Hiv And Aids Stigma Health And Social Care Essay

In Taylor ‘s article†¦ .. , cited in Orme, 2003, Taylor emphasises on the significance of the populace in issues refering their wellness. The laterality of the biomedical position in the construct of wellness and healing where professionals are viewed as holding the cognition has had a batch of impact on public wellness globally. Harmonizing to Taylor, 2003, the populace, â€Å" the ballad people † have a important function in the procedure of wellness betterments. She emphasises on the importance of listen to, and understanding ballad people ‘s experiences of their sick wellness and how it is affected by their day-to-day lives. This can assist us to understand why people behave the manner they do in order for us to be able to happen them the best possible intervention, by working in partnership with them and utilizing available resources. Taylor relates to this partnership in two key footings, the public wellness resources and the public wellness action. The former refers to a scope of services aimed at advancing wellness including disease surveillance and the latter refers to a broad scope of activities of groups, administration, communities and persons that can advance wellness, ( Taylor, 2003, cited in Orme, 2003 ) . Using Deems taylors, partnership of the ballad position and public wellness resources as a construct of wellness and healing, this paper shall research its significance to wellness and healing in relation to the HIV/AIDS stigma. The paper will get down by specifying HIV stigma and place its causes. It will besides foreground how stigma affects people populating with HIV/AIDS. The paper will so consistently reexamine literature on HIV stigma from different surveies that have been conducted and discourse the issues highlighted on them. The paper will complete by doing some recommendations on how to turn to some of the jobs of the HIV stigma. Goffman ‘s theory of stigma in relation to HIV/AIDS is farther complimented by Parker and Aggleton, 2003, who interpret stigma as a tool of continuing or sabotaging societal constructions. They view stigma and favoritism as functional systems which maintain boundaries between those in power and those without. Through such power, societal inequalities are developed therefore the favoritism of people harmonizing to gender, socio-economic position, age, gender, disablement and unwellness. Parker and Aggleton farther argue that from societal inequalities, societal norms are derived and this is when stigmatisation formulates as these norms govern persons † manners of behavior and reinforce power constructions that are transformed through discriminatory patterns that serve to insulate those that are regarded as foreigners. In most of the research examined in this reappraisal both Goffman ‘s model and Parker and Aggleton ‘s reading of stigma confirm the demand for pu blic wellness and public wellness action to work manus in battling HIV/AIDS related stigma. A batch of surveies have been conducted globally on the impact of HIV related stigma. Due to the wideness of the topic, this paper shall reexamine literature refering HIV/AIDS stigma in relation to public wellness resources and public wellness action, those underpinned by Goffman ‘s theory of stigma. To increase the cogency and dependability of this reappraisal, a figure of web sites of different publishing houses and administrations such as Assia, through the Nottingham University library portal, PubMed, Sage, British Medical Journal, British Nursing Index, Cochrane and Eco host were visited for published articles on HIV/ AIDS stigma. The term HIV/AIDS stigma was used so that the hunt is non merely limited to stigma, HIV/AIDS or a peculiar geographical country. Abstractions from 20 surveies were reviewed for the survey aims, methodological analysis and cardinal findings. Out of the 20 surveies, twelve surveies that met the standards were chosen. Articles that did non measure u p for the standards were excluded. From the bibliographies of the selected articles, relevant paperss from other administrations such as the WHO and UNAIDS were besides reviewed. Research has highlighted a scope of features that confirm the demand for the ballad people ‘s beliefs to be taken into serious consideration in the combat against HIV/AIDS stigma for the bar and intervention of the epidemic to be effectual. In Tanzania, the survey unveiled some discriminatory and stigmatised patterns such as dish the dirting about the patients ‘ HIV ‘s position, disregard, verbal maltreatment, proving and unwraping HIV ‘s position without consent, Tanzania ‘s stigma-indicators field trial group, 2005. Similarly in India, wellness workers were unwraping the patients ‘ HIV position to their household members without seeking consent from the patient. The wellness workers even went to the extent of have oning baseball mitts even if there had been no physical contact during the interaction, Journal of Social Aspects, of HIV/AIDS, 2007. In other surveies, stigma and favoritism has a contributed a great trade in maintaining people off fro m accessing HIV/AIDS intervention and attention thereby compromising their wellness and good being. The fright of being identified as infected with HIV was one of the grounds why some people prolonged proving for HIV even if they had the symptoms until their unwellness was at an advanced phase. This was chiefly due to the society ‘s perceptual experience on how HIV is contracted. Research has proven that both experient and sensed stigma and favoritism have a terrible impact on both the persons and the public wellness, Bond V, Chase E, Aggleton P, 2002, Human resources of wellness, 2007, Varga C, Sherman G, Jones S, 2006, Kalichman SC, SImbayi L, 2003. Research has besides unveiled a really interesting point on the wellness workers stigmatizing patients to cover up for their ain frights of their HIV position. They stigmatise and discriminate in order to keep their societal position as professionals for the fright of losing their power over the laic people who would them see them as portion of their community†¦ †¦ †¦ †¦ . While most of the literature on HIV related stigma is negative, research has besides highlighted increasing grounds of the value of supportive and de- stigmatising HIV services in some parts of the Earth. China, Brazil†¦ †¦ †¦ .. Recommendations, single degree, environment, policy, degree, preparation, usage of participatory methods, affecting ballad people, monitoring of stigma, address the demands of wellness workers Research has highlighted the significance of cut downing HIV/AIDS stigma as it poses deductions in preventing, attention and intervention of HIV/AIDS. There is demand for HIV programmes to underscore on the deductions of the stigma as one of its precedences. Service suppliers should supply support services to dispute pattern that promotes HIV- stigma by professionals, within communities and globally. HIV/AIDS has claimed a batch of lives and still continues to claim more, the consequence of stigma on both the person ‘s wellness and well-being and public wellness results calls for all of us to fall in custodies in battling the spread of this deathly epidemic. By merely altering our attitudes towards people populating HIV/AIDS we will hold made our part towards public wellness for all.

Sas Case Analysis

International Case #: 6-2 T h e C a s e o f (Scandinavian Airlines S A S System) INTRODUCTION SCANDINAVIAN AIRLINES SYSTEM (SAS) originated when the airlines of Sweden, Norway and Denmark formed a consortium. 1970’s – competition are fierce and resulted in a loss market share. 1981 – Jan Carlzon, The CEO, undertook drastic decentralization. Top-Down authority replaced by open communication. SAS Strategies is to become known as â€Å"the businessman’s strategy† (with rather high fares), with upgraded service, on-time performance, good food and comfort. For the Future SAS has 2 goals 1. To become the most efficient airline in Europe by 1992 2. To be one of the five major airlines in Europe after 1995 Keystone is SAS’s global strategy is to form strategic alliances. -? An agreement to exchange equities with Swissair was reached in 1989. -? Alliance was also made with All Nippon Airways, LanChile, Canadian Airlines Intl and Finnair. I. TIME CONTEXT II. VIEWPOINT 1981 Jan Carlzon SAS CEO III. CENTRAL PROBLEM Fierce competition, Loss of market share & Reduced profitability IV. STATEMENT OF OBJECTIVE Must: to cope up with competition Wants: to become the most efficient airline in Europe by 1992 and to be one of the five major airlines in Europe after 1995 V. AREAS OF CONSIDERATION THREATS 1.? Competition with larger airlines 2.? High fuel price 3.? Rising operational costs 4.? Decrease in demand for air service 5.? Price Wars OPPORTUNITIES 1.? Strategic alliances with other airlines 2.? Offer high-quality service V. AREAS OF CONSIDERATION WEAKNESSES 1.? Deterioration of services 2.? Low morale of the workforce STRENGTH 1.? Workforce 2.? Upgraded Services 3.? On-time performance 4.? Good food & comfort 5.? Decentralization VI. ALTERNATIVE COURSES OF ACTION 1. Continuous implementation of decentralization (+) Faster decision-making Address and solve the problem right away Open communication Training and development for employees (-) Mistakes or wrong decisions are prevalent Policies and rule must be reviewed and change Training cost Great deal of time in communication a.? b.? c.? d.? a.? b.? c.? d.? VI. ALTERNATIVE COURSES OF ACTION 2. Strategic alliance with other airlines (+) Access to different airlines hub Leverage Able to compete with larger airlines Opportunity to sell shares (-) a.? Control issue b.? Possible waste of money a.? b.? c.? d.? VI. ALTERNATIVE COURSES OF ACTION 3. Upgrade service strategy (+) a.? High-quality service b.? Punctual and on-time performance (-) a.? High fares b.? Research and development cost c.? Training cost VII. RECOMMENDATION Adapt ACA 2 (Strategic Alliance) VIII. ACTION PLAN Person Responsible Jan Carlzon / Marketing Research Jan Carlzon Jan Carlzon Jan Carlzon / Negotiating Team Negotiating Team Jan Carlzon / Allies Finance Department Activities Gather data through business intelligence & competitive analysis Set a meeting with the SAS Board Form a negotiating team Set meetings with possible allies Time Frame 30 days 1 day 7 days Prepare proposals/MOA/Service agreement Contract signing / sign-off Prepare budget 3 days 1 day 5 days â€Å"Mistakes can usually be corrected later; the time that is lost in not making a decision can never be retrieved†. – Jan Carlzon

