The Learning Of English At Preschool Education Essay

â€Å" Preschool is an exciting clip to watch a kid explore and larn about their universe. Learning English in preschool enables yearlings to hold the tools to pass on with the universe around them. At this age, childs can inquire for specific points, ask inquiries, talk about their universe and communicate on a much higher degree than they did before come ining preschool. â€Å" [ online 1 ] â€Å" Preschoolers enjoy the thought of playing. A universe that is filled with different drama activities will ensue in better acquisition. That is why it is good to utilize games that are fun and exciting to assist childs easier learn. A great trade of linguistic communication will be retained and kids will hold no thought they ‘re being taught specific letters, words and constructs. Teachers can give kids to paint a letters, pigment words, colour images of letters, pattern composing letters, act out scenes from narrative books, bring in points that begin with a specific missive or consonant sound to make learning chances. â€Å" [ Online 2 ] â€Å" Child development refers to the biological and psychological alterations that occur in human existences between birth and the terminal of adolescence, as the single advancements from dependence to increasing liberty. Because these developmental alterations may be strongly influenced by familial factors and events during antenatal life, genetic sciences and antenatal development are normally included as portion of the survey of kid development. Related footings include developmental psychological science, mentioning to development throughout the lifetime, and paediatricss, the subdivision of medical specialty associating to the attention of kids. By three old ages the kid is get downing to utilize complex sentences, including comparative clauses, although still honing assorted lingual systems. By five old ages of age the kid ‘s usage of linguistic communication is really similar to that of an grownup. From the age of about three kids can bespeak phantasy or pretend linguistically, produce consistent personal narratives and fictional narration with beginnings and terminations. It is argued that kids devise narrative as a manner of understanding their ain experience and as a medium for pass oning their significance to others. The ability to prosecute in drawn-out discourse emerges over clip from regular conversation with grownups and equals. For this the kid needs to larn to unite his position with that of others and with outside events and learn to utilize lingual indexs to demo he is making this. They besides learn to set their linguistic communication depending on to whom they are talking. â€Å" [ Online 4 ] â€Å" Several tips to assist parents of immature kids promote literacy at place: read to child, as in before a sleep, bedtime, or after dinner, Hold the book so that she or he can see the images. Take clip to look at and speak about the images. Do n't merely read the narrative: talk about it. Let child indicate out letters, forms, colourss, and animate beings. Understand that reading begins at place. Children read their environments, so do place a print rich environment. Read! Do n't anticipate reading to be of import to kids if they see that it ‘s non of import to their parents. Invite kid to read laud.A If he or she is a pre reader, he ‘ll frequently construe his ain narrative utilizing illustrations and his imaginativeness. Read aloud to child every twenty-four hours. Preschool larning online can assist parents to learn childs at place with many preschool activities, games, prek printables, child preschool activities and professional lesson programs during showery yearss or preschool clip. There are free preschool activities and printables for childs, childs preschool larning, childhood development, early acquisition thoughts and learning activities for childs that are easy for parents or instructors to learn childs at place. These preschool course of studies can be used in daycare/preschool schoolrooms every bit good. Preschool online activities are focused on easier acquisition. Daycare tiffin bill of fare, healthy bites and dainties for childs, a assortment of preschool subjects, preschool course of study, child instruction thoughts, lesson programs for instructors, lesson programs for yearlings and assorted preschool activities for learning childs and yearlings at place are free for everyone ‘s usage. aˆz [ online 6 ]

Examine the Way Shakespeare Presents the Relationship Between Romeo and Rosaline and Romeo and Juliet in the Early Parts of the Play Essay

Examine the way Shakespeare presents the relationship between Romeo and Rosaline and Romeo and Juliet in the early parts of the play. Introduction * One of the most the most tragic love stories. * Romeo portrayed as the quintessential hero * Romeo characterised as young man transformed by love (upon closer analysis) * This can be seen in Romeo’s initial interest in Rosaline, which is superficial and passive in comparison to the more complex and active relationship he develops with Juliet. * Shakespeare employs a diverse use of detailed language and literary techniques to illustrate this Paragraph 1 * Rosaline: Romeo’s obsession. Belief of genuine love but unrequited (quote) * Hyperbolic language(quote) * Use of oxymoron’s – state of mind, turmoil (quote) * Confusion stems from rejection * Love is intoxicating, not enjoying his experience – metaphor (quote) Paragraph 2 * Convinced love is madness (quote) * Love has made him lose himself (quote) * Discovers love is futile – Rosaline determined to stay chaste.(quote) * Aesthete side is revealed when describing her, focus on Rosaline’s physical beauty and attractiveness. Paragraph 3: * Military language – love is a battlefield (quote) * Language relating to death – focusing on aesthetics/ main theme of play * As if Juliet already knows fate (quote) Paragraph 4: * Light imagery – predominant feature (quote) * Despite Romeo’s great declarations of love for Rosaline, his feelings are actually fleeting, as shown by his behaviour when he spies young Juliet. (quote) He is smitten at first sight, * Contrast of light and dark (quote) Paragraph 5: * Romeo’s use of religious imagery – comparing meeting Juliet to religious experience (quote) * Convinced that one kiss will clear him of his sins (quote) * Religious imagery – sees Juliet as a deity or a descendant from heaven (quote) – more light imagery * Reference to time – (quote) implies that Juliet feels the time is longer than it is before she next sees Romeo Conclusion: * Different language used by Romeo for Rosaline and Juliet * Rosaline’s darkness opposed to Juliet’s light (quote) * Loses identity just like with Rosaline (quote) * Large amount of biblical allusions used * Explanation of fate (quote) * Romeo relationship with Juliet more important than Rosaline – instantly forgotten (quote) * Not actually in love but with the concept of love. Paragraph 1| Paragraph 2| Paragraph 3| Paragraph 4| Paragraph 5| conclusion| Out of her favour, where I am in love| It is madness, most discreet| She will not be hit with cupid arrowAssailing, siege| It is the east and Juliet is the sunTwo of the fairest stars in heaven| Saints, pilgrim, holy, prayer, shrine| Arise fair sun and kill the envious moon| O brawling love O loving hate| Tut, I have lost myself, I am not here. This is not Romeo, he’s some other where.| She is rich in beauty, only poor. That, when she dies, with beauty dies her store| Beauty too rich for use, for earth too dear!| Thus from my lips by thine sin is purged| I know not how to tell thee who I am| Feather of leadBright smokeCold fireSick health| she hath Dians wit, and, in strong proof of chastity well armed| My grave is like to be my wedding bed| As a rich jewel in an Ethiops ear. So shows a snowy dove trooping with crows.| Bright angel Winged messenger of heaven| Star crossed lovers take their life| Love is a smoke made with the fume of sighs| | | | I will not fail; tis’ twenty years till then| Did my heart love till now?| Although, however, to begin with, despite, in addition to this, where as, contradictorily, in conclusion, paradoxically, nevertheless, to sum up. This suggests, this demonstrates/portrays, moreover, possibly, doubtless,  arguably, indisputably, unquestionably, undeniably, alternatively, conclusively, this signifies, this could represent. On the other hand, likewise, similarly, in the same way, equally, it could be argued. Consequently, as a result, therefore, thus, evidently, subsequently, ironically, hence, naturally.

