and second question. ANCOVA was used to identify the progress level from the pretest to the posttest in the groups, and therefore to answer the third and fourth research questions. In this section the results of the study based on the participants scores on the pretests and posttests in both groups will be presented. H1: Explicit teaching of vocabulary does not affect Iranian EFL learners knowledge of vocabulary. As viewed in Figure 4.1, the histogram forms a symmetric shape confirming that the scores are normal. For answering question one, two sets of test scores of two group students were analyzed to determine if a statistically significant gain existed. The independent t-test was used to determine if the mean gains of the two groups of scores were significantly different from one another. According to (Table 4.2), observed t value equals 2.343. A comparison made between this t value and the critical t value in the table (Table 4.4) adopted from Hatch and Farhady (1981, p. 272) shows that the critical t value equals 2.In other words the observed t is higher than the critical t value. Therefore, the null hypothesis derived from the first research question is rejected and it can be indicated that the research independent variable explicit teaching of vocabulary has effect learners knowledge of vo cabulary. Table 4.2 Independent Samples Test Levenes Test for Equality of Variances t-test for Equality of Means F Sig. t df Sig. (2-tailed) Mean Difference Std. Error Difference 95% Confidence Interval of the Difference Lower Posttest Score Equal variances assumed .016 .901 2.343 58 .023 1.633 .697 .238 Equal variances not assumed 2.343 57.931 .023 1.633 .697 .238 Table 4.1 implicit and explicit posttest score Treatment N Mean Std. Deviation Posttest Score Implicit 30 14.83 2.653 Explicit 30 13.20 2.747 Table 4.3 pretest and posttest of experimental group Mean N Std. Deviation Pair 1 Pretest Score 11.26 30 1.375 Posttest Score 14.74 30 2.782 As Table 4.3 displays, the results of the descriptive analysis showed how the participants performed on the pretest and the posttest as well as the dispersion of the scores on the two tests. The mean scores of the pretest and the posttest in the Experimental Group were M = 11.26 (N = 30, SD =1.375) and M = 14.74 (N = 30, SD = 2.782) respectively. The significant difference between the two mean scores and the standard deviation indicated the group performed heterogeneously before and after the treatment. Having calculated the descriptive statistics based on the students scores on the pretest and the posttest, the researcher conducted a T-test to determine if the means significantly different. Table 4.4 Descriptive Statistics of the Overall Comparison between Pretest and Posttest in the CG Mean N Std. Deviation Pair 1 Pretest Score 11.52 30 2.327 Posttest Score 13.19 30 2.815 Table 4.4 shows comparisons between the pretest and the posttest mean scores for the experimental group. The purpose of this comparison is to find out whether the participants in the EG made changes in their vocabulary knowledge performance after the treatment. There is a statistically significant difference between the pretest and posttest performance of the groups (p>.05). There was no statistical evidence found to reject the second null hypothesis. H2: Implicit teaching of vocabulary affects Iranian EFL learners knowledge of vocabulary. Tables 4.4 shows comparisons between the pretest and the posttest mean scores for the control groups. The purpose of this comparison is to find out whether the participants in CG made changes in vocabulary knowledge after treatment. There is not a statistically significant difference between the pretest and posttest performance of the group (p>.05). This means the EG did significantly improve their vocabulary knowledge after the treatment. We can come to a conclusion that both the explicit vocabulary teaching technique (mind-mapping) and the implicit vocabulary teaching approach (inferred passage) brought lexical gains to the students in both groups. This finding is in line with the viewpoint of Carter and Nation (2001), who suggest that both the explicit and implicit methods can be effective. Nevertheless, in comparison, when word meanings were explicitly taught to the subjects through mind-mapping, semantic and short term recall of the target words were better than when the word meanings had to be inferred from the passages. This finding ran to Krashrens argument that competence in and vocabulary is most efficiently attained by comprehensible input in the form of reading (Krashen 1989, p.440). Krashen maintains that according to his Comprehensible Input Hypothesis which assumes that we acquire language by understanding messages (p.440), comprehensible input is the essential to language acquisition and vocabulary and spelling are acquired in the same way the rest of language is acquired (p.440). H3: The experimental(implicit) of the study shows progress from the pre-test to post-test of study. Before answering this question and presenting the descriptive results based on the experimental groups scores on the pretest and posttest of the study, the issue of whether or not scores follow a normal distribution should be investigated. Figure 4.5 is the histogram of the scores with a symmetrical shape showing the normality of the distribution. On the basis of the table (4.7), that the F value in the treatment row equal is 18.635 above shows that there is a significant different between the two research groups (EG, CG). In addition the sig. value (.000) in the same row shows that it is above the p-value (p>0.5). Hence it is stated that different between the mean scores is not haphazard or accidental and the third hypothesis supported and fourth null hypothesis is rejected. In order to answer this question, ANCOVA was conducted for finding any significant differences in the level of progress achieved by the control group. In all of these analyses the significant level was set at p H4: The control group (explicit) of study does not show progress from pre-test to the post-test study. In order to answer this question, ANCOVA was conducted for finding any significant differences in the level of progress achieved by the control group. In all of these analyses the significant level was set at p Summary It is true that vocabulary is central to a language and is of paramount importance to a language learner as Ellis (1999) claims that the cornerstone of L2 is its vocabulary. Instruction is an important contributor in the development of vocabulary knowledge. Implicit vocabulary teaching and learning method involves indirect, or incidental whereas the explicit method involves direct, or intentional. This paper attempts to find out and compare the effects of the two vocabulary teaching methods on 60 students studying in a Tonekabon University. Control Group (explicit vocabulary teaching) and Experimental group (implicit vocabulary teaching), each group was given a different modes of instruction. During the lessons different explicit vocabulary presentation techniques used including mind-mapping, Persian equivalents and English synonyms and definitions. Subsequently, the teacher utilized an inferred method for teaching vocabulary implicitly which means students were supposed to guess the words from the passages by using context clues. The researcher used the, the Independent T-Test, Analysis of covariance. The T-tests compared the means of the pretest and posttest scores of each group. ANCOVA was used to identify the progress level from the pretest to the posttest in the groups. The results obtained by the implicit group shows students gained new vocabulary moderately better. And also findings of study in the explicit vocabulary teaching method revealed that in terms of students short term recall of word meanings and the students did well in word retention. The results of this study have important implications for the classroom and make a strong case for implicit and explicit vocabulary instruction.