Display advertising involved purchasing advertising space on websites Essay

3.Why did BBVA sign multiyear sponsorship deals with NBA and ESPN? Do you agree with this decision? To increase brand awareness. Yes, brand building is a long term process and needs continuous input. 4.What are the various steps in the online acquisition process and how can the bank improve this process? Paid search: Buy key words—ad shows up with the key word- banner with promotional offer(ipod, 5% cash back, or $100 to $150 in cash, under certain conditions)-link to official website–Open account Display: Buy ad space in prospect’s website— banner with promotional offer(ipod, 5% cash back, or $100 to $150 in cash, under certain conditions)-link to official website–Open account How they can do: Increase the people who see and click. Put more budget on Simply step/information required for online application. 5.What is the effective acquisition cost and lifetime value of customers acquired through the online channel? BBVA acquired its customers through its branches, website, telephone and direct mail. About 80% of the new checking accounts had been set up through BBVA’s branches, 15% through telephone and direct mail and 5% came from the on-line channel. BBVA’s goal was to keep the customer acquisition cost below $200 per new account. The bank considered acquisition cost between $100 and $150 to be good and below $100 to be great. The online channel had the least acquisition costs of all – on average, the effective cost of these promotions was about $100 for each new online checking customer. In the banking industry, the average lifetime value of a new checking account, with expected life of five years, is approximately $800. However, the net annual income generated by online customers is slightly higher than returns from clients using the local branch (online customers have lower balances and therefore pay higher fees). 6.What is the role of display and search advertising in acquiring new checking account customers? Is the 2010 advertising budget allocation between display and search appropriate? Paid search advertising entailed purchasing keywords on Google, Yahoo!, and Bing, the three major search engines. The largest portion of BBVA’s paid search budget was allocated for Google, as it had the biggest share of search queries. Words purchased included generic keywords, such as â€Å"consumer checking,† â€Å"checking account,† and â€Å"free checking account† as well as branded keywords, including â€Å"BBVA Compass† and â€Å"BBVA brand.† Buys for these keywords were analyzed and tracked through the bid management tool, which evaluated competitive prices, search volume and share of voice for each keyword. Media Contacts also sent weekly performance reports with analysis and recommendations for campaign optimization.

Discussion 707 5 Assignment Example | Topics and Well Written Essays - 250 words

Discussion 707 5 - Assignment Example Through inter-professional collaboration, the group can allocate duties among themselves and establish vital contacts with other medical planning professional (Kaur, Roberton & Glasgow, 2013). They can also embrace technology in conducting cost analysis, compiling statistics, scheduling of project activities and the delivery of educational knowledge to patients. The measurable outcome of this project is the number of patients presenting any complication related to diabetes mellitus. The outcome is suitable as it is easily measurable, and it correlates with the impact of the individualized educational session. The data points that the clinicians may use is blood sugar level in a patient and the rate of compliance with the medication. The blood sugar level is an appropriate data point as it depicts the chances of contracting diabetes. The frequency of compliance with medication also determines the possibility of attracting diabetes. Alternatively, the frequency of compliance to the recommended dietary specification also can serve as a data point. The group can use gender and age as the specific client demographic data points. Gender data point can depict how the correspondence between heath education varies with sex of an individual (Ford, 2010). Age data point shows how different individuals with different age groups respond to the education provided by the health

Do privacy rights extend to sexual orientation Essay

Do privacy rights extend to sexual orientation - Essay Example Here, homosexuals are not ostracized and discriminated against. And the disclosure of this personal information to the other party is of little significance. (Habermas, 1989) One could argue that threats to privacy rights of homosexuals come from two sources. First is due to social stigma and taboo, as is the case in conservative/rustic regions. Second is government mandated laws that prohibit gay marriage and gay sexual activities (although some radical new developments are taking place in this area in recent years – the decision by a Massachusetts court allowing gay marriage was unprecedented). In both cases, the society and the government can be seen as intruding into what is essentially a private matter between two adults. Hence, privacy rights can be divided into positive rights. Positive privacy rights would translate as legitimately claiming the status and benefits accorded to a married couple irrespective of their orientation. Negative privacy rights, on the other hand , empowers individuals to withhold details of their sexual orientation from employers, landlords and government if it would prevent possible discrimination.

Evaluation of SWOT, Generic Strategy, Porters 5 Forces, and the Blue Essay

Evaluation of SWOT, Generic Strategy, Porters 5 Forces, and the Blue Ocean Analysis in emerging markets - Essay Example There has been virtual silence, however, on the practical tools required to excel in a Blue Ocean Analysis. Rather than put these tools to their best use, executives in these emerging market sectors have been told to be "brave" and "entrepreneurial." Rather than being encouraged to adopt a strategy like Blue Ocean so they can have an effective paradigm for management and understanding of the markets, they are told that they should "learn from failure" while they try to "seek out revolutionaries." Although thought-provoking and even somewhat motivational, these statements are not substitutes for an effective analytical model that would equip the modern executive to successfully navigate in the international emerging markets. In the absence of true leadership by senior management, and lacking effective analytical tools, executives running businesses in this market sector cannot reasonably be expected to effectively accomplish the goal of increasing market segment and positioning their companies ahead of existing competition. Effective employment of the principles found in the Blue Ocean Analysis would allow international market company leaders to see the wisdom in focusing on risk minimization, and not facilitate the use of euphemisms to encourage risk taking. While the Blue Ocean Analysis is not a perfect model, and does have limitations that will be explored in this research, this strategy appears to be a more realistic method for delivering an effective approach for companies in today's highly competitive markets. Methodology The research methodology employed to fully investigate this question will be straightforward and comprehensive. First, there will be a systematic review of existing literature regarding the implementation, strengths, weaknesses, and operations of the primary analytical tools such as Porter's Five Forces, PESTAL, Value Chain, Generic Strategy, SWOT, and the Blue Ocean Analysis. Further, there will be a focus on the causes of strategy changes within companies, particularly those within the international emerging market sector, and how the traditional strategies are applied to these organisations. Following this, a number of methods will be used

American Revolution Essay Example | Topics and Well Written Essays - 250 words - 5

American Revolution - Essay Example Ramsay feels that the power of constitutional amendment is a great political innovation because through it people are able to make changes in the laws enshrined in the Constitution. The power of constitutional amendment in America will also help in ending all sorts of oppression.2) Why does Winthrop believe that a bill of rights is in the Constitution? Winthrop argues that the bill of rights is important in constitution making. He believes that the bill of rights helps in proper and efficient legislation since civil rights and freedom are respected during legislation. The bill of rights ensures the protection of minority in a republic. The protection also ensures equity in power sharing and inclusion of minorities in decision-making.3) How do Ramsay and Winthrop differ concerning how the principle of representation operates in the United States?Ramsay and Winthrop tend to differ regarding the operation of the American principle of presentation. Ramsay argues that the people determine the activities of the arms of the legislative body (Ramsay 176). The people elect the representatives who have good interests, while Winthrop argues that it is not possible for different states to come together and allow administration by one legislative system. He says this may lead to an oppressive rule (Tyranny) since large states will want to dominate the administrative system. Many states have suffered negative impact such as the Spanish provinces that collapsed due to improper administration.

Human Skin Pigmentation As Adaptive Evolution Term Paper

Human Skin Pigmentation As Adaptive Evolution - Term Paper Example Skin hairlessness evolved due to the need for body heat loss from the skin surface through thermoregulation, especially under hot conditions or intense UV radiation (Jablionski 2012: 47). Thermoregulation increases skin hairlessness through evolution of epidermal cells, such as keratins and stratum corneum, which reduce the permeability of the skin and enhance resistance to abrasion and microbial attacks (Bruckner-Tuderman and Has 2014). There is high correlation between human skin pigmentation and UV radiation, whereby skin reflectance is more correlative in autumn than summer levels of UV radiation. The ability of the human skin to produce melanin helps in the adaptability to UV radiation, and thermoregulation. The adaptation of hominins, which lived in hot environments and intense radiation, was characterized by skin hair loss on exposed skin due to the necessity of heat loss for effective brain functioning for the primates. Primates had intense metabolism and brain activity, and hence the natural skin evolution and adaptability for effective heat loss (Jablionski 2012). Intense skin hair hinders thermoregulation and functionality of the eccrine sweat glands, and hence there is need for skin pigmentation to help in effective thermoregulation and controlled creation of vitamin D (Aranow 2011). Conclusion Body heat regulation is vital for any human or mammal and is highly influenced by skin pigmentation, skin hair, and environmental factors (Bruckner-Tuderman and Has 2014). The exposure to UV radiation is vital in the increment of vitamin D in the body that is vital for metabolism (Jablionski 2012).

