To What Extent did Hitler Rule Germany with Popular Consent

Table of Contents Introduction Hitler’s Rise to Power Rule by Popular Public Consent Use of Propaganda Rule through Coercion Conclusion References Introduction Hitler is widely regarded as the most disreputable world leader of all time and the crimes committed by his regime are still viewed as the most atrocious in modern history. His rule was marked by the killing of millions of Jews and a dictatorial rule that saw Germany turned into a police state.Advertising We will write a custom essay sample on To What Extent did Hitler Rule Germany with Popular Consent? specifically for you for only $16.05 $11/page Learn More However, Hitler was also a charismatic ruler who was able to inspire the people with his ideas and restore German’s prosperity after the Second World War. His influence was so great that the Nazi party was popularly known as the â€Å"Hitler movement†. This Nazi ruler made use of the constitution to take power and hen ce demonstrated that he could make use of popular public consent. Considering this contradictory phases of Hitler’s regime, it would be useful to research on the nature of Hitler’s rule in order to gain a deeper understanding of the form of leadership that Hitler employed. This paper will analyse the extent to which Hitler ruled Germany with popular consent in order to demonstrate that while Hitler was primarily an authoritarian ruler, he led the country with a lot of popular consent from the masses. Hitler’s Rise to Power The Nazi Party was formed in 1919 as a Right Wing group that promised to restore the country’s prestige following the humiliating defeat in World War I and the subsequent imposition of the Treaty of Versailles on Germany. Hitler joined the party in its first years and rose to the rank of chief propagandist for the party. His brilliant oratory skills and leadership abilities led to his being made Chairman of the party. Hitler and his Naz i party gained formal power following the 1928 election where the party won 12 seats. This modest achievement indicated that the party had a significant following in the country and people were willing to follow Hitler’s leadership (Orlow 1982). The Reichstag elections of July 1932 were very favourable for the Nazi Party, which acquired 37% of the votes making it the majority party in the German parliament. Hitler was made the Chancellor of the Weimar Republic in January 1933. Hitler’s absolute hold on power was achieved in 1934 when he consolidated the office of the president and that of the chancellor in the person of â€Å"the Fuhrer and Reich Chancellor Adolf Hitler†. Rule by Popular Public Consent Once Hitler and the Nazi party had seized all power, they implemented policies that turned the country into a dictatorship. Even so, Hitler still engaged in some form of rule through popular consent. Once Hitler was appointed Chancellor in 1933, some positive chan ges became evident in Germany. Many people acquired steady jobs and security was restored.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More These factors made people hope for a better future under Hitler. Gellately (2002) observes that in the early years, Hitler was keen not to make any illegal moves that might turn the people against him. Instead, all illegal moves were presented as necessary measures to protect the German population from a communist revolution. Orlow (1982) documents that the middle and upper middle class Germans were the main supporters of Hitler’s actions since they believed that he could prevent a feared communist takeover of Germany and restore Germany’s glory. The masses were willing to live under the Nazi dictatorship in exchange prosperity, security, and good governance. Gellately (2002) suggests that Hitler did not have to use terror to force the majority into li ne since most Germans had already become emotionally invested in the Nazi dictatorship, which promised to bring them prosperity and protect them from crime and a communist takeover of the country. As early as 1935, Hitler was already formulating policies that were popular with the masses. Corner (2009) documents that Hitler’s announcement that general military service was being reintroduced in contravention of the prohibitions of the Versailles Treaty was met with euphoria by the masses. The masses were in support of Hitler’s major rearmament activity that saw the army expanding to a larger size that the Treaty of Versailles allowed. This demonstrates that Hitler was able to garner large portions of popular approval for his policies and the ideas behind them. Unlike other European dictators such as Stalin and Mussolini who set out to break large segments of the population to their will, Hitler hoped to achieve an authoritarian rule that had popular backing. The Nazi re gime was therefore deeply concerned about popular opinion and how the masses reacted to government action. Hitler did not just want the people to adjust themselves to the new system of government but rather to be enthusiastic supporters of it. This notion is best articulated by Gellately (2002) who reveals that the Nazis wanted the public to believe that what Hitler did was in the best interest of the Germans.Advertising We will write a custom essay sample on To What Extent did Hitler Rule Germany with Popular Consent? specifically for you for only $16.05 $11/page Learn More The Fuhrer myth, which presented Hitler as a heroic figure defending popular justice and restoring order in Germany, was integral to his hold on power. Viereck (2004) declares that believe in the Fuhrer myth by the German masses was so important that without it even the combination of army, concentration camps, and a lying press could not have succeeded in keeping Hitler in power. T his myth effectively dissociated Hitler from the party and the government and he was seen as a symbol of the ideal Germany. This myth resulted in an enthusiastic popular consent that was critical in Hitler’s maintenance of power in Germany. The Fuhrer myth enabled the masses to excuse Hitler if things went wrong because the public could place the blame on the officials under Hitler’s command since they were the individuals who actually executed the orders. Majority of the German population supported the crackdown on people who were labelled political criminals by the Nazi. The concentration camps where such elements were sent were widely publicized and many Germans were generally in favour of them. The general population believed that such camps were necessary to maintain the security of the country and ensure that social unrest did not occur. Gellately (2002) elaborates that the citizens were â€Å"pleased that the police put away people commonly regarded as criminal s and the dregs of society† (p.212). Hitler’s crackdown on criminals and political opponents was therefore done with public consent. Noakes (1980) reveals that there was massive participation by many professionals in Nazi policies such as doctors, nurses, and lawyers. These individuals were not fanatics and they participated in Nazi policies on their own volition. This demonstrates that Hitler’s policies were embraced by many Germans who contributed to the implementations of these policies. The coercive practices and repression carried out by Hitler’s regime happened with the support of the masses. Hitler’s rule was marked by widespread persecution and confinement of people who were marked out as enemies of the state. These â€Å"enemies† were mostly individuals on the margins of the society and the public perceived them as a threat.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Gellately (2002) illustrates that these targets of discrimination were not chosen out of the mere prejudices and dislikes of Hitler. On the contrary, the definition of â€Å"enemy† was a reflection of the wish of the people. Their persecution and discrimination by the Nazi regime therefore won many supporters for Hitler. Even when citizens expressed disagreement with certain policies of the Nazi regime, they often demonstrated greater consent in other areas and therefore led to an overall support for Hitler’s policies. Bankie (1992) states that while many Germans were disgruntled by the increased surveillance, they celebrated the security that intense police action brought to their streets. Ordinary citizens aided the Gestapo in its work by spying on their friends. Noakes (1980) documents that the Gestapo did not have sufficient manpower to spy on all Germans and 80% of denunciations were made by fellow citizens. This increased the surveillance ability of the Gestapo a nd over 50% of German’s Communist party members were incarcerated by the Gestapo. Gestapo files reveal that the enforcement of Hitler’s racial policies was only possible by the help of ordinary citizens who voluntarily denounced their fellow citizens. Hitler took up policies that increased the popularity of his regime with many groups. In the mid-1930s, he embarked on a privatization effort that saw the transfer of public ownership of companies to the private sector. Noakes (1980) states that this move was popular with the masses and it enhanced government support therefore strengthening Nazi rule. The business community was impressed by the privatization efforts and they supported Hitler. Privatization had a positive impact on the nation’s economy and this endeared Hitler to the masses. Use of Propaganda Hitler’s mass appeal was by the large a creation of the Nazi propaganda machine. The Nazi was able to make popular comments and tell the masses what the y wanted to hear. Associating with the German press and film tycoon, Alfred Hugenberg gave Hitler and his party unrestricted access to the media. Hitler was therefore able to spread his propaganda with great success and manipulate the media to achieve his ends. The Nazi propaganda system was run by Joseph Goebbels who created the Fuhrer myth and spread Nazi ideology to Germans. Control of the press helped the Nazi to exert influence over public opinion and this was very important since Hitler endeavoured to rule under popular support. The Nazi propaganda machine exaggerated on the successes of Germany’s foreign policy and the economic achievements gained under Hitler’s rule. People were therefore able to convince themselves of Hitler’s advantages and saw the positive sides of the new dictatorship that he created (Gellately 2002). Propaganda was used to elicit the support of the public for the expanding missions of the Gestapo, using concentration camps, and disc riminating against the Jewish population. The concentration camps were presented in the media as boot camps where political criminals and other anti-social elements would be rehabilitated through work therapy. The media fabricated stories of how effective and radical preventive approaches were being used to ensure that criminals would not reoffend. Hitler used propaganda to demonise the Jews and this led to the development of the popular opinion that removing the Jews from Germany was the appropriate action (Bankie 1992). Such misleading information led to the support and approval of policies that the public might have been opposed to if they had not been misled by propaganda. Rule through Coercion Hitler’s rule resulted in the loss of individual rights and freedoms by the German population. Individuals lost their freedom of speech and expression and criticism of Hitler and the Nazi state was forbidden. It is rumoured that the Gestapo kept files on every adult and regular rep orts on the person were made through information obtained from ordinary citizens who acted as informants. Those who were found guilty of criticizing the regime were interrogated and sometimes tortured. If found guilty, the individual was sent to a concentration camp or even executed (Orlow 1982). Such an environment ensured that Hitler could rule without the consent of the people and no one could speak up for fear of repercussions. The vocal detractors of Hitler were confronted with violence and this decreased opposition to Hitler. Specifically, the Nazi SS paramilitary wiped out all non-Nazi organizations and political parties in small waves of terror. The Nazi was left as the only active party in Germany many people followed its policies since there was no alternative. Hitler’s regime politicized all aspects of public life and this helped it to gain greater control of the public. Most behaviour of individuals in public was scrutinized and the citizens could get into trouble for insignificant things such as listing to jazz music (Bankie 1992). Such tight control of society by Hitler was not done with the consent of the masses and people only obliged since they feared punishment. People were always reminded of the penalties for opposition to Hitler and this led to coerced conformity. Using the Gestapo, Hitler had effectively turned Germany into a surveillance state and people were aware that they were under close observation by the government. The Schutzstaffel (SS), which began as a subunit of the storm troopers (SA), grew to be the most influential military apparatus of the Nazis. This paramilitary organization was unofficially referred to as â€Å"Hitler’s black-shirted personal bodyguards† and it was made up of individuals who were fanatically loyal to Hitler (Orlow 1982). The unquestioning allegiance to Hitler meant that the SS would do anything to ensure that Hitler’s rule was unopposed. This group therefore dealt severely wit h all parties that were opposed to Hitler’s rule. Conclusion This paper set out to argue that while Hitler’s rule was dictatorial in nature and made use of violence and intimidation, this Nazi leader mostly engaged in rule through popular public consent. The many atrocities attributed to the Nazi regime were done with the support of many Germans. It has articulated that Hitler made use of terror and popular consent to rule the Germans. Hitler was able to gain the backing of most people even as he turned the country from a democracy into a dictatorship. Hitler’s popularity with the masses was unquestionable and many people supported his foreign policy and action against political criminals and anti-socials. The people continued to support him even as he established the Gestapo and made concentration camps. The terror tactics employed by Hitler’s regime targeted specific groups and most Germans were left unharmed. The paper has shown that while Hitler emplo yed repressive measures and propaganda, his rule was mostly by popular consent. All blame must therefore not be laid on Hitler and his top officials for the atrocities committed under the Nazi regime. References Bankie, D 1992, The Germans and the Final Solution: Public Opinion under Nazism, Oxford University Press, Oxford. Corner, P 2009, Popular Opinion in Totalitarian Regimes: Fascism, Nazism, Communism, Oxford University Press, Oxford. Gellately, R 2002, Backing Hitler: Consent and Coercion in Nazi Germany: Consent and Coercion in Nazi Germany, Oxford University Press, Oxford. Noakes, Jeremy. â€Å"Government, party, and people in Nazi Germany†. University of Exeter Press, 1980. Orlow, D 1982, ‘The Historiography of the Decline of Bruning and the Rise of the Nazis: Comment and Review Article’, Hamburger Beitrage zur Sozial- und Zeitgeschichte, vol. 16 no.1, pp. 748-792. Viereck, P 2004, Metapolitics: From Wagner and the German Romantics to Hitler, Transaction Publishers, London. 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Being Bad in Spanish is Malo