Henrik Ibsen :: essays research papers

	Henrik Ibsen was born in the Stockman Building in Skien, Norway. He spent part of his childhood on Venstøp Farm after his father went bankrupt. In 1843, he was apprenticed to a chemist in Grimstad. That was when he began writing satire and elegant poems in the style of the time. He wrote his first play in 1849, a five-act tragedy in verse, Catiline, which was published in 1850 under the pseudonym Brynjolf Bjarme. The Warrior's Barrow was written and performed in 1850, as the first of Ibsen's plays to reach the stage. However, it was not published until much later. Ibsen lived in Christiania (now Oslo) from 1850 to 1851 to complete his upper secondary education. From 1851 to 1857, Ibsen was playwright in residence and director of the theatre in Bergen. 	While there, he wrote St. John’s Night (written in 1852), Lady Inger of Osteraad (written in 1854, published in 1857), The Feast at Solhaug (written in 1855, published in 1856), and Olaf Liljekrans (written in 1856). All these plays were inspired by folk songs, folklore or history, all of which are leitmotifs that run through Ibsen’s works. Ibsen became creative director of The Norwegian Theater in Christiania in 1858. The next year, he wrote the historical play The Vikings at Helgeland. The Pretenders was written in 1863. Beside Bjornstjerne Bjornson’s Sigurd Slembe, The Pretenders is considered the main work of historical fiction produced during this era. Henrik Ibsen married Suzannah Thoresen (1836-1914) in 1858. Soon after, he wrote the poem "On the Heights"(1859) and the play Love’s Comedy (1863). The years in Christiania were difficult for Ibsen. He was given a means of escape when a group of his friends, headed by Bjornstjerne Bjor nson, collected enoughmoney for him to move to Italy in 1864. Shortly after moving, Ibsen began a major drama about Julian, but he did not complete the work until 1873, when it was published as Emperor and Galilean. The Epic Brand, a major epic-lyric poem, led to the lyric drama Brand (1866), Ibsen’s first real success as a writer. His next major work followed close on the heels of this success when he penned Peer Gynt in 1867. 	Ibsen moved to Dresden in 1868, then to Munich in 1875. In 1869, he wrote the comedy The League of Youth. The realistic style used to stage the drama Pillars of Society (1877) focused on various problems of the day.