Why it is important not to miss a military formation Essay

Why it is important not to miss a military formation - Essay Example In addition, formation has a significant role to play in keeping track of where every soldier is at all times. In other words, through formation, the leadership gets clear idea about what a particular soldier is doing and where they are located. Based on the above information, it becomes evident that if a soldier has another appointment, it is necessary to report the same to the squad leader so that the squad leader can report the same to the platoon sergeant. Being a member of the United States Army is a matter of pride. However, being a member of this great heritage means one is supposed to adhere to, and uphold the traditions, courtesies, and heritage of the army. In fact, the offence from my part can be better described as the failure to adhere to the four R’s that make a soldier; right place, right time, right uniform, and right attitude. When I failed to come for the formation in time, I failed to display discipline, respect, and honor. I have to admit the fact that it i s of utmost importance in the army to be on time because it shows values like leadership, commitment, loyalty, and responsibility. In fact, being on time is very vital in military mission, because ones buddies, leadership, and the success of the mission are all heavily dependent on ones ability to be on time. In addition, in military culture, running in formation is considered as a key component of group fitness and unit morale. Furthermore, formations make it easy for the leadership to keep track of weapons. To illustrate, if the platoon sergeant wants to count the number of weapons the platoon has got, the easiest way is to hold a formation, and count the number of weapons, and can check if any details are missing from list. In addition, it becomes possible to see what equipments are missing or misplaced. In addition, such formations help in ensuring all soldiers are well aware about what to do and at what time. In addition, it helps the leadership know which soldier is located an d also at what place. Thus, I understand the fact that it is very important for me to be on time for a military formation, and that too in the right uniform. This is so because it is through military formation that the chain of command gets accountability and collects all the necessary information regarding the soldiers in the company. That means, if I fail to report in time, the entire procedure is slowed down as it becomes necessary to come and look for me, thus hurting the team, platoon and the company as a whole. In fact, morning formation is the most important formation of the day as it is this formation that makes accountability of everyone and puts out any necessary information that should be dealt with. So, missing the morning formation means having no knowledge about accountability and knowing nothing about what is going on and where everybody is. So, I understand that the offence of not showing up for formation is punishable under UCMJ article 15. In fact, one cannot ignor e the importance of formation in army. The United States Army Field Manual 3-0 describes three levels of war; strategic, operational, and tactical. In addition, it is said that the military tactics are to become instinctive through battle drills. There are principles of ambushes, seeking and turning flanks, maintaining reconnaissance, creating and using obstacles and defenses, and so on. Such tactics require the merger of psychology, physics, statistics, and a lot of team work. In fact, combat requires ordered arrangement and maneuver of units in a coordinated manner in order to convert combat power into victorious battles. In such cases, it is evident that the military formation has a very vital role to play in making one prepared and instinctive to face such situations. In

Why Does Locke Believe That Slavery Violates Natural Law Essay

Why Does Locke Believe That Slavery Violates Natural Law - Essay Example Slavery is contrary to the law of nature as the man does not surrender his liberty when becoming the member of society. He is not coerced by any legislative authority since that legislative power in the â€Å"commonwealth† is entrusted by the consent of the individual, not by coercion or restraints of law and the legislative takes care of the trust of the people of the commonwealth. â€Å"[Individual is] not to be subject to the inconstant, uncertain, unknown, arbitrary will of another man: as freedom of nature is, to be under no other restraint but the law of nature.†(1) (italics are of the writer) A man can not surrender his freedom to any arbitrary power for surrendering his freedom puts his life at stake.In that state, he does not have â€Å"power of his own life† therefore by consent or by force he does not allow any absolute power to make him a slave. Though Locke confessed that in the past, (one must remember that empiricist eulogized the glory of past), i n the Jews and in other nations people sold themselves (Locke is not ready to believe that they were made slaves instead he deliberately used the phrase â€Å"men did sell themselves†) to do the manual work. Locke says that it is evident that the person who sold himself voluntarily did not become a slave of some despot. Bertrand Russell suggests that this theory of the law of nature and the state of nature is clear but puzzling also. Locke is utilitarian in his ethics but in his thoughts, he does not seem to think by following his own utilitarian ethics. His theory is confounded on the subject of good laws and bad laws. He is indebted to Bible for his parameters of ethics as to him moral rules are Divine rules so it is the law of nature to decide which action is good and which one is punishable. The great objection to the law of nature is that in the state of nature there is no judge to decide the disputes of the people and a person has to defend his rights.

Describe arts Essay Example | Topics and Well Written Essays - 500 words

Describe arts - Essay Example Components of the model include but are not limited to bullet lead, paper pulp and bone dust. The bone dust symbolizes human bones that were crashed in the battle. Paper pulp represents the soldiers’ letters for their spouses that could not reach their homes. Experiences of all groups like the personnel of medical corps, widows of the soldiers who fought in the battle, and veterans have been narrated in the model developed by Robleto. The model sufficiently conveys their painful experiences. Such models make an excellent source of information for the young generation. Image 2: â€Å"Piece Work.† (â€Å"MCA DENVER†). Piece Work shown in the figure above has been made by the artist Allison Smith who is an artist from Oakland. In this exhibition, Smith will display through sculptures and papers, works that come from various traditions and different forms of decorative art in America. In the very exhibition, there will be displayed a braided rug that was started by t he artist and has been finished by various visitors on the gallery site. A large number of the pieces of artwork reflect different aspects of the culture that emerged in the time of the war. Such features include but are not limited to the rug and the cloth marks meant to prevent gas from getting inhaled.

A Streetcar Named Desire Essay Example for Free

A Streetcar Named Desire Essay †¢Blanche is halfway through writing a letter full of lies, describing a jet-set lifestyle with Shep Huntley, her wealthy friend. †¢Meanwhile, upstairs Eunice and Steve are fighting. Eunice rushes out of the apartment saying she is going to call the police. Stanley comes home, in bowling clothes. Steve comes down with a bruise on his forehead; Stanley tells Steve that Eunice has gone to a neighbourhood bar and Steve rushes out to find her. †¢Stanley then questions Blanche. He says that he has a friend in Laurel who claims that Blanche was a guest at a disreputable hotel named ‘The Flamingo’, Blanche denies the claims and Stanley leaves. Steve and Eunice return, Eunice sobbing and Steve trying to make it up to her. †¢Blanche is shaken. She asks if Stella has heard any rumours about her; Stella is perplexed by Blanche’s behaviour. Blanche admits that she â€Å"wasn’t so good† during the last couple of years; she sought comfort with men. She insinuates that she was sexually intimate with these men, but Stella has stopped listening because Blanche begins to become so morbid. Blanche is clearly on edge at this point. †¢Stella fixes Blanche a drink. Blanche gushes with emotion and affection for Stella; Stella is embarrassed by Blanche’s sentimentality. †¢Stella and Blanche talk about Mitch. Blanche will be going out with him later that night. Blanche is quite taken with him. She hopes that their relationship can go somewhere. Stella leaves for an outing with Stanley. Eunice bounds out of the apartment, shrieking with laughter and Steve chases after her. †¢A young man comes to collect for the paper. Blanche flirts with him with shocking forwardness. The young man, a boy probably not out of his teens, seems nervous and excited at the same time; finally she kisses him, and then sends him on his way. †¢Mitch comes with a dozen roses, and Blanche accepts them, but mocking him at the same time. Scene 5 Analysis †¢The theme of illusion runs through this scene, and we begin to see how the past is catching up with Blanche. Stanley is learning of her past, and her old desires are coming back to haunt her. †¢We watch Blanche fabricate a series of lies in her telegraph to Shep Huntley. She has no uncertainties; the truth is less interesting than the illusion she offers, so why not? †¢Blanche is not the only character with some fears of truth. When she confesses to Stella about her behaviour in Laurel, Stella stops listening – whenever Blanche is morbid; this convenient ability to block out the truth foreshadows Stella’s betrayal of Blanche at the end of the play. †¢Dramatic tension created around a conflict between Stanley and Blanche – she recognises his entrance with nervous glances. †¢Blanche’s star sign is ironic – Virgo meaning ‘the virgin’ Does she want to reclaim her virginity and create a new life for herself? †¢Stanley’s star sign is Capricorn, known as ‘the ram’ Goats are supposed to be promiscuous and stubborn. He is both. Capricorn and Virgo are opposites – they either conflict or do opposites attract? †¢Stanley mentions his friend Shaw, and the tension escalates. This shows that he has been investigating Blanche. †¢Blanches illusions are quite fragile. Stanley upsets her by hinting that he knows the truth. She is rendered vulnerable by his attack; her lies have now isolated her. †¢Stanley has the last word – ‘clear up a mistake’ – he threatens to get proof and reveal the truth, leaving Blanche in panic. She starts making excuses and makes Stella suspicious. †¢Pathetic fallacy – thunder is foreboding for Blanche. †¢Afterward she gushes with emotion for Stella. The theme of loneliness, central to the play, is rendered skilfully in this scene. Stella is uncomfortable with these displays of emotion; they make her feel guilty because Stella is all that Blanche has in the world, and Stella herself has Stanley. †¢The soda spilling and foaming out the bottle is a metaphor for Blanche- it stains her white shirt, just as her purity is stained and how her past is irremovable, like the stain. It also represents her emotions spilling over, how she herself is out of control, and the way that the truth will spill out. †¢The local couples provide a contrast to Blanche’s less healthy outlets for her desires. †¢Steve and Eunice put Blanches fantasies into perspective – whilst she fabricates a life of cocktails and luncheons, they are a reality check. †¢Blanche cannot seem to recover from the convulsions of desire. She denounced the physicality of Stanley and Stella’s relationship, but suffers from a terrible loneliness, from which she seeks to escape in appropriate ways. Her advances at the young man are the first direct sign in the play, that she occasionally seeks desperate remedies for her loneliness. Blanche has been the lone observer of two happy couples: Stella and Stanley, Steve and Eunice. Left alone in the apartment, she seeks some connection with the first person she sees.