Being Bad in Spanish is Malo Malo is a common Spanish adjective meaning bad or in some way undesirable. The translation can vary depending on context. Its feminine form is mala, and through the process of apocopation, which is shortening, it can become  mal when it comes before a singular masculine noun. Its usual adverb  form is mal, although the another related adverb form,  malamente, can be used to mean badly. As an adjective, malo, mala or mal can almost always be translated as bad, although other translations may be more suitable depending on the context. The plural forms are malos and malas. Mal-  is also a prefix that typically means bad or undesirable. An example of that would be maleducado, which means impolite, as someone who didnt learn their manners. Mal, Malo, Mala, Malos and Malas Used as Adjectives Form of Malo Spanish Sentence English Translation malo Quiero comprar un coche y tengo crdito malo. I want to buy a car and have bad credit. mala Muchas personas consideran que tienen mala memoria. Many people think they have a poor memory. malo No hay libro tan malo del que no se pueda aprender algo bueno. Theres no such thing as a book so bad that you cant learn something good from it. mal No puedo eliminar el mal olor de refrigerador. I cant get rid of the bad refrigerator smell. malo Hay algo malo con mi telfono? Is there something wrong with my telephone? mala El principal causante de la mala circulacin es la arterioesclerosis. The main cause of poor circulation is atherosclerosis. malas No estoy preparado para escuchar las malas noticias. Im not prepared to hear the bad news. malos Son los jugadores ms malos de la galaxia. Theyre the worse players in the galaxy. mal Los superhroes son un mal ejemplo para los adolescentes. Superheroes are a bad example for adolescents. Mal Used as an Adverb Common translations for mal as an adverb include badly and poorly, although others can be used as well to fit the context. Spanish Sentence English Translation Nadaron mal en el mundial. They swam poorly in the world competition Nuestro equipo estaba mal preparado. Our team was poorly prepared. Nuestros hijos comen mal. Our children eat poorly. Muchos pacientes estn mal diagnosticados. Many patients are incorrectly diagnosed. Mi bebe duerme mal durante la noche. My baby sleeps poorly at night. Estudiamos mal la historia de otros pases. We do a bad job of studying the history of other countries. Mal as an Adjective and Adverb at the Same Time Sometimes mal functions as an adverb in Spanish, such as with estar, but in English may be translated as an adjective.   Spanish Sentence English Translation Algo huele mal en mi casa. Something smells bad in my house. Me parece mal que no vengan todos. I feel bad that not everyone is coming. La ciudad no est mal, pero hay mucho desempleo. The city isnt bad, but there is much unemployment. Mal as a Noun Especially when used with estar, mal sometimes means sick or ill. Hoy yo y mi familia estamos mal, which means,  My family and I are sick today. This sentence can also be translated to mean literally and colloquially understood as feeling sick as in, My family and I feel poorly today. Mal can also be translated to mean evil. In this case, it would need the definite article the, literally translating to the bad, which is the Spanish way of saying evil.

The Context for Inclusive Education Essay Example | Topics and Well Written Essays - 4000 words

The Context for Inclusive Education - Essay Example The context of inclusion education has been formulated as along with implemented in different countries with greater significance. In this respect, different policies as well as practices in relation to inclusive education have been devised and implemented on a global context. Inclusive education is determined to be a decisive policy with regards to human rights along with equal opportunities. Additionally, the SEN provisions will ensure that social justice would prevail largely in a specific community of various nations (Winter & O’Row, 2010). Inclusive education aids in the formulation of effective educational policies especially for children with disabilities and those who require SEN. The inclusive education system is based on certain principles that include diversity, equality and tolerance. With regards to this, inclusive education program is developed based upon certain policies and practices, ensuring that the provisions are accepted on local, national and global context. There are various legislative policies, amongst which the policy of ‘Special Educational Needs Code of Practice’(2001) has been formulated and implemented with the intention of accomplishing the objectives of inclusive education in local, national and worldwide context. ... usive education program is developed based upon certain policies and practices, ensuring that the provisions are accepted on local, national and global context. There are various legislative policies, amongst which the policy of ‘Special Educational Needs Code of Practice’(2001) has been formulated and implemented with the intention of accomplishing the objectives of inclusive education in local, national and worldwide context. The Code intends to avail children with SEN and the process in accordance with which inclusive education services will be offered. Therefore, the plans associated with the Code are based on deciding appropriate policies on the basis of which educational policies in schools will be developed (Crowne, 2012). The Code ascertains the framework, the principles along with the standards that are to be followed by schools. Additionally, it will aid in evaluating the progress of schools in offering SEN to children and also accomplishing the determined ob jectives of providing inclusive or special education to disabled children. It covers the provision of ‘Special Educational Needs and Disability Act 2001’ [1] (The National Archives, 2001). The SEN Co-ordinator (SENCO) provides the basic frameworks and the principles on the basis of which inclusive training programs will be conducted by ‘Local Education Authorities’ (LEAs). Accordingly, the local autorities will be able to maintain schools, develop settings in relation to early education and undertaking other measures along with duties in order to meet the needs of children with SEN. In this context, the ‘Education Act 1993’ has provided the ‘Secretary of State’ with the obligation and right to develop the Code. Moreover, ‘the Secretary of State’ is also empowered with the task of