Employee motivation in Apple corpotation

This essay was written on Employee motivation in Apple company. I pointed out couple motivation theories that were developed in order to show people the ways of motivating. First and base theory is Maslow’s hierarchy pyramid then there are Equity theories and Two factor theory. The most popular and efficient motivation theory is goal seeking motivation theory. This theory was made in order to motivate staff to seek new opportunities how to solve a problems or reach their goals. In the second part I introduced the apple company and their motivation standards and behaviour.I applied the rest of theories that i picked for this essay and company. Some motivation strategies were already a part of this company but some were not. As far as some motivations are part of ourselves. How do we react and what do we do to make ourselves better. Apple Inc. is one of the most developing company in human resources and management. In the first part of my essay I would like to point out couple t heories that are often mentioned by many people as a main motivation at work.In second part I will apply theese mentioned theories to an Apple company in order to compare and evaulate the difference of their processing motivation standards and theories of employee and human motivation. Employee motivation is one of the main concernes of corporations theese days because of the main focus of employees on what can employer offer for my hard and efficient work. How do they motivate in order to reach higher standards and profits. What if I create a great added value for the company and they treat me the same without any bonus or raised wage? Same questions but in different ways has our future employer.Company theese days need mature, efficient, motivated and high-performance employees. Since the business has taken place on our planet. Came up a question? How do I motivate people? So now I am going to mention couple theories that are most likely often used by companies to motivate their e mployees. Motivation forces within the individual forces that account for the direction, level, and persistence of a person’s effort expended at work. Direction is the way where you channel your motivation. How do you apply the motivation. Then there is a level of motivation that meassures how much effort someone puts in motivating staff.Motivating persistence is the length of time a person or manager sticks with a given action. How long does it take to reach a goal. Types of motivation theories Content theories Maslow’s hierarchy of needs theory Abraham Maslow first inctroduction of his theory took place in 1943 paper „A Theory of Human Motivationâ€Å". There are basically five levels of what humans need. Some are more important than others but basically follows a flow of certain needs that needs to be satisfied first before you can worry about other needs. The Maslow’s theory is often displayed as a Pyramid of needs.The bottom of the pyramid are the pr imary human needs (Psychological) such as breathing, eating, sleeping, drinking water, sexual needs. Second floor of the pyramid also known as secondary needs are safety needs which means security of our body, health, the family or our employment. Third floor is named Love or belonging this floor includes friendship, family and sexual intimacy. Fourth floor of pyramid is called Esteem it covers self esteem, confidence,achievemtn, respect of others. Fifth floor is self actualization, this top of the pyramid is made of morality, creativity,spontaneity,problem solving.Another theory is Acquired need theory. Need for achievement. The desire to do something better or more efficiently, to solve problems, or to master complex tasks. Need for affiliation. The desire to estamblish and maintain friendly and warm relations with others. Need for power. The desire to control others, to influence their behaviour or to be responsible for others. Two factor theory also known as Herzberg’s mo tivation-hygiene theory and dual-factor theory was developed by Frederick Herzberg in 1959. Herzberg in study of individual needs and motivation developed this theory.The theory identifies two different factors as primary causes of job satisfaction and job dissatisfaction. Hygiene factors Sources of job dissatisfaction that can be found in context of our job or in the work we got set. Job dissatisfaction occurs when hygiene factors are poor. Improving the hygiene factors only decreases job dissatisfaction doesn‘t make profit in sales or financial sphere. Motivator factors Sources of job satisfaction to job content. Presence or absence of satisfiers or motivators in people’s jobs is the key to satisfaction, motivation, and performance.If we want to build more motivator factors in the job content we call it a job enrichment. Equity theory was developed by John Stacey Adams in 1963 this theory means that any percieved inequity becomes a motivating state of mind. Foundation of equity is based on social comparison. People are motivated to behave in ways that restore or maintain equity in situations. Individual outcomes and individual efforts must be equal to other’s outcomes and other’s efforts then equity is in place once the equality comes outbounced then inequity can occur. Equity theory prediction: Felt negative inequityIndividual feels thath he has recieved relatively less than others in proportion to work inputs. Felt positive inequity Individual feels that he has recieved relatively more than others have. Equity restoration behaviours. Reduce work inputs Change the outcomes reciever Leave the situation Change the comparison points Psychologically distort things Try to change the efforts of the comparison person Organizational justice How fairly and equitably people see the practices of their workplace at the time. Every employees motivation is a multiplicative function of valence, expectancy and instrumentality.Goal seeking theory motivation was developed by Edwin A. Locke in the middle of 1960’s. Goal setting The process of developing, negotiating, and formalizing the targets or objectives that a person is responsible for accomplishing. Difficult goals are leading to more efficient and lasting performance than low goals. Specific goals are leading to a slightly raising performance than vague or giving ourselves a general goal. Feedback more likely task feedback is motivating people to produce a higher performance by setting of higher performance and more sophisticated goals.Goals are leading to higher performance when people have the abilities and the feelings of self-efficacy required to accomplish them. Goals are motivating people toward higher performance when they are accepted by the individual, and there is commitment ot them. Management by objectives (MBO) Process of joint goal setting between a supervisor and a subordinate. Firstly I would like to briefly introduce the Apple company and then th eir standards in staff motivation in progress. Apple was founded by Steve Jobs, Steve Wozniak and Ronald Wayne in 1976 in order to develop and sell PC’s.Steve Jobs died in 2011. He was the main engine of Apple Inc. and he showed them the way they should go in the future. Even though he had a cancer he was a fighter and solver. Apple Inc. and employee motivation and relationships. Apple shows the world its greatness for a period of time now. They are leading electronics market worldwide. And firstly I might want to point out the negative part of suppliers behaviour. Since the supplier’s employees are not an Apple’s employees they dont care about unethical behaviour in their suppliers factories in China or India.Particulary in China-Chenzen there is a supplier of many electronic selling brands called Foxconn. Foxconn employs about 500. 