The Treatment Of Errors In The Classroom English Language Essay

The Treatment Of Errors In The Classroom English Language Essay LAST PART OF CHAPTER 3 As I mentioned before, error correction is the classroom activity that most people think as one of the language teachers most important functions (Nunan, 1989: 9). This is because most of the time the teacher is the one who corrects. The first and most important step a teacher must take is to determine the aim of the activity. As Ancker (2000: 20) mentioned in his article Errors and Corrective Feedback, if the objective is to develop accuracy, then of course correction is necessary. In this case, the correct approach is to allow the student to self-correct first. If that does not work, teachers should allow peer correction. But if no one seems to know, teachers can give the answer or correct. Although error correction seems time consuming, it helps students to focus their attention and to reduce their dependence on the teacher, and this reduction of dependence encourages students autonomy. On the other hand, if the objective of the activity is to develop fluency, then correction may not be necessary (Ancker, 2000: 20). Unless the error has been made many times, then the error correction needs to take place. One important question is who should correct learners errors. There are three possible answers to the question: the teacher, the learner him/herself or the others learners (peer-correction). But this will depend on the importance or success of the error corrections, as well as the ability of the students to do self or peer correction. According to Ellis (1994: 489) studies of repair in naturally occurring conversations have shown a preference for self-initiated and self-completed repair. But, in many cases the teacher is the one who usually corrects students in the classroom. It may be appropriate to allow the learner to self-correct without any further help from the teacher by using clarification requests such as: what?, excuse me?, what did you mean by à ¢Ã¢â€š ¬Ã‚ ¦..?, etc. That is because learners are actually capable of making changes in their developing Interlanguage systems (Allwright and Bailey, 1994: 49). Most of the times, teacher intervention should be reduced and students must be encouraged to provide feedback to their partners. In one interpretation of language acquisition, Kessler (1992: 85) suggests that the monitor can prevent or repair some errors under certain conditions. These conditions include: a) a focus on form, rather than on communication of meaning, and b) adequate time for the learner to process the output. Ellis (1994: ibidem) conducted a study to find out whether learners reformulate their use of past tense in their utterances, when given a second opportunity to do so, or ignore it. He found out that those who, when pushed through a request for clarification to reformulate their utterances, did so, by correctly forming the past tense and maintained their improved accuracy in the past tense on the subsequent occasions. Teachers must have clear that each teacher must come to an individual decision with respect to treatment of errors, just as a proverb says: what works well in Madrid may not work well in Tokyo, because not all the students have the same personality. Allwright (1996: 32) makes a strong claim for the study of error correction in the classroom in which they occur. From this observation, he came to the following conclusions: 1) Teachers just tend to repeat the correct model rather than telling the student where his error occurred and why it was incorrect. 2) Teachers are also inconsistent in their treatment of learning errors. (Because errors are not always corrected). Also, Allwright (1996: 33) asserted that another possibility is that other learners in the classroom could help by providing corrective feedback if it is necessary. In one experimental study related to this issue, Porter (1986, mentioned in Chaudron, 1993: 71) found that second language learners were able to accurately correct other learners errors, though they rarely did so. 3.1.2.3 Error Correction Techniques Although providing correct forms of learner errors is one of the most popular techniques among many language teachers (Hendrickson, 1980: 160), the use of various types of treatment methods has been recommended as it is considered to be more effective and successful than relying upon a single technique (Lynch, 1996, cited in Muncie, 2000: 50). Holley and King (1971, cited in Hendrickson, ibidem.) suggest that teachers should not use the methods which make learners feel embarrassed or frustrated. Therefore, teachers should be more sensitive about how to respond to learner errors. Fanselow (1977: 588) has argued that teachers should offer learners the greatest possible variety of treatments because different people need to be treated differently. Also teachers need to keep on trying out different possibilities of feedback that would have to be delivered in such a way as to provide affective support, so the learners will not be demoralized, at the same time as the negative cognitive information is transmitted. Once teachers do decide to treat noticed errors, and when they will do so, they have a variety of methods to their disposal. Allwright (1975, in Nunan, 1989: 32) points out the complexities of the teachers task. In the case of error correction, this can be illustrated by the following options confronting the teacher in the face of a leaners error: To treat or to ignore the error completely. To treat immediately or delay the error. To allow another student, a subgroup or the whole class to find the correct form. To return or not to the original error-maker after treatment. To test for efficacy of treatment. To transfer treatment or not. To let it be self-treated. All these suggested options are appropriate in different moments; the teacher only needs to develop the intuition, through experience and solid diverse theoretical foundation. As Allwright has a variety of options, Long (1977, in Allwright and Bailey, 1994: ibidem) also notes that teachers have three choices in deciding what to do when they find the error: To inform the learner that an error has been made To inform the learner of the location of the error To inform the learner of the identity of the error Moreover, Corder (1967, in Allwright, 1996: ibidem) declares that in order to show that there is a problem, the teacher usually a) retains evaluation, b) ignores the answer given and repeats the question, c) repeats the trouble source as a question, or d) changes addressee. Errors are inevitable, but if there are too many it is probably the result of inefficient practice or poor exploitation strategies. Teachers have an arrangement of techniques and nomination strategies to deal with any correction that needs to be made. Correction techniques should be helpful and supportive. When an error is detected, the next problem is that teachers would have to choose the best type of treatment to provide in order to help the second language learners achieve this needed awareness. There are many types of errors and according to Slimani (1992, in Panova 2002: 582), teachers often use seven types of feedback (or error correction techniques) when correcting errors that occur in the language classroom. They are: recast, translation, clarification request, metalinguistic feedback, elicitation, explicit correction and repetition. As Slimani mentioned (ibidem) a recast is an implicit corrective feedback that reformulates a wrong or incomplete utterance. Example: 1. S: Dangerous? (Phonological error. /dangerus) T: Yeah, good. Dangerous. (Recast) you remember? Safe and dangerous. If you walk in the streetsà ¢Ã¢â€š ¬Ã‚ ¦. The second type of correction is the translation (from the teacher) that can be seen in many cases when students dont know how to say a definite utterance, for instance: 2. T: All right, now, which place is near the water? S: Non, Jai pas fini (L1) T: you havent finished? Okay, Bernard, have you finished? (Translation) The purpose of clarification request is to elicit reformulation or repetition from the student who has said a wrong form: 3. S: I want practice today, today (grammatical error) T: Im sorry? (Clarification request) In the example mentioned before, Im sorry is a type of clarification request but there is also another one that is very used: I dont understand. According to Lyster Ranta (1997, in Panova, 2002: 583), metalinguistic feedback refers to comments or information related to the form of the students utterance without providing the correct answer, as: 4. S: I accord T: Oh, but thats in French (metalinguistic feedback) Lyster Ranta point out that elicitation technique is a corrective feedback that prompts the learner to correct (Panova, 2002: 584); this is an example of a peer repairing: 5. T: In a fast food restaurant, how much do you tip? S1: No money (Lexical error) T: Whats the word? (Elicitation) S1: fiveà ¢Ã¢â€š ¬Ã‚ ¦fourà ¢Ã¢â€š ¬Ã‚ ¦ (needs repairing) T: Whats the wordà ¢Ã¢â€š ¬Ã‚ ¦in a fast food restaurant? (Elicitation) S2: Nothing (repair) T: Nothing, yeahà ¢Ã¢â€š ¬Ã‚ ¦. The sixth type of feedback is the explicit correction. 6. S: The day last tomorrow (lexical error) T: Yes. No, the day before tomorrow (explicit correction) In this type of feedback, the teacher provides explicit signals to the student that there is an error in the previous utterance. The last type of corrective feedback is repetition, which the teacher repeats the wrong part of the students expression, usually with a change of intonation. For example: 7. S: I am agree (lexical error) T: I am agree? (Repetition) The research on teacher treatment of learner error, including studies by Allwright (1975), Chaudron (1977, 1986b, 1987), Fanselow (1977b), and Long (1977), shows that teachers do not treat all errors that occur. The findings also reveal that teachers have a wide variety of techniques available for the treatment of errors, but they do not typically make full use of the repertoire of behaviors from which they might choose in providing feedback (Allwright and Bailey, 1994: 99-100). Knowing all these types of error correction techniques (named also as feedback) teachers are more self-confident on what they are doing, because they know that the type of feedback they give to their students is mentioned in the seven techniques pointed out before, and they make sure they are doing right. 3.1.2.4 Momentum of the Correction The dilemma of; to correct or not to correct, has persistently engaged the minds of language teachers. Concerning to correction, Lyster Ranta (1977: 51) acknowledge that there is a certain dilemma in this regard: if teachers do not correct errors, opportunities for students to make links between form and functions are reduced; if teachers do correct errors, they risk interrupting the flow of communication. According to Longs (1977: 279) opinion, once the teacher has decided that an error should be treated, the next decision that he/she has to make is when to treat the error. The teacher may deal with it immediately, or delay treatment somewhat (for instance, until the learner finishes with the message he/she is trying to convey), while still treating the error within the boundaries of the same lesson in which it occurred. The `problem with immediate error treatment is that it often involves interrupting the learner in mid-sentence, it is a practice which can certainly be disruptive and could eventually inhibit the learner willingness to speak in class at all. Allwright Bailey (1991: ibidem) assert that if we adopt the notion of Interlanguage in the discussion of second language learners errors, we realize that by treating errors, teachers try to help learners move ahead with their Interlanguage development. However, they believe mistimed error treatment may not be helpful and may even be harmful if it aims at structures which are beyond second language learners in terms of their Interlingua development. They refer to mistimed with forms at the right time in the course of the learners speech. While correcting errors, teachers can make corrections at the moment the error is made or at the end of the activity. Having the correction at the moment is advisable when students do not make many errors and this will help not only the students who made the error , but also to the whole class or those who are paying attention; and having the correction at the end of the activities is advisable when students have many errors and run on them every five minutes, so that students do not feel like foolish in front of the whole class. The place of error correction has been controversial because teachers have to know the adequate moment to do the correction and how to do it in order to not inhibit students participation. Nunan and Lamb (1996, in Poppi, 2001: @), point out that it is important to consider when the adequate moment to make a correction is. They say that it is better to correct errors at the end of the activity just by writing on the board and explaining the reasons of the errors made since in that way, the teacher gives a better explanation of the error, but also focuses more on the error. On the other hand correcting at the moment is not advisable, because of the lack of time and also the teacher could demotivate the students. Alternately, Allwright Bailey (1991: ibidem) state that teachers may postpone the treatment for longer periods of time for two reasons: a) teachers do not want to explain the error to the whole group. For instance, oral errors, particularly if they are shared by a group of learners, may form a starting point for a future lesson. Long (1977: 290) observes that error treatment becomes less effective as the time lag between the performance and the treatment becomes longer. Deciding when and which errors to correct causes problems to teachers, as teachers may think they are encouraging their students, but they are doing the contrary or vice-versa. Teachers must also take in consideration, that constantly interrupting students to correct them can be irritating. If teachers do not know when to correct, it is necessary to consider the nature of the activity that is being undertaken. For example if students are performing a drill in order to practice pronunciation or phrases, then they should be stopped immediately when they make the error, otherwise they will continue repeating defective language; on the other hand, in fluency, if there are frequent errors, the teacher can make a mental or written note to provide feedback after the activity, so students can feel comfortable and self-confident. Teachers do not have to correct all the time, they have to be conscious on what and when they are going to correct in order to promote students participation, otherwise if teachers make lots of corrections, students could be irritated (Norrish, 1990: 280). Long (1977: 292) points out that the psychology of research literature shows, that the feedback becomes less effective as the time between the performance of the skill and the feedback increases. What is more, Virgil Oller (1976: 288) think that correcting errors at the moment is a waste of time and instead of doing that, teachers should avoid error correction at the moment. So, correcting at the moment can certainly be troublemaking and could eventually inhibit the learners willingness to speak in class at all, or students could forget what they wanted to say. Contrary to this, correcting at the end of activities is better because teachers have already finished their activities and can explain in detail the reasons of the errors (Virgil Oller: ibidem). In short, we may say that teachers can choose the moment to correct their students taking into account their necessities. 