A Madmans Diary by Lu Xun Essay Example | Topics and Well Written Essays - 250 words

A Madmans Diary by Lu Xun - Essay Example From the visit, he learns about the younger brother’s tribulations; he suffered from a mental condition, but he recovered and has since relocated to another area. The narrator is given a diary by the older brother whereby an account of the younger brother’s illness was kept. This is the diary referred to as the ‘Madman’s Diary’ by the narrator, and its contents constitute the bulk of the story. From the diary, we learn of the extreme paranoia of the protagonist during the time of his illness (Xun & Nadolny 36). The story describes about social conditions in china at the time. The diary talks about cannibalism, which is a common practice in Chinese history and culture. During the early 1900s, Chinese people were desperate as a result of the extreme famine, and this culminated into cannibalism. It is this cannibalism that the protagonist describes during his illness by being paranoid that those surrounding him would soon or later eat him up. A deeper analysis of the story shows that the author was castigating and condemning Chinese culture at this time, whereby the strong in society devoured the weaker ones. The character that catches my attention is the madman himself. Even though he has crazy ideas about cannibalism, he typifies change in society. Despite his hardships, he struggles to get better, and later he gets a good job in another city. From his diary, he has given us insight into the Chinese society at that time whereby strong people ‘ate up’ weaker ones (Hsun & Yang

Business Presentations DB2 Essay Example | Topics and Well Written Essays - 750 words

Business Presentations DB2 - Essay Example Correct timing is also essential and the use of the right language is vital. A well organized speaker who makes good use of the time available can ensure objectives are successfully achieved. Presentation efficiency is impaired if the speakers are poorly organized. In this connection the use of financial or scientific terms is helpful as they form a type of common denominator. Non-verbal interaction with the audience is important because it guides presentation. The choice of words and vocabulary is one type of symbol that possesses emotional and psychological properties. The main challenge in presentation is to persuade the audience sending clear messages and informing about the issue, to persuade people to do something, to develop positive attitudes, and to cause other changes in peoples thinking and behavior that will be beneficial to the project (Adair, Thomas 2003). My personal success in making the presentation is effective time management and selection of appropriate information. I have tried to identify the key tasks and points in a presentation which should be given the greatest amount of time. In the presentations I have tried to present the most important facts and made a recommen ­dation. The object is to give the audience to whom it is presented, sufficient information to enable it to take suitable action, if necessary. I have tried to state facts fairly and accurately, in logical order and in a concise manner. The ingredients of successful presentation include six principles of effective speaking: be clear, be prepared, be simple, be vivid, be natural and be concise. The personality and amount of self-confidence the presenter has can have an effect on presentation efficiency. The more self-assured and assertive individ ­ual can deal more effectively with people who encroach on their time. The use of visuals helps the