000 employees. And the suicide rate is about 60 employees per year. That is alarming number. But for worldwide leading companies t hat sells electronics it’s just a good business of low cost makeing of their product and high profit by selling it to consumer. This is the main issues of almost every corporation that founds it’s place or cooperates with already existing factories with employee base. While the economy is flowishing they expand to other socialy low parts of China or India.Employees at Foxconn for example are 12 old children that work from 12 to 16 hours a day. So in 2013 Apple Inc. which was making almost 70% of their devices in Foxconn in Chenzen China has made a statement and showed the world their suppliers. Foxconn was mentioned as an problem facility that has to take steps forward to eliminate unethical behaviour. Apple wants his suppliers to set the working hours to 60 hours in 6 days that makes maximum of 10 hours a day. Only 38% of suppliers commited to this. Foxconn wasn’t one of those companies.So that was the negative experience I have with Apple impact on ethical beh aviour of the coutrnies of third world. I studied Apple Inc. since middleschool. I made many eassays and reports about their business and internal functions like staff motivation, appreciation, development. Mainly Apple was built and carried through the rough times by legendary messiah Steve Jobs. Now its Tim Cooks turn to take over the vessel and head for the goals of the number one company in the world. If you look at apples employee motivation culture you can see that the theory of goal seeking took place here as a main push factor.The pull factor was the internal share sale for employees. Employees could buy shares for the lowest price given by apple. They couldn‘t participate on meeting or participate on strategical and main decisions of the headquarters. This is ment as a kind of benefit, bonus, incentive. Apple is mainly working on the management by objectives management and goal seeking theory. They give their employees the feeling of higher good. They give them a purp ose to proceed to better performance. Often in Apple Inc. employees were scared to walk in hall ways because they could meet Steve Jobs.When someone met with him, he always asked couple questions and sometimes he fired someone spontaneously that was called „to get Steveâ€Å". So employees even though they didnt know Steve but only their supervisors were scared of him, because of his changing behaviour. There are many operating teams that are working on the same things without knowing it. Thats the main advantage of motivating them. They solve the problem, but other team solved it in a better way. Their motivation rises because of competition made betweens those teams. They are doing alot of brainstorming with their supervisors even Steve was attending those.That gives employees a chance to present their ideas and even to protest the changes or procedures taking place. If I would implement the equity theory in Apple Inc. I would say that this motivating factor is always hidde n. It’s individual need but most people do care if another person gets a higher bonus for the same work with better effort or performance. So it’s highly motivating and won’t affect the other methods of motivation. Maslow’s needs theory is already in everybody. Every person has his needs. We have the same primary needs like sleeping, eating and drinking.But others have higher goals to improve themselves for themselves and their environs. This is also very individual basic employee has different needs than a manager or owner. Another theory that i mentioned in the first part of my eassay was goal seeking motivation theory that is already in text above. Apple Inc. esxists on this type of motivation since it was developed. Even though Steve Jobs died. And the last theory mentioned is Herzbergs two factor theory based on measuring the satisfaction or dissatisfaction of employee in their workplace also know as motivator-hygiene theory.I would like to say somet hing negative about apple’s motivation procedures but I can’t because it is just brilliant. The two factor is also part of the company management. Apple Inc. is recruiting only the best of best and they benefit those people and take care of them. Those people don’t need to change employers or sell the information to media. They are satisfied and often they are strongly commited to the company. Apple is like a big happy family that profits out of its shares and company salaries.Apple Inc.  is strong company that has strict rules and motivates their staff to improve their skills and inovative thinking. They grow their own profesionals in electronics and management. Apple deserves the main position on worldwide market of electronics. They have the best design and marketing in the world. They employ thousands of people all over the world. The key strategy of Apple was always to maintain on path that Steve Jobs showed them. I hope that in the future Apple will set a standard even for their suppliers of how to behave to their employees in ethical and fair way that should be human being treated. Figure 1. 1 Employee Motivation in Apple Corpotation AbstractThis essay was written on Employee motivation in Apple company. I pointed out couple motivation theories that were developed in order to show people the ways of motivating. First and base theory is Maslow’s hierarchy pyramid then there are Equity theories and Two factor theory. The most popular and efficient motivation theory is goal seeking motivation theory. This theory was made in order to motivate staff to seek new opportunities how to solve a problems or reach their goals.In the second part I introduced the apple company and their motivation standards and behaviour. I applied the rest of theories that i picked for this essay and company. Some motivation strategies were already a part of this company but some were not. As far as some motivations are part of ourselves.How do we react and what do we do to make ourselves better. Apple Inc. is one of the most developing company in human resources and management. In the first part of my essay I would like to point out c ouple theories that are often mentioned by many people as a main motivation at work.In second part I will apply theese mentioned theories to an Apple company in order to compare and evaulate the difference of their processing motivation standards and theories of employee and human motivation.Employee motivation is one of the main concernes of corporations theese days because of the main focus of employees on what can employer offer for my hard and efficient work. How do they motivate in order to reach higher standards and profits. What if I create a great added value for the company and they treat me the same without any bonus or raised wage? Same questions but in different ways has our future employer.Company theese days need mature, efficient, motivated and high-performance employees. Since the business has taken place on our planet. Came up a question? How do I motivate people? So now I am going to mention couple theories that are most likely often used by companies to motivate t heir employees.Motivation forces within the individual forces that account for the direction, level, and persistence of a person’s effort expended at work. Direction is the way where you channel your motivation. How do you apply the motivation. Then there is a level of motivation that meassures how much effort someone puts in motivating staff.Motivating persistence is the length of time a person or manager sticks with a given action. How long does it take to reach a goal. Types of motivation theories Content theories Maslow’s hierarchy of needs theory Abraham Maslow first inctroduction of his theory took place in 1943 paper „A Theory of Human Motivationâ€Å".There are basically five levels of what humans need. Some are more important than others but basically follows a flow of certain needs that needs to be satisfied first before you can worry about other needs. The Maslow’s theory is often displayed as a Pyramid of needs.The bottom of the pyramid are th e primary human needs (Psychological) such as breathing, eating, sleeping, drinking water, sexual needs. Second floor of the pyramid also known as secondary needs are safety needs which means security of our body, health, the family or our employment.Third floor is named Love or belonging this floor includes friendship, family and sexual intimacy. Fourth floor of pyramid is called Esteem it covers self esteem, confidence,achievemtn, respect of others. Fifth floor is self actualization, this top of the pyramid is made of morality, creativity,spontaneity,problem solving.Another theory is Acquired need theory. Need for achievement. The desire to do something better or more efficiently, to solve problems, or to master complex tasks. Need for affiliation. The desire to estamblish and maintain friendly and warm relations with others. Need for power.The desire to control others, to influence their behaviour or to be responsible for others. Two factor theory also known as Herzberg’s motivation-hygiene theory and dual-factor theory was developed by Frederick Herzberg in 1959. Herzberg in study of individual needs and motivation developed this theory.The theory identifies two different factors as primary causes of job satisfaction and job dissatisfaction. Hygiene factors Sources of job dissatisfaction