3.1.2.5 Students Attitude Attitudes are complex, hypothetical construction, which general definition includes some notion of evaluation. Ajzen (1988: 85) states that an attitude is a disposition to respond favorably or unfavorably to an object, person, intuition or event. In addition to this, Triandis (1971: 289) writes that an attitude is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor. This evaluative aspect of attitude is its defining attribute, and sets it apart from other affective variables. Attitude is an emotion that all people show when they have views of an attitude object: i.e. a person, behavior or event. Attitudes come from judgments. Triandis (1971: ibidem) says that attitudes develop the ABC model (affect, behavioral change and cognition). The affective response is a physiological response that expresses an individuals preference for an entity. The behavioral intention or change is a verbal indication of the intention of an individual. And the cognitive response refers to a cognitive evaluation of the entity to form an attitude. Heider (1958, in Triandis: ibidem) points out that attitude is usually defined as a disposition or tendency to respond positively or negatively towards a certain thing (idea, object, person, and situation). The type of feedback language teachers provide for students reflects their view of language and their objectives. The attitude of students plays an important role in learning a second language. This attitude is developed by a variety of factors, among them feedback, which may have desirable or undesirable cognitive and affective results. Students characteristics have an impact both on the teacher who corrects the learners errors and on the learner who is corrected. The teachers treatment of error might also be influenced consciously or unconsciously by the state of mood teachers are. The attitude of learners toward error correction, not only by teachers during focused activities but also by native speakers with whom they converse, is remarkably positive (Chenoweth, Chun and Luppescu, 1983: 82). Cathcart Olsen (1976: 41) found that ESL learners who hold positive attitude toward correction like to be corrected by their teachers and want to have more correction than they are usually provided with. Another important point about attitudes is that they are subject to change; they are not set in concrete. This is good news for teachers in that poor attitude can be changed. But the good news is tempered by the fact that there are many variables associated with attitude change, such as the state of mood, the classroom environment, the students personality and so on. Probably, the most difficult aspect of the correction process is tailoring corrections to individual students. Teachers who wish to provide effective correction must consider its effect on each individual student. The problem has two aspects: affective and cognitive side. Truscott (1998: @) says that on the effective side, learners clearly differ in their reactions and attitudes to correction. For some, no adverse effect is likely unless corrections are delivered in a very aggressive or unfair manner. For others, there is a serious danger that correction will produce embarrassment, anger, inhibition, feeling of inferiority, and generally negative attitudes towards the class and possibly toward the language learning itself. Consequently, there are different reactions in students because all students are different: positive and negative. In this way, in order to avoid harmful effects and to make correction effective, the teacher should see each student as unique and to ask how each student will respond to correction in many possible forms, varying the type of error correction and the frequency of the correction, the clarity of the correction and the most important: the intensity of the correction. Nunan Lamb (1996, in Poppi, 2001: @) mention that attitudes and responses vary among students depending on the different ways that teachers treat their errors. For example, à ¢Ã¢â€š ¬Ã‚ ¦.teachers can correct students in a way that makes students feel comfortable and some students can have a positive attitude to the correction while others will react with a negative attitude by making gestures (like a grimace) and some others will just accept the correction and repeat it with a smile (Pinazo, 2001: @) Moreover, Wajnryb (1992, in Poppi, 2001: @) makes the point that, if teachers attempted to correct every error that occurred in class, there would be little time to do anything else. Correcting at anytime many times creates a negative classroom atmosphere, discouraging learners from risk-taking and experimentation. So, when learners are corrected intensively by the teacher it could have negative consequences in their motivation. Students will think that if they continue speaking, the teacher will continue correcting, and in order to avoid this reaction (the teachers one) they stop speaking. Pholsward (2001: @), in his investigation at the University of Thai Chamber of Commerce at the Faculty of Humanities in the language department of English, about students reaction to the error treatment, concluded that most students were quite relaxed and satisfied as they helped each other in a groups attempt to identify errors. In Pholswards research, the teachers would suggest answers in guidance to students and if the students were still not responsive, the teachers would identify errors and edit them, followed by detailed explanations. In brief, Ellis (1994: 490) affirms learners attitude towards error correction can also vary according to their characteristics, their cognitive and affective states and the nature of the treatment they receive. Apart from what was mentioned before, students reaction is complemented by non-verbal gestures, too. Students talk with gestures and their meanings are clear and specific for instance: waving goodbye. Other types of gesture, the gestures that express emotional states, reflect the mood and feeling of people. Pinazo (2001: @) expresses that these gestures show anxiety or tension of the moment such as pain, triumph and happiness. The attitudes that will be taken in consideration in this research project are: positive and negative, with its corresponding classification that were taken from the works of these authors: Rebel Gà ¼nther (2002: 49-51, 96-165), Louis Porcher (1989: 77-82), Ana Muà ±oz (2002: @), Olman Martà ­nez (2004: @) and Pinazo (2001: @): POSITIVE ATTITUDE NEGATIVE ATTITUDE Move the head from up to down in a moderate form Smiles Laughs Repetition of the correction Lips movement by saying thank you Soft tone of voice Quickly movement of the head in an affirmative form Hinge or attentive look Grin Smirk Sneer Snarl Rotating the eyes upward (eye rolling) Rude tone of voice Fig. 3.1 Common attitudes on error correction 3.1.3 Error Correction, Motivation and Communication in English Language Learning Motivation is as much an effect as a cause of learning. Ausubel (in Budden, 2004: @). Motivation is related to error correction in English language learning because the manner teacher corrects, is the way in which students are going to react to teachers correction. Students main goal is to participate in communication with other people. This learning goal is possible if teachers can keep students motivation for learning during oral practice activities. Terese (2005) explains that one natural and non-treating way of encouraging students to give feedback is by using a number of strategies like: clarification requests (What did you mean byà ¢Ã¢â€š ¬Ã‚ ¦?), requests for repetition (sorry, can you say that again?) and the use of questioning looks. This means that motivation is the force which determines if learners initiate, or not on a task, also how much energy they dedicate to it and how long they continue in it. Famous research carried out in the second half of the twentieth century by Gardner and Lambert (1999 in Harmer, 2001: 205) suggested that students who felt more warmly about a language, who wanted to integrate into the culture of its speakers were more motivated (and learnt successfully) than speakers who were only learning language as a means to an end (e.g. getting a better job). Harmer (1999: ibidem) says that real motivation comes from within each individual. Teachers are not responsible of their students motivation; they can only encourage students by using word and action, while teaching the foreign language. Motivation is the energy that catalyzes behavior. In psychology, motivation refers to the initiation, direction, intensity and persistence of behavior (Budden, 2004: @) Motivation is a temporal and dynamic state that should not be confused with personality or emotion. It is sometimes assumed by language teachers that if students make any kind of error when talking to a native speaker they are learning, but learners frequent attitude to this is to maintain a terrified silence upon meeting a native speaker (Norrish, 1990: ibidem). This is because students think that errors discredit them with the person they are talking to. On the other hand, certain errors may conduct to a breakdown in communication, while others to social reactions. For instance, one of the breakdowns in communication is inhibition (Norrish, 1990: ibidem). Students get inhibited because they fear making errors when communicating and being ridiculous in front of the teacher or native speakers. But also when staying in the classroom or talking with other students, they feel embarrassed when making errors, because they are afraid of being seen as dumb. Nunan and Lamb (1996, in Poppi 2001:@), mention an investigation on teacher behavior and student responses on occasion of which the following question was established: Do students attitude about the types of error treatment used by their teachers in the classroom during oral classroom tasks influence their motivation? They concluded that students do hold attitudes about different ways that teachers treat their errors, and also learners would like the teacher to improve raising their awareness by allowing opportunities to self-correct and to analyze the errors; the learners would like to be provided in a positive way with information and clarification, rather than: a) being exposed by non-verbal signs, b) providing feedback without explanations, c) asking the students to repeat the sentence and d) activating the right answer on the part of the student. Additionally, students would like to build up the belief that errors are to be considered as signs of progress of the learning process , rather than evidence of failure. Correcting errors disturbs the ongoing communication process (Truscott, 1998: @) but it is important to express that errors do not necessarily guide to a breakdown of communication, because sometimes correcting errors in students encourage them to continue participating in order to improve their speaking skill. In short, along this theoretical framework, I have mentioned all topics related to error correction that will be necessary to carry out this research project. For instance, I have mentioned that errors are considered to be incorrect, wrong or should not be done. In addition to this, I have described the different types of errors like error, mistake, lapse or slip as errors, this way was easy to identify what I was referring to in the investigation. I have talked about the sources of errors; but also, and something important is that, I have mentioned error correction and the types of error correction that teachers usually use when correcting students. When correcting errors, I said that we need to take into account who will treat errors and when to treat errors. CONCLUSION Being a teacher of a foreign language implies having certain skills, whether by nature, acquired outside teaching, or arising from university studies in education. They may also gain this knowledge with books concerning issues of education or by taking professional courses on the subject. In this case, the research presented, is primarily based on improving teaching skills of those teachers who didnt study a bachelors degree in English Teaching, by providing the teaching of various courses. Improving in various teachers fields was primarily important. But, understanding two main points that serve as departure is the start point: what does teaching mean? And what does being a teacher imply? Teachers must understand that a good class depends on many factors; although the material presented to teach the class is important, the teacher should take into account that leadership and management at the beginning, during and at the end of the class is essential, for the students to learn what is taught. It is of vital importance to know the likes and preferences of the students who we give classes to; this will serve as a key piece to encourage them, especially those who learning a foreign language are a rejection. Teachers should practice self-reflection on how to teach a foreign language, and have feedback from other teachers; this is of great help in order to implement different kinds of methodologies in the classroom, especially in error correction during the communication of the students to the teachers and among themselves. Doing the research on these topics, I noticed and reflected on the magnitude of being a teacher I understood that teaching is a great responsibility, because the way of teaching depends on the likes and disposition of the students to the learning of English language, due to the motivation transmitted by the teacher. This also includes the methodology used by the teacher to teach a class, as it influences how well students understand the topic. Another important point is the attitude that teachers have in front of groups when teaching. It must be enthusiastic and positive, factors to include in the education of a class presentation. Of all these factors that I explained above, I conclude that it is very significant to continue preparing ourselves and practice teaching training, in order to perk up foreign language education. Improving internally and externally all the factors in teachers such as: learning new teaching methodologies, be at the forefront of materials that can be used with the group, making use of different types of feedback from teachers, using different tools and techniques in teaching as well as self-reflection are some of the factors explained in this research. This paper concludes that teachers that do not have a bachelors degree in English Teaching should always look for continuous improvement in different ways in all areas, in all levels of language education towards the students. Taking into account all the factors set above, this research was done, in order to improve the level of education qualitatively, pedagogically and psychological practicability in the teachers practice of English teaching at the Liceo Josà © Vasconcelos, in Tuxtla Gutierrez, Chiapas.