Options for implementing a leadership change Essay

Gene One is a biotech company that has seen steady growth since entering the biotech industry in 1996. It was founded by the late Don Ruiz and four other directors. During the last eight years, Gene One has grown to become a $400 million dollar company. Gene One wants to continue this growth, and has decided to gain additional growth and funds by issuing an Initial Public Offering (IPO). This is in order to remain competitive in the market, since it needs more capital for new development, advertisement, and marketing if it is to remain successful.   In order for the IPO to be successful, Gene One needs a solid foundation to build upon. Gene One can take an in-depth look at key concepts such as effective teamwork through cooperation, trust, and cohesiveness, sources of conflict in organizations, knowledge management, elements of organizational structure, and assess the influence of organizational structure on power and politics (Scenario, 2006). Gene One is a growing company with many opportunities for further growth in the future. With this change, Gene One needs to revaluate all areas of the company and find solutions to problems within the organization. The company has many opportunities for changes, which will enable them to reach the goals needed. The key project is to find the best solution that will enable Gene One to reach their goals, and become better than its competitors. It will need to review the solutions that they have come up with, and the additional alternative solutions that have not even been reviewed (Holmstrom, 1994). Team analysis After the death of Don Ruiz, there is a big leadership gap left in the management of Gene One. The team is therefore incomplete without him, which is undesirable for effective management. Team building is both challenging and rewarding. Effective teams achieve results far beyond what individuals could accomplish on their own. However, team building is much more than putting a group of people together and hoping for the best. Teambuilding is an art that overcomes differences in style, personality, and other potential areas of conflict, but even when a team functions in total harmony, it may not achieve its goals (Brickley, 1987). As Don’s siblings, we have found ourselves having to take part in leadership at Gene One. Each family member was assigned one member of the remaining four members of the executive. In order to assess the remaining team’s likelihood of success, I gathered information about one team member and did an analysis on it. During my analysis, I found my subject to have the following desirable attributes: –  He can take charge, is assertive and can take control of a situation. – He is   outgoing, people-oriented and extroverted – He is concerned with accuracy, details and exactness – He is competitive, has   a great   desire to win and is aggressive – He is   easy going and casual, and   takes things as they come – He likes identifying and analyzing problems – He is concerned with timely results and is quick to take action – He is good team player who works well with others – he is concerned with standards and high quality work Attributes not well represented Despite all the good attributes, I found my subject with a few negative attributes. They include: – he has a negative attitude regarding people and outcomes – He is highly emotional and easily loses his temper – He gets impatient with the subordinate staff Recommendation With a few changes to the leadership structure of Gene One, I recommend my subject for a further role in management of Gene One. His attributes are impressive and can steer the company to great heights. However, he should help take the company through a transition to usher in a structure that separates ownership from management. Leadership style Gene One needs to develop a leadership style that involves the leader including one or more employees in the decision making process.   However, the leader maintains the final decision making authority. Using this style is not a sign of weakness; rather it is a sign of strength that your employees will respect. This is normally used when you have part of the information, and your employees have other parts. Note that a leader is not expected to know everything-this is why you employ knowledgeable and skillful employees. Using this style is of mutual benefit it allows them to become part of the team and allows you to make better decisions (Tannenbaum & Schmidt, 1958). Leadership structure The leadership structure at Gene One should change such that the titles of CEO and chairman of the board are separate entities. This will help separate management from leadership.   This is the best leadership structure for large corporations or others hoping to enter that league. Most large corporations are not managed by their owners or shareholders. Instead, they are managed by a leader-CEO or President- and a team of officers. The CEO or president is usually a professional trained in a particular field with the necessary experience. The CEO is accountable to the stockholders through their elected representative, the board of directors. Gene One should not have a dual CEO where the CEO functions simultaneously as the chair of the board. A non-dual CEO would be the best option for Gene One. Research has shown that CEO duality threatens Board independence, and can erode the essential oversight responsibilities of the Board (Daily and Dalton, 1994). Negative leadership should be avoided at all costs. Negative leaders act domineering and superior with people. They believe the only way to get things done is through penalties, such as loss of job, days off without pay, reprimand employees in front of others, etc. They believe their authority is increased by frightening everyone into higher lever of productivity. Yet what always happens when this approach is used wrongly is that morale falls; which of course leads to lower productivity.