that can be found in context of our job or in the work we got set. Job dissatisfaction occurs when hygiene factors are poor.Improving the hygiene factors only decreases job dissatisfaction doesn‘t make profit in sales or financial sphere. Motivator factors Sources of job satisfaction to job content. Presence or absence of satisfiers or motivators in people’s jobs is the key to satisfaction, motivation, and performance.If we want to build more motivator factors in the job content we call it a job enrichment. Equity theory was developed by John Stacey Adams in 1963 this theory means that any percieved inequity becomes a motivating state of mind. Foundatio n of equity is based on social comparison.People are motivated to behave in ways that restore or maintain equity in situations. Individual outcomes and individual efforts must be equal to other’s outcomes and other’s efforts then equity is in place once the equality comes outbounced then inequity can occur. Equity theory prediction: Felt negative inequityIndividual feels thath he has recieved relatively less than others in proportion to work inputs. Felt positive inequity Individual feels that he has recieved relatively more than others have. Equity restoration behaviours. Reduce work inputs:Change the outcomes reciever.Leave the situation.Change the comparison points.Psychologically distort things.Try to change the efforts of the comparison person.Organizational justice.How fairly and equitably people see the practices of their workplace at the time. Every employees motivation is a multiplicative function of valence, expectancy and instrumentality.Goal seeking theory motivation was developed by Edwin A. Locke in the middle of 1960’s. Goal setting The process of developing, negotiating, and formalizing the targets or objectives that a person is responsible for accomplishing. Difficult goals are leading to more efficient and lasting performance than low goals.Specific goals are leading to a slightly raising performance than vague or giving ourselves a general goal. Feedback more likely task feedback is motivating people to produce a higher performance by setting of higher performance and more sophisticated goals.Goals are leading to higher performance when people have the abilities and the feelings of self-efficacy required to accomplish them. Goals are motivating people toward higher performance when they are accepted by the individual, and there is commitment ot them. Management by objectives (MBO) Process of joint goal setting between a supervisor and a subordinate. Firstly I would like to briefly introduce the Apple company and then the ir standards in staff motivation in progress. Apple was founded by Steve Jobs, Steve Wozniak and Ronald Wayne in 1976 in order to develop and sell PC’s.Steve Jobs died in 2011. He was the main engine of Apple Inc. and he showed them the way they should go in the future. Even though he had a cancer he was a fighter and solver. Apple Inc. and employee motivation and relationships. Apple shows the world its greatness for a period of time now.They are leading electronics market worldwide. And firstly I might want to point out the negative part of suppliers behaviour. Since the supplier’s employees are not an Apple’s employees they dont care about unethical behaviour in their suppliers factories in China or India.Particulary in China-Chenzen there is a supplier of many electronic selling brands called Foxconn. Foxconn employs about 500. 000 employees. And the suicide rate is about 60 employees per year. That is alarming number. But for worldwide leading companies tha t sells electronics it’s just a good business of low cost makeing of their product and high profit by selling it to consumer.This is the main issues of almost every corporation that founds it’s place or cooperates with already existing factories with employee base. While the economy is flowishing they expand to other socialy low parts of China or India.Employees at Foxconn for example are 12 old children that work from 12 to 16 hours a day. So in 2013 Apple Inc. which was making almost 70% of their devices in Foxconn in Chenzen China has made a statement and showed the world their suppliers. Foxconn was mentioned as an problem facility that has to take steps forward to eliminate unethical behaviour. Apple wants his suppliers to set the working hours to 60 hours in 6 days that makes maximum of 10 hours a day. Only 38% of suppliers commited to this. Foxconn wasn’t one of those companies.So that was the negative experience I have with Apple impact on ethical behavi our of the coutrnies of third world. I studied Apple Inc. since middleschool. I made many eassays and reports about their business and internal functions like staff motivation, appreciation, development.Mainly Apple was built and carried through the rough times by legendary messiah Steve Jobs. Now its Tim Cooks turn to take over the vessel and head for the goals of the number one company in the world. If you look at apples employee motivation culture you can see that the theory of goal seeking took place here as a main push factor.The pull factor was the internal share sale for employees. Employees could buy shares for the lowest price given by apple. They couldn‘t participate on meeting or participate on strategical and main decisions of the headquarters. This is ment as a kind of benefit, bonus, incentive.Apple is mainly working on the management by objectives management and goal seeking theory. They give their employees the feeling of higher good. They give them a purpose t o proceed to better performance. Often in Apple Inc. employees were scared to walk in hall ways because they could meet Steve Jobs.When someone met with him, he always asked couple questions and sometimes he fired someone spontaneously that was called „to get Steveâ€Å". So employees even though they didnt know Steve but only their supervisors were scared of him, because of his changing behaviour.There are many operating teams that are working on the same things without knowing it. Thats the main advantage of motivating them. They solve the problem, but other team solved it in a better way. Their motivation rises because of competition made betweens those teams. They are doing alot of brainstorming with their supervisors even Steve was attending those.That gives employees a chance to present their ideas and even to protest the changes or procedures taking place. If I would implement the equity theory in Apple Inc. I would say that this motivating factor is always hidden. Ità ¢â‚¬â„¢s individual need but most people do care if another person gets a higher bonus for the same work with better effort or performance.So it’s highly motivating and won’t affect the other methods of motivation. Maslow’s needs theory is already in everybody. Every person has his needs. We have the same primary needs like sleeping, eating and drinking.But others have higher goals to improve themselves for themselves and their environs. This is also very individual basic employee has different needs than a manager or owner. Another theory that i mentioned in the first part of my eassay was goal seeking motivation theory that is already in text above.Apple Inc. esxists on this type of motivation since it was developed. Even though Steve Jobs died. And the last theory mentioned is Herzbergs two factor theory based on measuring the satisfaction or dissatisfaction of employee in their workplace also know as motivator-hygiene theory.I would like to say something neg ative about apple’s motivation procedures but I can’t because it is just brilliant. The two factor is also part of the company management. Apple Inc. is recruiting only the best of best and they benefit those people and take care of them.Those people don’t need to change employers or sell the information to media. They are satisfied and often they are strongly commited to the company. Apple is like a big happy family that profits out of its shares and company salaries. Apple Inc. is strong company that has strict rules and motivates their staff to improve their skills and inovative thinking.They grow their own profesionals in electronics and management. Apple deserves the main position on worldwide market of electronics. They have the best design and marketing in the world. They employ thousands of people all over the world.The key strategy of Apple was always to maintain on path that Steve Jobs showed them. I hope that in the future Apple will set a standard ev en for their suppliers of how to behave to their employees in ethical and fair way that should be human being treated.