Multilingual communities: Effects of code switching

Multilingual communities: Effects of code switching In multilingual communities, code-switching is a widespread phenomenon that happens from daily life and workplaces to classrooms in which specific languages have been instituted as the official languages of instruction. Malaysia is one of the nations that have multilingual communities that consists of three main races; Malay, Chinese and Indians. From 1957 to 1967, language was used as an important tool in order to achieve unity and Bahasa Malaysia becomes the national language. Previously, English was compulsory in all schools especially the vernacular schools and due to the lack of English educators at that time, the idea was off the hook. In 1967, English language status was removed but it was still used nationwide. 1.1 Background of Problem In 1956, the Education Review Committee aimed to establish multicultural education systems that support other languages since Malaysia have multilingual communities and English becomes part of it. Today, English had becomes an international language and unofficially second language in Malaysia since most people used it. English as a second language status in Malaysia has been complemented through wide use of English in the social setting as well as the education setting. Teaching of English has been greatly emphasised by the government through its ministry. Due to this matter, the declining level of English proficiency among students has brought about the need to find out how to tackle the issue. Teachers, consequently, have been employing code switching as a means of providing students with the opportunities to communicate and enhancing students understanding. Furthermore, code switching helps to facilitate the flow of classroom instruction since the teachers do not have to spend so much time trying to explain to the learners or searching for the simplest words to clarify any confusion that might arise. Code-switching should not be considered as a sign of shortcoming in the teacher. Instead, it is a careful strategy employed by the teachers. Code-switching should be allowed whenever necessary with some learners in specific situations. Richard (1985) suggests that code-switching is a term in linguistics referring to replacement between two or more languages in a single conversation, stretch of discourse, or utterances between people who have more than one language in common. Speakers of more than one language are known for their ability to code switch or mix their language during communication. This phenomenon occurs when the speaker substitutes a word or phrase from one language to a phrase or word from another language. Ayeomoni (2006) claims that many educators have attempted to define the term code switching and each understand the concepts from different points of view. Gumperz (1982) defined code-switching as the use of more than one code or language in the course of a single speech event, taken to refer to teacher utterances in the classroom. In other words, the teachers use code-switching in order to convey meanings to the students. Besides that, Numan and Carter (2001) stated that code switching as a pheno menon of switching from one language to another in the same discourse (p. 275). Appel Musyken (1987) mentioned that code switching can be divided into two categories which are intrasentential and intersentential. Intrasentential is a switch that occurs in the middle of a sentence. It was also known as code mixing. For example, my girlfriend suka ice cream. The word Suka means like in the Malay language. The real sentence is My girlfriend likes ice cream. A word from the Malay language is replaced by an English word in a sentence. The later is a switch of language that happens between sentences. A suitable example is I got an A for my drawing, awak macam mana, Farid?. Awak macam mana means what about you. The exact sentence should be I got an A for my drawing, what about you, Farid?. The first sentence uses English and the later is in Bahasa Malaysia. There is one more type of code switching which is extrasentential as introduces by Hamers and Blanc (1989), extrasentential switches include tags and fillers. An excellent example of a local extrasentential code switching that close to our culture is Later lah. Lah is a particle widely used by Malaysians and Singaporean in their speech. Holmes (2008) stated that the particle Lah is used to show intimacy or solidarity in a relationship. So, the term code switching in this study is the use of two languages within a sentence or between sentences. Intrasentential refers to the switch that occurs within a sentence while intersentential points to switches between sentences. Last but not least, extrasentential refers to the tags and fillers that do not exist in the word list of the language used. Statement of Research Problem Malaysian learners needs to become proficient English users in order to access knowledge and information available in English as well as to be able to communicate successfully, thus suggesting the important position the students may hold in the future. But before they can get to the targeted proficiency level, definitely they must get used to the English language itself. Since English acts as a second language in Malaysia, the lack of exposure is the pivotal factor that will hinders the students to become proficient in English. Thus, classroom instructions are the most valuable experience for learners because of the limited exposures to sufficient comprehensible input from the natural environment they might get. Therefore, in order to raise they proficiency level, they must gain sufficient comprehensible input. It means the students have to gain understanding towards what they learnt before thinking about raising the proficiency level. This is where a strategy to help them learn English as a second language must be applied by teachers. Code switching is a form of strategy that will solve these problems. It helps to facilitate the flow of classroom instruction since the teachers do not have to spend so much time trying to explain to the learners or searching for the simplest words to clarify any confusion that might arise. Teachers code switch when th e level of English used in the textbook or to be taught is beyond the learners ability or when the teachers have exhausted the means to adjust his speech to the learners level. Research Objective The purpose of this study is to investigate code switching in the teaching of English as a second language to secondary school students. There are several factors which are vital in determining the effectiveness of this study. Objectives of the study: To investigate the attitudes of teachers towards code switching The attitudes of teachers towards code switching The types of code switching Function of code switching in instruction Research Questions In more details, this study will answer the following question: What do teachers think about code switching in the English classroom? Do English teachers code switch in the English classroom? What types of code switching occur in the classroom? What is the function of code switching? Definition of Terms Specifically in this study, there are several terms which are used throughout the whole study, thus it is necessary to provide the definition of these terms for better understanding as well as reference to readers. The terms are: Learning It can be described simply as mental activity that includes receiving, storing, retrieving and using knowledge. This process requires interest and often demands effort. It depends heavily on memory process. Distance Learning It can be defined as formal education process in which the majority of the instruction occurs when students and instructors are not in the same place. It is a two way between teacher and students who are separated by a geographical distance and time where the communication support the educational process. Adult learners Individuals who are experienced, financially independent, working full time while enrolled in a learning programme, have other responsibilities and enrolled in the learning programme on their will. They are also experienced, achievement oriented, highly motivated, relatively independent and also required a degree of independence in learning. In this study, adult learners refer to adult students enrolling in PJJ Programme in Faculty of Education, UiTM Shah Alam. Intrinsic motivation Intrinsically motivated actions is that which occurs for its own sake, action for which the only rewards are the spontaneous affects and cognitions that accompany it. Intrinsically motivated behaviors require no external supports or reinforcements for their sustenance. Extrinsic motivation It refers to motivation that comes from outside an individual. The motivating factors are external or outside, rewards such as money or grades. These rewards provide satisfaction and pleasure that the task itself may not provide. Institutional barriers It can be defined as structural in nature as those barriers erected by organization that provide learning opportunities for adults or all practices and procedures that exclude or discourage working adults from participating in educational activities. Situational barriers It can be defined as problem that arises from ones situation in life at a given time. Dispositional barriers It can be defined as attitudes or self perception about one self as learners. PJJ students It can be defined as part time students who come to class on every weekend and most of them are adult learners who are working. Significance This study is apparently one of the first few attempts to investigate the code switching in the teaching of English as a second language to secondary school trainee English teachers in Mara University of Technology, at Malacca City Campus. Therefore, this study may provide a useful launching pad for further research in this area of interest towards teachers from other states. The findings of this study could provide some data for future research in this area. It could perhaps also help in the more effective teaching strategy in the teaching of English as a second language to secondary school students as code switching can be considered as one the teaching strategy. Limitations This study was conducted in Mara University of Technology, at Malacca City Campus and due to this matter; the results will not be the generalization of the whole population of English trainee teachers nationwide. CHAPTER TWO THE LITERATURE REVIEW Introduction Alternation between languages in the form of code switching is a widely observed phenomenon in foreign language classrooms. Numan and Carter briefly define the term as a phenomenon of switching from one language to another in the same discourse (2001:275). Following this definition, discourse will be handled as the students and teachers naturally occurring language use in classroom settings throughout this paper. Additionally, the languages between which alternation is performed are the native language of the students, and the foreign language that students are expected to gain competence in. While putting the phenomenon of code switching in context, the functions of code switching will be introduced in various aspects. Firstly, its function in bilingual community settings will briefly be explained by giving a sample authentic conversation which will help the reader deduce ideas about its possible applications in educational contexts. Secondly, the functionality of code switching in teachers classroom discourse will be introduced with its aspects as: topic switch, affective functions, and repetitive functions. Thirdly, the focus will shift to students code switching by introducing some basic functional perspectives as: equivalence, floor holding, reiteration, and conflict control. Lastly, weak and strong sides of code switching in foreign language classrooms will be discussed with a critical approach. This chapter outlines past research on code switching especially the main factor contributing the attitudes of teachers in the use of code switch, types and functions of code switching used in the classroom. This chapter will provide a clear idea of how code switching plays role in second language learning from the perspective of previous researches and the findings from past studies. 2.1 Theoretical Background Multilingual communities have the tendency to switch code either with or without their consciousness and Malaysia is a good example of a community that practice code switching. People sometimes switch code varied within a domain or social situation. For example, when there is some obvious change in the situation, such as the arrival of a new person, it is the obvious reason why people switch code. In most cases, a speaker may similarly switch to another language as a signal group of membership and shared ethnicity with an addressee. The code switch occurs from the first language to the second language or vice versa. In addition, switches motivated by the identity and relationship between the participants often express a move to show solidarity and it may also referred as the status relations between people or the formality of their interaction. The main focus here is to examine code switching in the field of education, in other words, the correlation between code switch and English t eacher in school especially in secondary school. In order to gain a better insight into code switch and it roles in terms of education, the main concern should be focused on the fundamental concept of code switching. According to Marasigan (1983), the use of two languages in the same discourse is referred to as code-switching. Ayeomoni (2006) stated that many scholars have attempted to define the term code switching and each understands the concept from different points of view. A search of the Linguistics and Language Behavior Abstracts database in 2005 shows more than 1,800 articles on the subject published in virtually every branch of linguistics. However, despite this variation or perhaps in part because of it, scholars do not seem to share a definition of the term. A useful definition of code switching for sociocultural linguistic analysis should recognize it as an alternation in the form of communication. It also signals a context in which the linguistic contribution can be understood. The context so signaled may be very local (such as the end of a turn at talk), very general (such as positioning), or anywhere in between. Furthermore, it is important to recognize that this signaling is accomplished by the action of participants in a particular interaction. That is to say, it is not necessary or desirable to spell out the meaning of particular code switching behavior. Rather, code switching is accomplished by parties in interaction, and the meaning of t heir behavior emerges from the interaction. This is not to say that the use of particular linguistic forms has no meaning, and that speakers make it up as they go. Individuals remember and can call on past experiences of discourse. These memories form part of a language users understanding of discourse functions. Therefore, within a particular setting certain forms may come to reappear frequently. Nonetheless, it is less interesting (for the current author at least, and probably for the ends of sociocultural linguistic analysis) to track the frequency or regularity of particular recurrences than to understand the effect of linguistic form on discourse practice and emergent social meanings. In earlier studies, Bokamba (1989) suggests that code switching is the mixing of words, phrases and sentences from two distinct grammatical (sub) systems across sentence boundaries within a speech event (p. 279). The term code switching (or, as