Person Centred approaches Essay

Understand the application of person centred approaches in health and social care. Person centred values must influence all aspects of health and social care, to maintain their individual rights, to give them choice, promote their independence and to keep their dignity and respect. When we are planning a care plan it should reflect the needs and wishes of the client keeping and maintaining their independence and maintain their rights and choices remembering that their needs and wishes change from time to time. Never make assumptions about a person, find out their likes and dislikes. Each person is entitled to make their own choice to have their say and a right to respect and dignity. Outcome 3 Be able to establish consent when providing care or support 3.1 Analyse factors that influence the capacity of an individual to express consent Our mental capacity is the ability to think and reason, to be able to understand how our choices affect what can happen. There fore a person who has had a stroke can not always understand the simplest of questions, someone who has dementia or has mental health problems may not be make the right choices for themselves. Evan someone who has poor communication skills with English not being their first language can lead to misunderstanding. 3.3 Explain what steps to take if consent cannot be readily established If consent cannot be gained you need to inform your line manager and record that consent could be achieved in their notes. Your line manager can consult with other professionals to help. In some circumstances people are assessed as being unable to give consent. The Mental Capacity Act 2005 outlines the circumstances in which another person can make decisions on behalf to the person who lacks capacity. In many circumstances it is useful to ask family members about the person’s preferences and wishes Outcome 4 Be able to implement and promote active participation 1.1 Describe different ways of applying active participation to meet individual needs Active participation is a way of working with a person that recognises the person’s rights to participate in activities of everyday life as independently as possible it focuses on their wishes and abilities designed to maintain their impendence making them an active partner in their care or support. By working this way we are involving the person in all aspects of their care and needs meeting their wishes and giving them choice e.g. what clothes would they like to wear, would they like a shower or a wash, what would they like for their lunch. The person then feels more valued and involved with their care it also helps to build the persons confidence. Outcome 5 Be able to support the individuals’ right to make choices 5.4 Describe how to support an individual to question or challenge decisions concerning them that are made by others People have a right to challenge a decision that has been made about them. First make sure that the person fully understands what has been decided and by whom and what will happen making sure they fully understand what affect it will have on them. If the person doses not agree with this decision I would advise them on what steps to take to complain. Outcome 6 Be able to promote individuals well-being 6.1 Explain the links between identity, self image and self esteem Self image is the way we look at ourselves – Fat, thin, smart, untidy Self-esteem is about having confidence in ourselves Identity, self-image, self-esteem are all closely linked good self-esteem means a positive out look on life with good self imagine and good confidence in ourselves, having goals which are realistic to obtain. Someone who has low self-esteem will struggle with their sense of identity. Our identity, self-esteem and self-image are influenced by family up bring our friends, life experiences and feed back we get from others. Someone who was abused as a child will grow up with very little self-image can lead to behaviour pattern which leads to self destruct. Having a good level of education, a job involved in a relationship increases someone’s self value. 6.2 Analyse factors that contribute to the well being of individuals A lack of self-worth will lower motivation and reduce the person’s ability to full fill their potential. Always praise the person no matter how small their achievement is as this will improve their confidence and promote their self-worth. Approach everything with a positive aptitude, encourage them, listen to them be non judgemental show understanding and consideration this will boost the persons well being. Outcome 7 Understand the role of the risk assessment in enabling a person centred approach Risk assessments are used for various reasons. They can be used to assess the risk of the environment, risk of the action, risk to the client or member so staff, risk of a new piece of equipment, risk of dangers to others. Risks are a part of daily living for everyone it is part of the job to  minimise the risk to the client and to ourselves, this is why risk assements are carried out and revised regularly. Clients change they go down hill therefore the risks are constantly changing they become greater to the client and the carer so more actions need to be t to take implemented to protect the client and the carer.

Learning a Second Language Essay Example

Learning a Second Language Essay Example Learning a Second Language Essay Learning a Second Language Essay Christie Butler November 11, 2011 CP150 Unit 15 Paper We as American students should learn a second language. The students would have a better chance of getting into a good school. The student should take up on another language if it is mandatory. Therefore, learning a second language could help students in future careers, students would get paid more if they know a second language, and students would be encouraged to learn more about the culture of that language. Students should learn another language because it could help in their future careers. In learning a second language students are set with tools and common sense to exceed in future careers (Rao, 2011). Students will benefit from using a second language in any type of career they choose. They also will be able to communicate that particular language in the work place. Also students will be able to use the language in everyday life. Students would likely get paid more if they know a second language. If students know the language of there choice they most likely be in a better position of getting hired. Students would have a better chance at higher pay if they know two languages. Knowing two languages may get into higher positions at their jobs. Lastly, students would be encouraged to learn more about the culture of that language. â€Å"Students are clearly recognizing the importance of learning other languages as we become a more global society† (Marklein, 2003). Students may have family members that speak a different language. Also they could use that language to their advantage and travel the world for career opportunities. Then students would feel more confident and they’ll know how important it is to learn languages. In conclusion, students would make better career choices, being able to get promotions if they know a second language, and having that confidence to be able to speak a second language makes learning it a bit easier. I also studied Spanish in my high school years which I’m glad that I took, because it was not only a part of my culture, I was able to communicate to those that don’t know English. References Marklein, M. B. (2003, November 5). Students taking strides in foreign languages. Retrieved November 8, 2011, from www. usatoday. com: usatoday. com/news/education/2003-11-05-foreign-language-usat_x. htm Rao, A. (2011, March 17). Learning second language, study abroad helps students get advantage in job market. Retrieved November 8, 2011, from www. kstatecollegian. com: kstatecollegian. com/opinion/learning-second-language-study-abroad-helps-students-get-advantage-in-job-market-1. 2515777#. Trmn8HJ8uSo