People Development Essay Example | Topics and Well Written Essays - 1000 words

People Development - Essay Example t and uninterrupted process that expands, communicates and facilitates the prospective path, core competencies and principles of an organization, and assists to construct a perspective of understanding. Performance management attempts to find out who or what provides valuable performance with regard to organizational strategy and goals, and guarantees that performance is effectively and efficiently accomplished. Thus, performance management is an integrated scheme that guarantees that the following are instigated and performed: (a) goal-setting of the organization, team and individuals; (b) performance evaluation system; (c) incentive policies and designs; (d) training and development policies and schemes; (e) communication, performance feedback and mentoring; (f) individual planning for career advancement; (g) systems for monitoring the value of performance management mechanism and processes (Tovey & Uren 2006). Even though the critiques of performance management do hold reliable proof as to the loopholes of the system, other experts assert that the constructive features of performance management considerably overshadow flawed features. Alternatively, an investigation of the constructive features as suggested by pioneers of performance management system is indispensable. The following are the claimed advantages of an efficiently monitored and executed performance management system: (a) enhanced employee job performance; (b) prospective employees for development are classified; (c) planning for potential human resource needs is expanded; (d) organizational goals are attained; (e) boosted morale; (f) superior customer satisfaction; (g) an unambiguous connection between performance and compensation is realized; (h) a competitive leverage is acquired; (i) enhanced quality of management (Armstrong 2000). The knack for managing and leading employees and encouraging them to perform at their best does not arise effortlessly, nor is it stagnant. A superior performance