it is sometimes written, code-switching or code switc h) is broadly discussed and used in linguistics and a variety of related fields. Code mixing on the other hand, is the embedding of various linguistic units such as affixes (bound morphemes), words (unbound morphemes), phrases and clauses from two grammatical (sub) systems within the same utterance and speech event (p. 279). Numan and Carter (2001) define code switching as a phenomenon of switching from one language to another in the same discourse (p. 275). To recapitulate, code switching is a practice of parties in discourse to signal changes in context by using alternate grammatical systems or subsystems, or codes. The mental representation of these codes cannot be directly observed, either by analysts or by parties in interaction. Rather, the analyst must observe discourse itself, and recover the salience of a linguistic form as code from its effect on discourse interaction. The approach described here understands code switching as the practice of individuals in particular discourse settings. Therefore, it cannot specify broad functions of language alternatio n, nor define the exact nature of any code prior to interaction. Codes emerge from interaction, and become relevant when parties to discourse treat them as such. In a more recent publication, Unanumo (2008) regards code switching as the use of more than one language in a conversation. Appel and Musyken (1987) suggest that code switching can be categorized as intrasentential or intersentential. Intrasentential is a switch of languages which occurs in the middle of a sentence. This type of switching is often called code mixing. An example of a Malaysian intrasentential switch is My youngest sister ambil Biology. Ambil means take in the Malay language. The sentence should be My youngest sister takes (studies) Biology. A Malay word is embedded in an English sentence. Intersentential, on the other hand, is a switch of language which occurs between sentences. An example of intersentential would be I quit all my jobs already. Christie tak beritahu?. Tak beritahu means did not tell. The sentence should read Christie did not tell you? The second sentence uses the Malay language while the former is in English. Poplack (1980, as cited in Hamers and Blanc, 1989) introduces extrasentential switches which include tags and fillers. These would also include an exclamation a parenthetical statement or particle from another language. An example of a local extrasentential switch is Nothing lah. Lah is a particle widely used by Malaysians in their colloquial speech. McArthur (1998) describes the multi-purpose lah as a token especially of informal intimacy and solidarity. Such a particle also exists in the Singaporean variety of English. Wee (2003) explains that it is typically found in clause-final position. It is monosyllabic and used for discourse pragmatic functions. The term code switching in this study adopts Clynes definition (Clyne, 2000) as the alternate use of two languages either within a sentence or between sentences. Intrasentential in this study refers to switches within a sentence while intersentential refers to switches between sentences. Extrasentential refer to tags and fillers which do not exist in the lexicon of the base language used. 2.2 Attitudes of Teachers in the use of Code Switch Within the world of languages use, code-switching has often been perceived as being of lower status, a strategy used by weak language performers to compensate for language deficiency. This view of code-switching and bilingual talk in general is more normatively based than research-based as pointed by Lin( 1996) who added that such a view conveys little more than the speaker or writers normative claims about what counts as standard or legitimate language. An extensive body of literature studies reported that code switching in classrooms not only just normal but useful tool of learning. Cook (2001) referred to code switching in the classroom as a natural response in a bilingual situation. Furthermore, in the same study, Cook considered the ability to go from one language to another is highly desirable not only among learners but teachers. Moreover, in eliciting teachers reflections to their classroom teachings, Probyn (2010) noticed that most notable strategy that teachers used was cod e switching to achieve a number of communicative and metalinguistic ends. Cooks studies were mainly in the second language classroom context. Rollnick and Rutherfords (1996) studied the science classrooms and found the use of learners main languages to be a powerful means for learners to explore their ideas. They argue that without the use of code switching, some students alternate conceptions would remain unexposed. Amin (2009) mentioned about the recognition to switch codes goes beyond switching between languages; it also recognizes the value of using the vernacular which believes to allow students to draw on useful sense-making resources. Cook (2001) stated that researchers see by using code switching in the classroom as a legitimate strategy (p. 105). Skiba (1997) added that no matter how it might be disruptive during a conversation to the listener, it still provides an opportunity for language development. However, historically, researchers believe that code switching occurred in many countries, which made Ferguson (2003) to conclude that ideological and conceptual sources of suspicion all often attached to classroom code-switching, suggesting that deep rooted attitudes may not be easy to change. Cheng and Butler (1989) list the following as some of the motives a speaker may have to code switch: conversational topic, role of the speaker, setting of the interaction, familiarity of the two speakers, age, sex, race, ethnic, linguistic background, etc (p. 295). Wardhaugh (2006) stated that, when done consciously, switching languages may also allow a speaker to assert power; declare solidarity; maintain certain neutrality when both codes are used; express identity; and so on (p.110). For example, if a group of bilingual Malay-English speakers are conversing in both Bahasa Malaysia and English and a monolingual, Malay speaker enters the conversation, the group will most likely begin speaking only Bahasa Malaysia, in order to allow the monolingual to participate in the conversation, thereby expressing their solidarity with the monolingual. Or, if the bilingual group wishes to assert linguistic power over the monolingual, they might continue speaking only in English to exclude him or her. Unfortunately, code-switching is often wrongly misinterpreted as evidence of a lack of a linguistic ability of the speaker or deterioration of one or both languages. However, sociolinguistic research confirms that code-switching plays an important role in social functions, and does not necessarily indicate linguistic incompetence. So, the main concern here is reasons of code switching used by the English teachers during their lessons in the classroom. In order to discuss further into this matter, the scope will be correlated with the roles of English teachers in the English language classroom. English as a second language status in Malaysia has been agreed through wide use of English in the social setting as well as the education setting. Teaching of English has been greatly emphasized by the government through its ministry. In classroom practice, teachers have been instructed to teach by using high quality English in the classrooms. The second or foreign language learning can only accept the presence of high quality input in the classroom for learners acquisition. Cook (2001) stated that all language classroom input must be in the target language, an effective model of language use can ensure that the intended learning was successful. Classroom instructions, therefore, are the most valuable experience for learners because of the limited exposures to sufficient comprehensible input from their natural environment. Hence, the decreasing level of English proficiency among students is the main reason to the need in finding out how to tackle this issue. Teachers have been employing code switching as a means of providing students with the opportunities to communicate and enhancing students understanding. Furthermore, code switching helps to facilitate the flow of classroom instruction since the teachers do not have to spend so much time trying to explain to the learners or searching for the simplest words to help clearing the students understanding. According to Norrish (1997), teachers code-switch when the level of English used in the textbook or to be taught is beyond the learners ability or when the teachers have exhausted the means to adjust his speech to the learners level. 2.3 Types of Code Switching used in the Classroom Richard (1985) suggests that code-switching is a term in linguistics referring to replacement between two or more languages in a single conversation, stretch of discourse, or utterances between people who have more than one language in common. Speakers of more than one language are known for their ability to code switch or mix their language during communication. This phenomenon occurs when the speaker substitutes a word or phrase from one language to a phrase or word from another language. Ayeomoni (2006) claims that many educators have attempted to define the term code switching and each understand the concepts from different points of view. Gumperz (1982) defined code-switching as the use of more than one code or language in the course of a single speech event, taken to refer to teacher utterances in the classroom. In other words, the teachers use code-switching in order to convey meanings to the students. Besides that, Numan and Carter (2001) stated that code switching as a pheno menon of switching from one language to another in the same discourse (p. 275). Appel Musyken (1987) mentioned that code switching can be divided into two categories which are intrasentential and intersentential. Intrasentential is a switch that occurs in the middle of a sentence. It was also known as code mixing. For example, my girlfriend suka ice cream. The word Suka means like in the Malay language. The real sentence is My girlfriend likes ice cream. A word from the Malay language is replaced by an English word in a sentence. The later is a switch of language that happens between sentences. A suitable example is I got an A for my drawing, awak macam mana, Farid?. Awak macam mana means what about you. The exact sentence should be I got an A for my drawing, what about you, Farid?. The first sentence uses English and the later is in Bahasa Malaysia. There is one more type of code switching which is extrasentential as introduces by Hamers and Blanc (1989), extrasentential switches include tags and fillers. An excellent example of a local extrasentential code switching that close to our culture is Later lah. Lah is a particle widely used by Malaysians and Singaporean in their speech. Holmes (2008) stated that the particle Lah is used to show intimacy or solidarity in a relationship. So, the term code switching in this study is the use of two languages within a sentence or between sentences. Intrasentential refers to the switch that occurs within a sentence while intersentential points to switches between sentences. Last but not least, extrasentential refers to the tags and fillers that do not exist in the word list of the language used. 2.4 Functions of Code Switching used in the Classroom Code switching has a variety of functions which vary according to the topic, people involved in conversation and the context where the conversation is taken place. Baker (2006) have discussed the topic of code switching from a sociolinguistics perspective, in which he listed twelve main purposes of code switching, which are relevant to bilinguals talks in general. Some of these functions can be observed in classroom environment and in relevance to teachers and students interactions. According to Baker (2006) code switching can be used to emphasize a particular point, to substitute a word in place of unknown word in the target language, to express a concept that has no equivalent in the culture of the other language, to reinforce a request, to clarify a point, to express identity and communicate friendship, to ease tension and inject humor into a conversation, and in some bilingual situations, code switching occurs when certain topics are introduced. In the substituting a word in anot her language, Man and Lu (2006) found that in Hong Kong schools, both teachers and students major reason for code switching was that there was no direct translation of words between English and Cantonese, additionally, the same study of Man and Lu found that teachers in Hong Kong schools use code switching also to ease tension and inject humor in to conversations. In a previous study, Eldridge (1996) has listed four purposes in which student code switching as equivalence, floor-holding, reiteration and conflict control. Equivalence which is a strategy that bilingual used to find the equivalent of the unknown lexicon of the target language in the speakers first language to overcome the deficiency in language competence in second language. The second purpose of code switching is for floor holding which is a technique used by bilingual students during conversing in the target language to fill in the stopgap with words in native language in order to maintain the fluency of the conversation. The third purpose of is reiteration, as it implies, it is emphasizing and reinforcing a message that has been transmitted firstly in the target language but then students rely on repeating the message in first language to convey to the teacher that the message is understood. The last function is conflict control, which is used to eliminate any misunderstanding when the accurate meaning of a word is not known in the communication. These researches shown that, the teachers and students used of code switching is not always performed consciously; which means that the teacher which is the main concern for this study is not always aware of the functions and outcomes of the code switching process. Therefore, in some cases it may be regarded as an automatic and unconscious behaviour. Nevertheless, either conscious or not, it necessarily serves some basic functions which may be beneficial in language learning environments. Mattson and Burenhult (1999) stated that all of these functions are listed as topic switch, affective functions, and repetitive functions. (p. 61). In order to have a general idea about these, it will be appropriate to give a brief explanation about each function. In topic switch cases, the teacher alters his/her language according to the topic that is under discussion. This is mostly observed in grammar instruction, that the teacher shifts his language to the mother tongue of his students in dealing with particular grammar points, which are taught at that moment. In these cases, the students attention is directed to the new knowledge by making use of code switching and accordingly making use of native tongue. At this point it may be suggested that a bridge from known (native language) to unknown (new foreign language content) is constructed in order to transfer the new content and meaning is made clear in this way as it is also suggested by Cole (1998): a teacher can exploit students previous L1 learning experience to increase their understanding of L2. In addition to the function of code switching named as topic switch, the phenomenon also carries affective functions that serve for expression of emotions. In this respect, code switching is used by the teacher in order to build solidarity and intimate relations with the students. In this sense, one may speak