Past, Present and future Factors affecting Human Resource Planning

Past, Present and future Factors affecting Human Resource Planning Human resource planning has traditionally been used by organizations to ensure that the right person is in the right job at the right time. Under past conditions of relative environmental certainty and stability, human resource planning focused on the short term and was dictated largely by line management concerns. Increasing environmental instability, demographic shifts, changes in technology, and heightened international competition are changing the need for and the nature of human resource planning in leading organizations. Planning is increasingly the product of the interaction between line management and planners. In addition, organizations are realizing that in order to adequately address human resource concerns, they must develop long-term as well as short term solutions. As human resource planners involve themselves in more programs to serve the needs of the business, and even influence the direction of the business, they face new and increased responsibilities and challenges . In the beginning, HRM definition was as a Process through which a companys management was able to determine how the company would be able to achieve a desired manpower level. The means to achieve this were planning, and efforts by the management to employ the right kind of people at the right positions and at a proper time, and in a way that it would benefit in the long run both the company and the employees. Presently HR management it is a part of a much wider context of the business strategic organizational plan. It is, in addition to the present planning, also forecasting all future human resources needs of the company and how to achieve best results. It starts by first determining the objectives and then try to develop programmes like appraising of the present staff, compensations, training etc. in order to make sure that people with the required qualifications and skills would be available to the company whenever they are needed. It also develops and implement various programmes aiming to improve the performance while, at the same time, the employees are kept satisfied and involved in companys productivity, product quality and or innovation. Concluding, human resources management and planning is necessary to collect data which can be useful when it comes to evaluate how effective the ongoing programmes are, thus enabling the planners to detect and decide on necessary program revision s or forecast amendments. As one of plannings objectives is to improve a companys effectiveness, it should be integrated into the companys short and longer term business targets and operational planning. Most of the leading organizations in industry are implementing this, unlike what happened in the past when business requirements and HR planning normally were restricted only to personnel requirements. This conservative approach was in line with short-term personnel orientation. In our times, because of revolutionary changes in socioeconomic environment and business concept and the uncertainties these changes are causing, companies integrated their business planning with HR planning and management, thus creating a longer-term perspective. HR planning process became an integral part of the strategic business planning. HR planning and management became a part of the whole companys development and expansion planning process. Companies, at least most of them, do nothing without involving HR management in their planning either it concerns policy or finalization procedures of any kind. It can be explained as an integrated connection between HR planning and companys business. A connection bringing together the line managers and HR planners in order to determine HR future requirements and business plans for development, analyse the workforce profile along with future business strategies, review and deal with appearing HR issues, and create programmes to face and resolve such issues thus supporting future business planning. In this way, when HR managers and planners make companys business planners to comprehend and appreciate that HR planning and management represents a major advantage against their competitors, meaning an inc rease in profits provided there is a careful management. In this thesis Ill try and explain a few of the activities where industrial and other organisations HR planners and managers are involved with, when trying to make an organisation more competitive by correct and effective HR planning and management. Factors Influencing the Interest in Human Recourses Management and Planning There is no doubt that the contemporary increased attention of the industry to HR planning and management is influenced by many factors, among others the most important are considered the new technologies, globalization, environmental concerns, changing economic conditions, and the potential of workforce changes. These factors result to a complex and uncertain business environment. Efficient operations can be influenced by uncertain conditions and force organizations to try and find ways to reduce its impact; formal and efficient planning is a tool, both industry and organizations use as a protection against business environmental uncertainties. Considering the changes in workforce characteristics, one only of the environmental factors, though important, it is evident that there is a need for correct and timely planning and HR management. Between 1976 and 1980, the labour force in the industrialised world grew by an average of 2.8%, but between 1991 and 1995, the rate of growth dropped to 1.1 %. Also as per ILO (International Labour Organisation), and other recognized international statistical bodies, the year 1980 in USA more than 3 million people entered the countrys workforce, but only 2 million each year between 1981 and 1995. During the years 1995 and 2010 a total of 25 million workers entered the workforce. Of them the 22% were immigrants. All these demographic projections have significant implications for human resource management, thus increasing the importance of human resources planning. The changing demographics mean that there will be fewer workers are entry-level, so the competition among employers will increase. Moreover, the changing demographics signal changes in abilities, skills, interests and values of the workforce of tomorrow. For example, the lack of many types of skilled workers are imminent, including tool-and-die makers, builders, shipbuilders, engineers, machinists, and engineers. Even if organizations are willing to train new employees, the work can be difficult. An examination of how the values of workers who will soon constitute the majority of the workforce differ from those that will begin to leave propose additional changes in the near future. There are already signs of growing resistance from employees to relocate. Greater emphasis on self-assessment and mitigation faith and loyalty to employers makes it more difficult for agencies to undertake to move employees around anywhere and anytime. A decline in organizational trust occur at a time when workers feel insecure about their jobs. A recent study comparing the work values of people aged over 40 years with those of 40 other proposed changes for which they must prepare. For example, workers from the younger generation does not trust authority we do as members of the older generation, which are products of the First World War era II. The younger generation believes that the work should be fun, while the older generation sees work as a duty and a vehicle for financial support. Younger workers believe people should advance as quickly allows competence, whereas older workers believe that experience is a necessary path to promotion. Finally, the study found that the younger generation, fairness is to enable people to be different, but the older generation means treating people equally. Changes in the workforce is only one aspect of the environment stimulate the need for human resource planning. Demographic change is somewhat predictable, but when considered in conjunction with changing technology and many other external changes described elsewhere in this work, will pose significant challenges for human resource planning and help to change the regime in last two decades. A model for the description of Human Resources The remainder of this paper will try to explain the activities performed by designers of human resources at leading organizations. Throughout the discussion, I will describe four phases of human resource planning: (A) gathering and analyzing data to predict the expected demand of human resources as a business plan for the future and predict future human resource supply; (B) Establish objectives of human resources; (C) Design and implement programs that will enable the organization to achieve the objectives of human resources; And (D) Monitoring and evaluation of programs. Â  Activities related to the four phases of human resources planning are described for three different time horizons: short term (one year), intermediate term (two to three years) and long (over three years). These correspond to typical time horizons for business planning. Using the same conventions heads use to distinguish between activities with different time horizons is a step towards human resource planners can take to facilitate the integration efforts with business needs. . Although the four phases of human resource planning is conceptually the same regardless of time horizon, no practical difference to improve the functionality of four phases, as the time horizon expands. Therefore, activities related to the planning horizon for each explained separately and in sequence, starting with short-term planning. We start with the smallest term planning horizon because they are historically the HRM activities of many analysts have been made to achieve short-term goals. As organizations and HRM analysts began to recognize the potential benefits of engaging in more planning condition, however, in view of long-term issues has become more common. Therefore, as explained later in this thesis, many analysts HRM is now engaged in activities designed to prepare organizations for decades to come. In our discussion away from the stages of human activity Resource Planning, according to three time horizons, we do not mean to suggest that organizations which separates the planning of their activities in this way. The reality is that organizations should integrate their activities in the four phases of design, and the three time horizons, as shown in Figure 1. Since the feed-forward and feed-back arrows connecting the four phases of the design show, planning activities within a time frame associated with each other in a dynamic system. Initial phases (eg, forecasts of demand and supply) to serve as inputs to subsequent phases (eg, setting goals). Equally important, organizations can learn from the results obtained during the evaluation phase and then apply what is learned to make adjustments in goals and programs. In addition to the arrows connecting the four phases of design in each time frame, Figure 1 includes arrows to highlight (A) How long-term goals that can influence the design of shorter term (dotted line arrows), (B) how short-term results of the evaluation can affect the predictions for the future of human resources and programs designed to meet future requirements, and (c) the results achieved through the implementation of human resource programs may affect the business plans. Arrows connecting the design activities for different time horizons is important to note because it stressed that the planning for a time horizon usually has consequences for the other. For example, long-term planning almost always leads to the development of programs to be implemented within a short time and intermediate term. Moreover, the evaluation results obtained for short-term projects often lead to a re-evaluation of longer term projects which in turn can induce changes in programs designed to meet longer term. The idea is to have full integration of all types of human resource planning activities and the integration between human resources and business planning. Short-Term Human Resource Planning Many HRM analysts work on activities related to designing and implementing programs (e.g., recruitment, selection systems, and training programs) to meet short-term organizational needs. Such activities generally involve an element of planning in that they are future-oriented to some extent. Even projects for which objectives are expected to be achieved in as little time as a few months have, ideally, been designed with an understanding of how the short-term objectives are linked to the achievement of longer term objectives. For example, an aeronautics company engaged in a recruitment campaign to hire 100 engineers should have a clear understanding of how this hiring goal will help the company achieve long-term goals such as becoming a most innovative company in that industry. This hypothetical company also might have a college recruiting drive designed to find 75 college graduates to enter a training program in recognition of the fact that a growing company needs to prepare for the middle managers it will need 5 to 7 years hence, as well as the top level managers it will need in 10 to 15 years. As this hypothetical example highlights, in order for a clear linkage to exist between human resource planning and strategic business planning, it is essential that an organizations top executives have a fully articulated vision for the future, which has been communicated and accepted by managers throughout the organization. Forecasting Demand and Supply In a short-term time horizon, demand and supply of human resources can be predicted with some certainty. Human resource objectives follow logically from consideration of any discrepancies between demand and supply. Demand refers to the number and characteristics (e.g., skills, abilities, pay levels, or experience) of people needed for particular jobs at a given point in time and at a particular place. Supply refers to both the number and characteristics of people available for those particular jobs. Salient questions are What jobs need to be filled (or vacated) during the next 12 months? and How and where will we get people to fill (or vacate) those jobs? What jobs need to be filled and vacated? Answering the demand question involves predicting who will leave jobs and create vacancies, which jobs will be eliminated, and which new jobs will be created. One method for predicting both vacancies and job growth is to project historical trends into the future. This is particularly relevant for organizations affected by regular, cyclical fluctuations in demand for their products or services. Behavioural theories of the causes of turnover combined with employee surveys designed to assess attitudinal predictors of turnover (e.g., job satisfaction) also help HRM analysts and human resource planners predict how many currently filled positions are likely to become vacant. Such information can produce useful predictions when the organizational unit of interest is large, although making predictions about precisely which positions are likely to become vacant is less precise. Predictions about how many and what types of jobs will be eliminated or cre ated in the short term generally follow directly from business plans submitted by line managers. How and where will we get people to fill and vacate jobs? The first step in answering this question-the supply question-involves determining the desired characteristics of employees who fill (or vacate) the jobs of interest. Then the availability of those characteristics in the organizations current work force and in the external labour market must be assessed. The particular characteristics