An Investigation into Sustainable Generation, Green Economy and Literature review

An Investigation into Sustainable Generation, Green Economy and Renewable Energy Innovation in Qatar - Literature review Example derstanding with respect to the way in which solar energy represents a potential to serve as a more renewable form of energy in the coming years and decades. Solar energy is one of the most promising forms of energy that has yet to be introduced. Yet, regardless of the promise that solar energy seeks to provide, the fact of the matter is that it still represents a litany of drawbacks; drawbacks that will be discussed at some depth further in the analysis (Hsing Hung and Lee, 2014). For this very reason, individuals are necessarily discouraged from using it and the level of research that takes place is limited with respect to the means by which this energy is stored after it is collected. However, with all that being said, it must also be understood that this is still a relatively new technology (Liu et al., 2013). Within these lines, it can further be expected that developments in solar energy could necessarily lead to a breakthrough in which it could reduce or entirely negate many of the negative drawbacks that have thus far been evidenced. It is without question that technology has heavily impacted upon the way in which processes take place within the modern world. The changes in technology over the past hundred years have been profound; giving of mankind the ability to fly, orbit the Earth, visit the moon, create the Internet, build the computer, and perfect the internal combustion engine. As the demand for energy has increased exponentially over the past several decades, commensurate with the increasing global population, nanotechnology is a topic that has a high level of relevance with respect to the development of the world (Gaigalis et al., 2014). Essentially, nanotechnology refers to the manipulation of matter; either in the atomic, molecular, or super-molecular state. In such a way, the developments within this sphere could vastly contribute to the increased efficiency of different processes; even going so far as to ensure that previously inefficient

Kurds Research Paper Example | Topics and Well Written Essays - 2000 words

Kurds - Research Paper Example some of them are nomadic pastoralists while others are settled farmers. However, the majority of the population relies on agriculture as the sole source of subsistence. Thus, if a generalized pattern is to be drawn, agriculture can be considered as a sole source of living. The social organizations can be studied in context to the mode of subsistence, as settlers generally follow the feudal system while the nomads are associated more with the tribal system (Leach, 1940). Similarly, the kinship also relates to the subsistence modes of the Kurds as the system of 12 families relates to the land ownership within a family. Gender relations for the most part being equal also reflect the ownership of an entire family over one piece of land, thus portraying equal rights over the property. Political organization associated with the system of Ashiret is based on the lineage system which is also in turn driven by the mode of subsistence. Thus, more or less, almost all patterns of Kurdish lifesty le are connected with their source of living, reflecting an interesting connection between the survival modes and the cultural patterns of any group. Prior to analyzing any cultural patterns found in the Kurdish population, it is crucial to study the population to understand their historical origins and their lifestyles. Kurds are identified as an ethno-linguistic group living in the mountain range starting from the Euphrates River, extending towards Northern Syria and even Turkey, and further ending near Iran. This entire area where Kurdish population is found in abundance is identified as Kurdistan. Though the Kurds are striving towards the formation of an independent Kurdistan as it is rich with oil reserves and other resources, it has no geographical standing in the world so far. The Kurdish language is an important element of the Kurdish unity – though diverse in nature, it generally relates to the Farsi language in general. About 30-35 Million Kurds can be traced around the globe, with most of them being Sunni Salafi Muslims. However, most of them aren’t fundamentalists and the concept of veil of segregation of women from men isn’t that common. With time, this community is also being modernized to adapt to the changing needs of the time. (McDowall, 1989) As mentioned above, the mode of sustenance in the Kurdish population varies somewhere between the nomads and the settlers. Nomads are usually the pastoralists, while the main mode of sustenance for the settlers is farming. Most of the Kurdish population, however, is comprised of those who are the settled farmers, and the most common crops found in Kurdistan are wheat as well as barley. In addition, other vegetables and crops including peas, rice, lentils, and garden vegetables are also commonly found in Kurdistan. Goats and sheep are the most crucial animals as they are a source of dairy products, wool, and other products. These modes of subsistence are important to be analyzed and u nderstood, as the entire lives of these Kurds revolve around it. Since most of them are farmers, land is an important entity for them. Thus, the patterns of land ownership, in turn, decide who will be the most powerful of all, which further identifies other cultural variables and determinants. (Leach, 1940) Commenting on the social organizations being most dominant in Kurdistan, two patterns can be traced accordingly. The first pattern relates to the nomadic way of life, as they follow the tribal system. Since nomads are historically found

Defense Budget and Sequestration Assignment Example | Topics and Well Written Essays - 1250 words

Defense Budget and Sequestration - Assignment Example An extra $88.5 billion is required for ongoing military operations, chiefly in Afghanistan( Klein, 2013). The FY 2013 budget requirement is the first budget proposal subsequent to the enactment of the Budget Control Act (BCA) OF 2011. The BCA establishes the budget limits for the unrestricted component of the federal and integrates an enforcement tool, understood as a sequestration, devised to cut spending by design. The BCA as well was responsible for creating the Joint Select Committee on Deficit Reduction, generally referred to as the Super Committee; furthermore, the BCA charged it with establishing an extra $1.2 trillion in deficit minimization over the foreseeable decade. Since the Super Committee failed to arrive any consensus on extra deficit minimization, the constitution requires that the budget limits be reduced to accomplish the $1.2 in the debit diminution through spending cuts. Just of a half of these reductions pertain to the budget explanation for national defense and the other remaining part pertains to non-defense accounts(Klein, 2013). Most estimation suggests that the United States is on the brink of shaky monetary path under the present federal tax and prerogative regimes. The lack of essential reforms many pundits say that the nation’s increasing debt poses a great long-standing threat to the United States national security, and that Pentagon’s budget will finally be sidelined by compulsory social spending plans. Over the past few years, Washington h as debated numerous debit reduction proposals, but a primary legislative bargain has proved obscure. Last month in March 1, sequestration went into effect. For Monetary Year 2013, the reductions total $85 billion, half of which is spent on defense. Where most political pundits surmise that some defense cuts should be part of an exhaustive debit reduction agreement, they show anxiety that the sweeping monetary austerity that began in March