I Have Cancer and My Brother has Cerebral Palsy :: Personal Narrative, Autobiographical Essay

There are things in life which none of us can control, in my life there have been many such things. In trying to write this essay I have a difficult time trying to decide what I am going to write about. I have many ideas running through my head,and I am trying to decide what makes me who I am, what makes me special. Soren Kierkegaard said, "Life can only be understood backwards, but must be lived forwards." I have a difficult time understanding my life even as I look back, I am unsure of why things happened and what effect certain events had on my life. I say this because I know nothing else, I have nothing to compare my life to. I am who I am and I have always been this way. There are three major topics that I am considering to include in my essay. The first topic is my medical history, which is quite thick, as shown by my four fat medical files. The problems all started at an early age when E-coli was found in my hip, and it had to be removed. I went in to surgery for the first time, before my first birthday, and had part of my hip scraped out to remove the bacteria. This was the first of about 5 major surgeries and a vast number of visits to the doctors. I could talk about the trauma I went through wondering if I would ever be able to walk, but I was too young to remember any of this. The E-coli was of little importance in my mind except that it was my first surgery, and also that Doctor's told my parents I would always walk with a limp, and be unable to compete in athletics. The condition that everyone believes had the largest effect on who I am is CANCER, I made that big and bold because I want the sympathy vote. I was diagnosed wi th cancer on Feb. 11, 1987 and went into surgery 2 days later. I didn't remember that date, and I had to go ask my parents all of this. They remember it all. I had a stage four Wilms Tumor attached to my left kidney, I know what side because I get to look at the huge scar every day, and that the doctor's gave me about a 50/50 chance of survival.

Education Key to Success Essay

In the 21st century technology should replace traditional teaching methods in order to stimulate student engagement. As social networking becomes more and more famous and teachers have to compete with something they Just don’t have the right tools to fight them with the fight is Just unfair. With all the modern technology that todays students are surrounded with their attention spans have drastically decreased and with entertainment at the touch of a button away from them it becomes very hard to keep a class of 30 students entertained for an hour and as time passes by this will gradually get more and more orse. I am personally a very geeky technical person to me computers are like real life people who talk to you and guide you as long as you ask them right questions. I have started depending so much on computers that whenever I need help rather than asking my teacher I look it up on google because it is so much faster and easier to do but that information is not always true. I think the solution to this problem isn’t to completely get rid of todays teaching methods or not allow students to use their technological devices at all I think the solution is a medium between these two paths o that the teachers have an easier time teaching and students find it more enjoyable to learn education materials. I think todays use of power points in lectures makes it so much more easier for teachers to make their lesson plans and for students to access them later on whenever they need it. But for a couple of years that is where it’s been stuck it power points get more and more fancier but they aren’t necessarily helping the students engage into the material that they are learning in class. I think school district should have a set amount of money put aside for labs and competitions where students can ruly discover their talents. I think science classes in high schools are kind of pointless where students never actually get to experience how it truly feels like to be a scientist that thrill of having succeeded in performing a lab right is Just a fantasy to them which rather than doing it themselves they watch others do in their science class on the projectors. Parent support is also necessary for these type of activities they are always worried about keeping their children safe and not exposing them to dangerous things but the truth of the situation is that the world is unpredictable and hat isn’t necessarily good or bad but they also have to encourage students as well as teachers to be creative with their work. One of the rising problems the education system is facing today is the low standards set in math classes. Students have such a hard time in math today and rather than pushing themselves to try and work harder students take out the easy way and only fulfill the required math classes that they need to take some even avoid taking math classes if possible and pursue careers where they don’t have to do any math at all I am not an expert but Just from personal experience I think math after pre-calculus ust becomes so abstract that I stopped seeing the real life applications of pre- used to love math when I was in elementary and middle school but that all changed once I took pre-calculus what once used to be my best friend was now my sworn enemy I would do anything to avoid doing math homework I understood the concepts that was never the problem but I always knew where it would end everyday me sitting in front of that same smart board everyday seeing the teacher solve problems and asking him every day where in real life I could apply it to use and the answer would always be the same â₠¬Å"Oh you need this for higher level hysics† or â€Å"Oh you use this in engineering† I had grown so bored of these redundant answers that I completely shut myself down in my math class. I knew the math I was learning in class was to be appreciated it was Just ingenious but I never understood its purpose in MY life so I never bothered with it. And I am sure that I am not the only one my friends would complain about the amount of math homework they had to do each day and how much they regretted having taken a math class that year but I think it can all be changed if the students were Just given something more tangible to nderstand not some strange concepts that brilliant mathematicians had worked their lives on using proofs and theorems that I cant even begin to pronounce. Another problem in todays education system is the need for results everyone wants higher test scores no matter what and scientific research has proven that tests don’t necessarily show if you understand the concept or not it’s Just how good of a test taker you are. This is causing a lot of psychological issues in todays students they are all awfully stressed out right before a major exam or test and that stress later on leads to medical conditions. I think we need to rethink our approach to tests they don’t fulfill their purpose yet they are valued so much. I think I might have a simple solution for that problem rather than wasting money on standardized tests schools across the nations should have and end of the year project varying from subject to subject which would actually show how much of the material that they have actually learned and how much of it have they retained. Tests today are Just unfair to most of the kids they are not only timed they are â€Å"State Standardized† so whatever material that your teachers didn’t go over is also put in the test it can result in loss of onfidence early on in the test totally ruining the students test scores. Last but not least the final problem I want to address in this essay is the motivation that the students lack which can either be the result of teaching material or teaching method either way resulting in a loss of years and years of education. Students all around the world already know what they want to become the second they leave high school they have been exposed to all the subjects enough but in U. S we barely scrape the top of the iceberg over 80% of college bound students go undecided into college t isn’t necessarily bad but they waste years doing something that though they liked in high school but end up changing their major I think students can reach their potential faster if the standards in high school are increased every year or so. The more the students are exposed to different kinds of learning materials the easier it is for them to find what they truly like once they leave high school. it is used that might make it look that way but if technology were to combine with education the results would open up unbelievable opportunities for teachers and students.