of current and potential employees that are inventoried and tracked by human resource planners are influenced by the nature of the organization and the environment in which it operates. For example, for human resource planners in growing organizations, simply finding people with the needed skills and abilities is likely to be a top priority. For planners in mature and declining organizations, the costs (e.g., salary level) associated with employees become more salient, especially if work-force reductions are needed. Thus it is important for the human resource planner to know the business needs and characteristics of the organization. This knowledge is gained by human resource planners meeting with line managers to discuss their business plans as well as their human resource needs. The process of discussion increases the accuracy of supply and demand forecasts and facilitates the establishment of human resource objectives.. Establishing Objectives With a short-time horizon, objectives are often easy to state in quantifiable terms. Examples of short-term human resource objectives include increasing the number of people who are attracted to the organization and apply for jobs (increase the applicant pool); attracting a different mix of applicants (with different skills, in different locations, etc.); improving the qualifications of new hires; increasing the length of time that desirable employees stay with the organization; decreasing the length of time that undesirable employees stay with the organization; and helping current and newly hired employees quickly develop the skills needed by the organization. Such objectives can generally be achieved in a straightforward way by applying state-of-the-art human resource management techniques and working with line managers to ensure agreement with and understanding of the program objectives. Design and Implementation of Short-Term Programs The technical skills of HRM analysts are often applied to short-term program design and implementation. For example, recruiting programs are used to influence the size and quality of the applicant pool. Selection programs are developed for making hiring decisions. Performance appraisal systems identify performance deficiencies to be corrected and competencies to be rewarded. Training programs emphasize developing skills for use in the near future. Compensation systems are designed to attract new employees, to motivate people to perform well, and to retain employees. Even when these activities are designed to achieve short-term objectives and are expected to have relatively immediate pay-offs, they can serve to help an organization achieve its longer term goals. A vice-president and general manager of a known Corporation (name withheld by request), described how short-term human resource planning efforts helped his organization achieve its strategic goals; The Company realized it had an opportunity to significantly increase its business, but to do so would require them to increase their hourly work force by a net of about 125 employees in one year, at a time when the local unemployment rate was only 2.5%. Past experiences had taught Barden that foreign immigrants often became excellent employees. Although there were many immigrants from a variety of different countries who were interested in employment, a major hurdle to their immediate success was their lack of fluency in English. The said V. President and General Manager described the problem and the solution, like this: To begin to be functioning, qualified Companys employees, newcomers must not only master the basic English vocabulary, but they must be able to look up standard operating procedures, read Material Safety Data sheets, and they must also master basic shop mathematics, measurement processes and blueprint reading . We asked Personnel to investigate how we might teach these people enough English to pay their way. The upshot was this: We employed an English language teacher. A special intensive course was developed in cooperation with our training unit. All students are on our payroll and meet with the English instructor four hours a day for 15 consecutive work days during working hours. The effect has been amazing. The confidence level of the students has soared as they have tried out their new language ability. Supervisors are impressed. And the word is getting out to the community with positive results. This example illustrates a problem that organizations will face increasingly in the near future, namely, a shortage of qualified entry-level job applicants. This demographic change is likely to mean that organizations will begin to shift the focus of their short-term human resource programs. During the past 30 years, the combined forces of equal employment opportunity (EEO) legislation and the abundant supply of new entrants into the labour force were congruent with human resource activities aimed at improving the ability of organizations to select employees on the basis of their job-related skills and abilities. Organizations benefitted from investing in the design, validation, and use of selection tests of all sorts. This is because even tests with relatively low, but nonzero, validity can have economic utility when selection ratios are sufficiently low. As the workforce shrinks, but the selection conditions will become more bigger. As a result, small marginal gains in test validity have less economic benefit, based on the past. To yield to invest in the development and use of modern methods for selecting economic returns have much more energy to combat the recruitment efforts for the number of candidates because only increase by attracting a large pool of candidates can be considered fair selection addressed are low. If small selection ratio can not be maintained, organizations can be concluded that their resources are better in training, efforts to achieve these few that are available to prepare invested. Examples of innovative recruiting programs are already plentiful. For example X Inc., has a mobile recruitment office, a van that a closed recruitment center that is looking for candidates, by visiting schools, shopping centers, and so on. X-2 employs successful minority business people to help in the community to recruit minority applicants and act as mentors. We can look at a real example: McDonalds Corporation as a leader in the recruitment of older workers emerged, which with TV commercials and formal relationships with senior citizens organizations. It is important to note that these efforts require the pool of candidates so often a coordinated medium-term programs designed to ensure that the non-traditional recruitment are effective and can be retained to expand. Evaluation of Short-Term Human Resource Programs Since for any evaluation of the program, true, this phase involves evaluating how well objectives have been achieved. Due to determine the short-term planning in terms of objectives, in general, that relatively easy to quantify (eg the number of candidates is the number of hires and performance of employees), systematic evaluation of programs for short-term organizational needs, staff development is quite feasible , and some types of program evaluations are indeed common in large organizations. For example, in part because a number of international and state laws prohibit certain forms of discrimination, in particular the selection programs have been carefully checked to ensure that employers make decisions concerning the selection of candidates, characteristics that are job related basis. Legal regulations have prompted many organizations, especially large, to evaluate empirically the relationship between applicant characteristics (eg skills) and job performance. Such evaluation stu dies (validity studies) benefit the employers because they serve the purpose of getting the right people in the right job monitor. Validity studies also serve an academic function by valuable data for researchers interested in improving our understanding of the factors that influence human performance. Until recently, when programs for the selection, training and motivation of HRM analysts criteria of effectiveness have been almost exclusively behavioral changes (such as performance and turnover were assessed) or settings (eg, job satisfaction and commitment). Such criteria have no defense to be accepted by analysts, but line management support for Human Resource programs can be difficult if the expected results of such programs are not translated in the language of business, that is, to get money. Building with continued progress in the utility analysis techniques, and human resources cost estimation techniques, it is always possible compelling economic arguments in support of human resources programs. of So, rather than argue for energy to spend resources to short-term programs that perform HRM analysts in organizational settings are free, more extensively engaged in medium-and long-term human resources issues. Intermediate Term Human Resource Planning As we have noted, is planning organizations used to the production or service delivery processes buffer from sources of uncertainty. Human resource programs for the recruitment, selection, training and motivation of staff to help reduce the uncertainty by ensuring that a sufficient number of people with the required characteristics and skills are available at all levels in the organizations. If the planning horizon is short, there is little uncertainty about what skills and how many people are needed, and it is forecast to provide relatively easy. However, rapid and ongoing changes in todays business world means that not just the future by simply projecting past trends can be expected. As the focus moves from short term planning in the medium term the question what do we need? is less easy to answer and so is always dominant. For medium-term planning, there is more uncertainty with respect to the question What will there be? Consequently, personnel planning for the distant future quickly raises the question, How can we determine what is needed and what will there be? In other words, more technical attention be given to the problem of forecasting. As a short-term staffing to provide the two problems of forecasting, demand and forecasts of both, before goals can be demonstrated and developed programs are addressed. With the growing uncertainty, the interaction between the human resource planners and line managers is critical for accurate forecasts of supply and demand. Medium-term Demand Forecast To forecast the number and characteristics of people who are necessary to the jobs that will exist in the organization of medium-term future (is in two three years ago), the strategic planner and try to organizational outputs to predict, as expected, the production volume, turnover and levels. The outputs that an organization to deliver produce or to use in combination with the technology, the organization that wants to dictate to generate the outputs, the human resources needs of the intended organization. Prediction outputs needed in view of factors such as future requirements of the market for the products and services, the organization offers, the share of the market that the organization is likely to be able to serve, the availability and nature of new technologies that the amounts can affect, and types of products or services that may be offered, and the various countries to serve in which the organization of it. The task of drawing up plans that specify the intended future results (in terms of quantity, type and location) of the organization is usually the responsibility of middle level managers. Human resource planners need to translate these objectives must be for outputs to predict the amount and type of jobs that people perform in order will produce the desired results. Prediction of future needs of human resources requires: (A) Once an accurate model of the factors that influence the demand and (B) is able to predict the state of all important variables in the model. Organizations that may be quite stable in environments that most models of the main factors that determine the demand for up to three years in the future to construct part. It is even possible that some organizations to quantify the expected values of the variables in their models, what they can statistical forecasting techniques such as regression analysis, using time series analysis and stochastic modeling of the human means demand forecast. For companies that are in an unstable environment, however, still three years predictions probably the most uncertain, since both the variables and their expected values difficult to specify precisely by on historical data. Given the complexity of the statistical forecast, it is understandable that the evaluative techniques used more frequently than statistical techniques. A simple type of judgmental forecasting is a Senior estimate. Estimates of staffing are made by middle-and lower-level line managers, which they pass to the top manager for further changes to an overall strategy demand forecast form. Increasingly, planners are human resource in these stages of the estimation and revision involved an integrated approach to planning ensured. A more sophisticated method of judgmental forecasting, the Delphi technique, developed a decision-making method in order to maximize benefits and minimize the dysfunctional aspects of group decision making is. In a Delphi session (which must not be face-to-face) take, several experts will present their forecasts and assumptions. An intermediary is any expert in the forecast and assumptions to the other, then the changes in their own forecasts. This process continues until a viable composite forecast is created. The composite may represent specific projections or a series of projections, depending on the expert positions. The Delphi technique seems to be particularly useful for the generation of solutions for unstructured and complex issues, such as those generated during the planning. There are limits, however. For example, if experts do not agree that their views on a final solution that all parties accept the yield can be difficult. Nevertheless, the personnel integrate planners various forecasts to establish the human resource objectives and design programs to achieve these objectives, and line managers are the forecasts as appropriate when they accept offers for their support during th e implementation phase of the Human Resources Programs . Both executives estimates and the Delphi technique usually on forecasts for the number of employees, the focus is likely to be needed. Less attention is usually paid to the question of quality (eg, skills and abilities) that require the prospective employee is primarily because techniques were not widely available for predicting this. If analysts participate in short-term planning, job analysis is used to need the qualities that employees in order to determine current run existing jobs. Rapid technological changes mean jobs in the future are certain jobs in the present, however, differ. As an indication of the fact that HRM analysts now frequently deal with problems of medium-term planning, research, efforts are underway to establish procedures for the implementation of future-oriented (strategic) job analysis and identifying the leadership skills that are necessary for developing effective performance in the future. Because job analysis results in the basis on which the majority of human resource programs are constructed, the development of sound future-oriented job analysis methods is a challenge that must meet HRM analysts before they can realize their potential as contributors to the long-term effectiveness of organizations. Forecasting Intermediate-Term Supply Supply forecasts can be derived from information from both internal and external sources, but internal sources are usually the most important