Gross Domestic Product Essay Example | Topics and Well Written Essays - 2000 words

Gross Domestic Product - Essay Example The results and data concerning the growth of GDP come along with major influences on decisions made by both private and public policy makers and economists. GDP is based on survey and approximations of data collected over specified a duration (Ang et al. 2006). Quarterly and annual GDP approximates are extrapolated from economic survey and census data recorded from economic sectors like manufacture shipments, housing rates, and retail sales. GDP is a measure of the flow of services and goods produced within the economy market; these are products and services traded for cash. Although some non-market products are included in the data used to compute the GDP, numerous vital bits of data undergo omission from the census data used to compute GDP. Some of the vital information data include countries expenses in bettering healthcare, expenses of combating rising crime and emergency housing due to unforeseen occurrences among others. Such omissions weaken the reliability of GDP as an indic ator of progress (Islam & Clarke 2002). Information and expectations about the growth of gross development product come along with great influence notably echoed by numerous influential and interest groups. Developing countries tend to lay too much trust in the results of GDP as a reflector of their economic and social well fare (Kubiszewski et al. 2013). Since 1960, scores of scholars have expressed negative sentiments on the use of interpretations computed from the calculation of GDP as a proxy for social wellbeing. Since the creation of GDP, respectable economists have stressed that GDP is a measure of the activity of the economy and not the economy’s wellbeing. Scholars have further cautioned against the equation of GDP with social well-being and economic growth.  

Career management in business Essay Example | Topics and Well Written Essays - 1000 words - 5

Career management in business - Essay Example The new career provides an opportunity for employees, to develop self-driven feelings for career development. The employee would decide on a career in one’s own time, other than getting a push against one’s will (Yunnal 2012, pg 56). The new career is dynamic and unpredictable. This is because of the many complicated systems available with no boundaries. The old career appeared to be stable and with little complication. The little complication in the system reduced confusion in planning. It was easier to forge a new career once the organization has provided the opportunity. As mentioned above, the old career structure emphasized on organizational decision on career choices. The structure, thus, instituted tension between the workers and the organization. The tension that existed interfered with the workers efficiency and delivery. Responsibility laying in the organization, gave the employers too much power over their workers. In conclusion, the difference in the two eras is in the structure. The old era placed responsibility of career change in the organization, while the new era places responsibility in the individuals (Mathis & Jackson 2011, pg 34). Boundary-less career refers to a situation where real career passes the boundary of one employer. As a result, the employee would end up having a career with several changes in employers and occupation. This a common practice that has gained favor in the 21st century, with many people opting to pursue their careers in such a manner (Inkson & King 2010, pg 37-57). The new careers have a difference in operation from the traditional careers. In addition, the new careers have an increased mobility that surrounds the organizational boundaries. From studies, the new careers mainly lay emphasis on the permeability aspects of the organizational boundaries. Therefore, there is a widely registered complexity in dealing with contemporary careers (Inkson & King 2010, pg 37-57). In the

Spanish Golden Age Essay Example for Free

Spanish Golden Age Essay The Spanish Golden Age:In the context 1474 to 1598, to what extent did Ferdinand and Isabella lay the foundations for a Spanish Golden Age? By the end of the 16th century Spain had within the space of 100 year risen to become the greatest power in Europe and as quickly and dramatically as it had risen out of a divided peninsular it came crashing down back into despair. By the end of Philip II reign the country had been become bankrupt several times due to excessive spending through his reign, and as Woodward states here was ‘ plague, famine, depopulation, inflation'(1) But regardless of what happened at the end the time before hand had been called the Spanish Golden Age where Spain had a vast empire stretching along the Mediterranean all the way the vastness of the New World and the Americas and power and wealth beyond the belief of any of the other european powers. However all of this would not of been possible if not down to the work of Ferdinand(F)and Isabella(I) or the Catholic Monarchs as they came to be known and if they really did lay the foundations of a Golden Age for Spain. 1479 the year by when both Ferdinand and Isabella had become the king and queen of their realms, Aragon and Castille is what Spain was known at this time, Spain as a whole country did not exists until during Phillips reign however the pre marriage agreement of F and I was that they would rule their kingdoms jointly and any acts or policies that could be put forward would be in place for both Aragon and Castille. At the time of their succession to their thrones neither kingdom was in a tate to deal with anything beyond their own borders, the main problem was that both governments were different styles of ruling, Aragon(A) was a more federal style of government where there were 3 separate Cortes all with which F had to deal with and could not make any decisions without whereas in Castilee (C) I the Cortes had little to no power over how she would rule her country without any restraints. Now after a long succession battle after the death of the previous monarch of C the nobility had began to resist I and so he setting up of the Hermandades helped secure peace in her territory by 1498 and had significantly reduced the power of the nobility and was continually reduced throughout Is reign with the set up of Consejo Real and corregiadors who helped secured the loyalty of the classes straight to the royalty. According to Kamen at the start of their reigns F and I actually were looking for the support of the nobles and in his book he states that lavish gifts were give to those who suported them and just as equally harsh measures against those who did not(2). It was only as their reign progressed that new policies were brought about that were intended to reduce the nobles power. The reducing of the power of the nobles and the centralising of the governments that allowed a unified Spain to come about during Charles V reign. Economically the Spain was in very bad shape by the time of F and I and had to be turned around quickly if Spain was to flouish. In C seeing as I did not call the Cortes between 1483-1497 she needed income from elsewhere and this was done in the form of taxes