Three Important Contents in Nonverbal Communication

The purpose of this essay is to evaluate the group oral presentation. This easy discussed three concepts related to nonverbal communication. Relevant theories inform our understanding of these concepts and each individual’s performance. The first concept aspects of nonverbal communication introduced the different aspects in nonverbal communication. The second concept barriers to nonverbal communication discussed how barriers occurred and two parts of barrier. The last one cultural difference in nonverbal communication explains the importance to effective deal with cultural difference in business today.The next part is reflection on group performance and individual performance. In this part some real examples have been discussed. This essay is for 2040 MGT Business Communication individual assignment. This essay is on the basic business area and interpersonal communication. 2. 0Definition of Nonverbal communication When people talk about successful organisations or individuals in the world of business, good communication is always listed as one of the most important characteristics.Nonverbal communications is made up of visual, tactile, and vocal signals, and the use of time, space, and image (Williams 2006). Nearly 75 per cents of all communication are nonverbal (Trompenaars, 1993). That means in every face-to-face interaction we are sending more information to the other person than we thought and no-one is fully in control about the transmission (Mead, 2005). Nonverbal communication embraces all body language communication but also includes clothing and tones of voice, even the manner in time using (Williams 2006).Drory and Zaidman (2007) suggest that use nonverbal communication in order to: replace verbal communication where it may impossible to talk; complement and modify verbal communication; contradict; regulate conversation by helping to mark speech turns; express emotions; negotiate relationships in respect of instance etc. For this way, Nonverbal communication can be very powerful tool in understanding ourselves and others. 3. 0Three concepts related to Nonverbal communication 3. 1Aspects of Nonverbal communication Are nonverbal communication and body language the same? No, they are not.Body language involves the physical behavior; nonverbal communication embraces all body language communication but also includes clothing and adornment, environmental factors and even the manner in time using (Williams 2006). Darn (2005) stated that nonverbal communication can be classified in four key elements. The first element is KINESICS means body movement and gestures. The second is HAPTICS, the touch behavior and the third is OCULESICS, the gaze behavior and eye contact. The fourth key element is PROXEMICS and stands for spatial behavior and interpersonal distance.Chaney and Martin (2000) added one further element to the key elements. They described OLFACTICS as a person’s smell. 3. 2Barriers to Nonverbal communication Many pro blems occurred in our business and personal lives result from miscommunication. Problems with any one of the stages of the communication model can become barriers to communication (Shannon, 2001). Nonverbal communication may fail for a variety of reasons: Nonverbal signal such as movement and eye contact can be read wrongly; a learner may not be able to understand what is being shown (Thorne, 2005).Maguire (2002) stated that barriers to effective communication between people and units of organizations are two parts: physical and Personal. Physical such as people talking in different ways and poor sight can be easily solved; personal barriers less obvious, is the differences in the personal and physical make up of people, these factors cause a physical barrier. Even so, these barriers suggest opportunities for improving communication (Maguire, 2002). 3. 3Cultural difference in Nonverbal communication Many businesses operate on a global scale today.It has been argued that (Crosling & Ward, 2002) effective oral and nonverbal communication plays an important role in successful cross-cultural business. Although much communication in international business is oral, the nonverbal level can be an important factor of correct understanding and interpreting oral communication. Culture is a shared system of beliefs, attitudes, values, expectations and norms of behavior (Chaney& Martin, 2000). From groups, culture differs extensively. For example, Touch is an important tool to convey warmth, support and comfort.However, in some cultural those norms of behavior may change because touching implies intimacy and familiarity, people have strict rules that who may touch whom and how (Larson & Kleiner, 2004). To learn deal with these differences and turn to your advantage can make the difference between a successful and unsuccessful international business (Larson & Kleiner, 2004). 4. 0Reflection on group performance and individual performance The most successful groups understand that good communication at all levels is essential (Houston, 2002). In groups there are aspects to nonverbal communication.We been use a lots nonverbal sign communicate to each other when we having meetings and presenting. Be able to read correctly and rapidly other people’s nonverbal signals and to able to consider and control one’s own nonverbal presentation is very important in group work. Here is a benefit you and your group can achieve from effective nonverbal communication: Stronger decision making and problem solving (Houston, 2002). Use nonverbal communication effectively can make every meeting efficient instead of wasting time. When two people are conversing, they usually make eye contact to show the interest or respect (Frisch 1993).When the group having a conversation, one member was talking and the rest of us body pointed at the speaker, doing eye contact and nodding, this can be certain that we were very interested in what is being said. However, if many of us across the body like folded arms or an arm up to the face, you are seeing indications that the listeners are not absorbed. For this way, nonverbal signs have become an important communicate tools when we working together. However, Problems with any one of the stages of the communication model can become barriers to communication (Shannon, 2001).Barriers to effective communications between people and units of organizations are of two types: Physical, environmental factors can reduce or prevent the sending and receiving of messages (Maguire, 2002). It happened because people may not be able to see or hear properly. When the group having difficulty to understand others, always try to be clear in speech and visual presentation. They are usually obvious barriers. The other barrier is personal barriers; they arise from the judgments, emotions and values (Maguire, 2002). It happened because group members may not be willing and eager to receive the message.However, some people are vig ilant monitors of other people; others are less likely to notice their subtle signals. To get nonverbal communication improved instead of having barriers, we were researched four outcomes: develop skills in nonverbal communication; interpret nonverbal communication in the context of the total situation; beware of the possibility of misinterpretation; practice becoming aware of and managing one’s own nonverbal communication (Shannon, 2001). Non-verbal communication is â€Å"silent† communication, including the use of eye contact, body moment, tones of voice etc (Williams 2006).If we don’t understand the non-verbal communication from different culture, we can make a mistake of reading other person’s message. Larson and Kleiner (2004) point out some forms of non-verbal signals are the same and universal some may totally different of each other. For this way, we did a bit of research to find out the differences in nonverbal communication between the AUD and C hina. I was asking four Chinese students and four Australian with equal number of male and female to answer two questions about the culture difference.The first part of the research analyzed the distance people keep in conversations and how they feel, if the person one is talking to comes closer. It showed that Australian are willing to get a bit closer in both situations with other students and lecturers/tutors. The research also presented that Australian feel more comfortable when the person they talk to comes a bit closer. In the other part of the research we analyzed the eye contact behavior. Asians avoid frequent eye contact, whereas Australian looks most time in the eyes and face especially when talking to a lecturer.However, both parties argued they feel the other person might not be interested in the topic, if the person does not show at least the same eye contact. 5. 0Conclusion and Recommendations This essay has discussed three important concepts related to nonverbal commu nication. The first concept aspects of nonverbal communication introduced the different aspects in nonverbal communication. The second concept barriers to nonverbal communication discussed how barriers occurred and two parts of barrier. The last one cultural difference in nonverbal communication explains the importance to effective deal with cultural difference in business today.In reflection on group performance and individual performance, some outcomes from group meeting for presentation have been discussed linked to theories. People should be familiar with the aspects of nonverbal communication. For this way, effective deal with nonverbal communication to achieve the right point. To get nonverbal communication improved instead of having barriers through the ways of: develop skills in nonverbal communication; interpret nonverbal communication in the context of the total situation; beware of the possibility of misinterpretation; practice becoming aware of and managing one’s own nonverbal communication.Lastly, to learn deal with cultural differences and turn to your advantage can make the difference between a successful and unsuccessful international business.References List Crosling, G. , & Ward, I. (2002). The workplace needs and uses of business graduate employees. English for Specific Purposes, 21(1), 41-57. Chaney, L. H. , & Martin, J. S. (2000). Intercultural Business Communication (2nd ed). New Jersey: Prentice Hall. Darn, S. (2005). Aspects of nonverbal communication. The TESL Journal, 6(2), 2-7. Drory, A. , & Zaidman, N. 2007). Impression management behaviour: effects of the organizational system. Journal of Managerial Psychology, 22(3), 290-308. Frisch, D. (1993). The experience of workplace politics. Academy of management journal, 23(2), 237-51. Houston, H. (2002). Health care and the silent language of Vietnamese immigrant consumers. Business Communication Quarterly, 65(1), 37-47. Larson, J. , & Kleiner, B. (2004). How to read non verbal com munication in organizations. Management Research News, 27(4/5), 17-22. Mead, R. (2005). International Management. Malden: Blackwell. Maguire, T. (2002). Barriers to communication-how things go wrong. Pharmaceutical Journal, 268(7186), 246-250. Shannon, C. E. (2001). A mathematical theory of communication. Mobile Computing and Communications Review, 5(1), 3-55. Trompenaars, F. (1993). Riding the Waves of Culture. London: Nicholas Brealey. Thorne, P. (2005). The secret codes of the ‘silent language’. European Business Forum, 20, 74-76. Williams, F. (2006). Nonverbal communication. The new communication, 11(3), 34-37.