Faulkners A Rose for Emily Essay -- American Literature William Faulk

1. - Theme. 2. - Conflicts, tensions and ambiguity. 3. -Symbolism. 4. - Narrative elements: point of view, tone and narrative structure. 1. - Theme. The main theme of the Faulkner's short story is the relationship between the past and present in Emily Grierson, the protagonist. She did not accept the passage of time throughout all her life, keeping everything she loved in the past with her. The story shows Emily's past and her family story. This information explains her behaviour towards time. Firstly, her father's lack of desire to move on into the future and his old-fashioned ways kept Emily away from the changing society and away from any kind of social relationship: "None of the young men were quite good enough for Miss Emily and such."(pp. 123). "We remembered all the young men her father had driven away." (pp124) Emily accepted this imposed role as a recluse in her own house and a woman dependent on one male figure, her father. When he died, Emily did not allow taking the corpse to the authorities. She did not want to admit her father's death. After his funeral, Emily kept herself away from changing time in her house until she met Homer Barron. They started to date and she even thought about marriage, but when he tried to leave her, she poisoned him and maintained his dead body for years in order to keep him by her side, away from the passing of time. But at the end, after many years of attempting to defeat time, Miss Emily felt victim of it. She met the same fate as her father and Homer Barron. Throughout the short story "A Rose for Emily", time is a continuous theme represented by the character of Emily Grierson, a product of her own environment, who rejected the time's changes into the future. 2.... ...ver, in the first and fifth sections the chronological order is a complete mess, moving from present to past and vice versa. Finally, to sum up, "A Rose for Emily" is a very complex short story which could be analysed from many different points of view and by different theories of literary criticism. For example, a psychoanalytic analysis would study the mental illness of Emily, or the feminist criticism would analyse how Emily spent all her life depending on male figures. Although, I have chosen the new critical method because it offers a very close analysis of the text and because makes possible the appreciation of the great variety of literary recourses which Faulkner used in "A Rose for Emily". Works Cited Faulkner, William. "A Rose for Emily." Literature: An Introduction to Fiction, Poetry, and Drama. Ed. X.J. Kennedy. New York: Harpers Collins, 1991.