Classroom Testing Best Practices and Applications

Classroom Testing Best Practices and Applications In its simplest form, classroom assessment is about collecting data, looking for mastery of content, and guiding instruction. These things are more complex than they sound. Teachers will tell you that they are time- consuming, often monotonous, and seemingly neverending. All teachers are required to assess their students, but the good teachers understand that it is more than just assigning grades for a report card. True classroom assessment shapes the ebb and flows within a classroom. It drives daily instruction becoming the engine for not only what is taught, but how it should be taught. All teachers should be data-driven decision makers. Every individual assessment provides critical data that can potentially provide us with another piece of the puzzle to maximize a single student’s learning potential. Any time spent unwrapping this data will be a worthy investment to see a dramatic increase in student learning. Classroom assessment is not one of the glamorous aspects of being a teacher, but it may be the most important. To put it simply, it is hard to know how to get somewhere you have never been if you do not have a map or directions. Authentic classroom assessment can provide that roadmap, allowing every student to be successful. Utilize Standard Based Benchmark Assessments Every teacher is required to teach specific standards or content based on subjects taught and grade level. In the past, these standards have been developed by each state individually. However, with the development of the Common Core State Standards and the Next Generation Science Standards, many states will have shared standards for English Language Arts, Mathematics, and Science. Standards serve as a checklist for what is supposed to be taught throughout the school year. They do not dictate the order in which they are taught or how they are taught. Those are left up to the individual teacher. Utilizing a benchmark assessment based on standards provides teachers with a baseline for where students are individually as well as where the class is as a whole at selected checkpoints throughout the year. These checkpoints are typically at the beginning, middle, and end of the year. The assessments themselves should include at least two questions per standard. Teachers can build a solid benchmark assessment by looking at previously released test items, searching online, or creating aligned items themselves. After the initial assessment is given, teachers can break down the data in a variety of ways. They will get a quick idea of what each individual student knows coming into the year. They can also evaluate whole group data. For example, if 95% of the students get all the questions correct for a particular standard, the teacher should probably teach the concept early on in the year without spending an inordinate amount of time. However, if students perform poorly on a standard, the teacher should plan to devote a greater amount of time later on in the year. The middle of the year and end of the year assessments allow teachers to measure overall student growth and whole class understanding. It would be wise to spend more time re-teaching a standard in which a large portion of the class struggled with on an assessment. Teachers can also reevaluate their approach with individual students who are lagging behind possibly offering tutoring services or increased remediation time. Focus on Diagnostic Data There are lots of diagnostic programs available to assess individual student strengths and weaknesses quickly and accurately. Too often, teachers get caught up in the big picture that these assessments provide. Programs such as S.T.A.R Reading and S.T.A.R. Math provide grade-level equivalency for students. Many times teachers see that a student is at/above grade level or below grade level and stop there. Diagnostic assessments provide so much more data than grade level equivalency. They provide valuable data that allows teachers to quickly decipher individual student strengths and weaknesses. Teachers who only look at grade level miss the fact that two seventh grade students who test at the seventh-grade level may have holes in differing critical areas. The teacher may miss the opportunity to fill these gaps before they become a hindrance down the road. Provide Regular In-depth Feedback to Students Individualized learning starts by providing continuous feedback. This communication should occur daily in both written and verbal form. Students should be helped to understand their strengths and weaknesses. Teachers should utilize small group or individual meetings to work with students who are struggling with specific concepts. Small group instruction should occur every day and individual meetings should occur at least one time per week. Some type of feedback other than just a grade should be provided for every daily assignment, homework, quiz, and test. Simply grading a paper without reinforcing or re-teaching the incorrect concepts is a missed opportunity. Goal setting is another essential part of the teacher-student collaboration. Students should understand how the goals are tied to academic performance. Goals should be high, but attainable. The goals and progress towards them should be discussed regularly, and reevaluated and adjusted if necessary. Understand that Every Assessment is Valuable Every assessment provides a story. Teachers have to interpret that story and decide what they are going to do with the information that it provides. An assessment must drive instruction. Individual problems and/or whole assignments in which a majority of the class scores poorly should be re-taught. It is okay to throw out an assignment, re-teach the concepts, and give the assignment again. Every assignment should be scored because of every assignment matters. If it does not matter, do not waste the time to have your students do it.   Standardized testing is another notable assessment that can provide valuable feedback year over year. This is more beneficial to you as a teacher than it will be to your students because there is a chance you will not have the same group of students two years in a row. Standardized test results are tied to the standards. Evaluating how your students did on each standard allows you to make adjustments in your classroom.   Build On-Going Portfolios Portfolios are tremendous assessment tools. They provide teachers, students, and parents with an in-depth look into student progression over the course of an entire year. Portfolios naturally take time to build but can be relatively easy if a teacher makes it a regular part of the classroom and uses students to help keep up with them. A portfolio should be kept in a three-ring binder. Teachers can create a checklist and place them in front of each portfolio. The first part of each portfolio should include all diagnostic and benchmark assessments taken over the course of the year. The remainder of the portfolio should be made up of standard related assignments, quizzes, and exams. The portfolio should include at least two daily assignments and one exam/quiz for each standard. The portfolio would become an even more valuable assessment tool if students were required to write a quick reflection/summary for each associated standard. Portfolios are the purest form of assessment because they encompass pieces that add up to a whole.

The Origins of African-American Christianity Essay

The Origins of African-American Christianity - Essay Example Traditional Ibo Religion and Culture written by Olaudah Equiano in the book’s first chapter adequately describes the traditional black religion. He specifically narrates the dichotomy of people involved in this ancient tradition. Hence, the account gives the reader an insight about the set-up of the mentioned African religion. Equiano gives an example that in the Ibo religion, places of worship merit no importance. Yet, he briefly explains that the traditional religion has priests and magicians as superiors of their worship. At the same time, the author expounds this information by explaining the multiple tasks of these religious leaders in the form of traditional witch-doctors (Equiano 14-16). Equiano does not only focus on the key personalities in Ibo religion, he also expounds on their beliefs and the rituals that form a specific culture. He narrates the burial culture of the African people and the accompanying beliefs that they incorporate death with poison (Equiano 17-18) . However, the author gives light to Christianity that the blacks had encountered in America. He mentions the belief in God and the injustice that is created with the slave trade (Equiano 18). African Religions in Colonial Jamaica by Bryan Edwards in the book’s next chapter further expounds the traditional African religion in the American colonies in the Caribbean. Once again, this specific segment brings the reader into the context of slavery where the blacks retain the tradition they had come to know in their native African home. The discourse of Edwards in this portion is indeed simple: he shares to the audience the taboo rituals of the African slaves which is predominant in the Christian lands of the American colonies (Edwards 20-23). How important is the second chapter to the first? Edward’s narrative tends to explain the strength of the African tradition and religion that is presented in the first. It is in this part that he details the culture that has been form ed during the height of the slave trade in the Americas. This chapter solidifies the transposition of the African experience unto foreign soils, thus creating an African Diaspora. The third chapter acts as glue to the first and the second because it discusses the eventual conversion of the African slaves to Christianity. Slave Conversion on the Carolina Frontier by Francis Le Jau is to be considered as the most reliable primary source when it comes to the history of black Christianity in the Americas. This particular account divulges Le Jau’s efforts of converting the native and African Americans in South Carolina to Anglicanism, the state religion of the British Colonial Empire. It explains the primary reason of their utter conversion – the opposition to black slavery and the abuses of the planters. The Reverend’s first hand experiences with the converts gave him an initial view of what America would turn into after the British rule – a society of mixed white and black Americans. This chapter also serves as basis for the growth that black Christianity would experience up to the outburst of the American Revolution. As what each chapter has narrated, the reader can see the importance narrative development in the respective authors’

Quastions ch 5 Essay Example | Topics and Well Written Essays - 750 words

Quastions ch 5 - Essay Example It thus allows for removal of tariffs and trade barriers in the bilateral trading platform. Interventionism theory has transformed international trade since its inception. It is a theory that explores the justification of economic or political interference of another partner. Historically, the difference in capital base, technology and labor supply was used as a tool of economic coercion by powerful economies to coerce developing economies into imbalance multilateral trade policies and practice. Today, modern international ethics in business have significantly diminished this form of economic exploitation. The criteria of modern intervention are purely mutually beneficial trade ties that emphasize on mutual respect, ethical business agreements and removal of economic paternalism. The principle of interventionist theory has been significantly eroded in the wake of modern economies and expansion of liberal marketing and free trade (Ruta & Venables 2012). Free trade policy has encouraged global efficiency by allowing every countrys freedom to access international markets at equal level. Unlike in the past where there were bureaucratic bottlenecks, many multilateral trades have successful in creating a platform where a range of products from different countries can interact. In addition, it has created mutual global interest in pursuing economic depressions and crises through stabilization of prices on energy and petroleum products. Besides, through free trade, there has been tariffs reduction, less restriction on goods movements and entrepreneurs have shifted from focusing on local trade to international. In addition, it has expanded export trade leading to lower prices of commodities. Global efficiency of goods movement, bilateral and multilateral trade agreements easily executable are due to removing of international trade