Communicative Language Teaching: The Origins

Communicative Language Teaching: The Origins This chapter is devoted to the CLT approach, its origins and major features. Also the chapter sheds the light on grammar, how it is handled in language teaching, the way it is defined and lastly, and perhaps most importantly, its role in CLT. 3.1 Communicative Language Teaching CLT is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as communicative approach to the teaching of foreign languages or simply the communicative approach. 3.1.1 The Origins Educators such as Richards and Rodgers, Savignon, and Sano state that the origins of communicative language teaching are many, in so far as one teaching methodology tends to influence the next. Sano (1984:171) says that the communicative approach could be said to be the product of educators and linguists who had grown dissatisfied with the audio-lingual and grammar-translation method of foreign language instruction. Richards and Rodgers (1986:93), on the other hand, claim that the origins of CLT are to be found in the changes of situational language teaching approaches, which influenced the British language teaching tradition till the late 1960s. 29 Meanwhile, Savignon (1991:262) asserts that the emergence of CLT can be traced to concurrent developments on both sides of the Atlantic, i.e., in Europe and the United States. Educators and linguists e.g., Candlin (1981: 121) and Widdowson (1978: 61) saw the need to focus in language teaching on communicative proficiency rather than on mere mastery of structures. They felt that students were not learning enough realistic, whole language in those methods, i.e., situational language teaching, audio-lingual or grammar-translation method. Students did not know how to communicate using appropriate social languages, gestures, or expressions; in brief, they were at loss to communicate in the cultures of the language studied. In respect of this point, Widdowson remarks the following: The problem is that students, and especially students in developing countries, who have received several years of formal English teaching, frequently remain deficient in the ability to actually use the language, and to understand its use, in normal communication, whether in spoken or written mode (1972:15). Similarly, Howatt says that the original motivation for adopting a communicative approach in the early seventies was remedial, an attempt to overcome the inadequacies of existing, structural syllabuses, materials, and methods (1984:287). To put simply, the rapid application of these ideas by textbook writers; and the equally rapid acceptance of these new principles by British language teaching specialists, curriculum development centers, and even governments gave prominence nationally and internationally to what came to be referred to as communicative approach. There was a positive response from linguists, methodologists, and classroom teachers offering the best hope for the elaboration and diffusion of language teaching methods and materials that work, encourage and support learners in the development of their communicative competence (Savignon, 1991: 264). Although the movement began as largely British innovations focusing on alternative conceptions of a syllabus since the mid 1970s, the scope of communicative language teaching has expanded. Interest in and the development of communicative style teaching mushroomed in those years; authentic language use and classroom exchanges where students engaged in real communication with one another became quite popular. Also, numerous textbooks for teachers and teacher trainers expound on the nature of communicative approaches and offer techniques for varying ages and purposes (Brown, 1994: 217). It is this socio-linguistic perspective, which is the unifying principle and the driving force behind a communicative approach to language teaching (Sano, 1984: 174) Although this socio-linguistic approach is basically a language theory rather than a learning theory, taking into account Richards and Rodgers definition of approach, CLT encompasses a theory of language and a theory of language learning, and see it as an approach than a method. Briefly, they define an approach as a set of theories about the nature of language and of language learning. It is axiomatic, as it takes a number of assumptions as a starting point. A method, on the other hand, is the level at which theory is put into practice and at which choices are made about the particular skills to be taught, the content to be taught, and the order in which the content will be presented. Besides, these writers claim, at the level of language theory, CLT has a rich, if somewhat eclectic theoretical base (1986:102). 3.1.2 Language Theory The rise of interest in the individual and in relationships among individuals, which characterized the sixties, marked the emergence of socio-linguistics, that branch of science where sociology and linguistics meet. A new light was shed on language, not simply as a system of structurally related elements, which form a rule, but as a vehicle for the expression of meaning and social interaction. In other words, the structural view was supplemented with a functional, a semantic and interactional view. It was this idea of language as communication that started off the whole communicative movement (Savignon, 1991: 266). And it was Hymes (1972) that made history by challenging Chomskys view on linguistic competence, and replacing it by the notion of communicative competence (cited in Savignon, 1991: 269). In the words of Canale and Swain (1980:7) communicative competence refers to the interaction between grammatical competence, or knowledge of the rules of grammar, and socio-linguistic competence, or knowledge of the rules of language use. In other words, rules of use and rules of usage are complementary and not mutually exclusive. According to them; the primary goal of a communicative approach must be to facilitate the integration of these two types of knowledge for the learner (1980: 25). Savignon notes that communicative competence characterizes the ability of language learners to interact with other speakers to make meaning, and [it] is relative, not absolute, and depends on the cooperation of all the participants involved (1983:9). Broadly speaking, communicative competence is an aspect convey and interpret messages and to negotiate meanings interpersonally within specific contexts. According to the socio-linguistic theory, the act of communication is seen not as basically an exchange of linguistic messages, but rather as a social phenomenon in which the use of language plays a part. In the field of the ethnography of communication, which Stern (1983:220) defines as the study of the individuals communicative activity in its social setting. language is a sub-ordinate, yet integrated part of social and situational systems, which are actually behavior patterns. Halliday argues the existence of a semantic network which is the linguistic realization of patterns of behavior. He postulates that the more we are able to relate the options in grammatical system to meaning potential in social contexts and behavioral settings, the more insight we shall gain into the nature of the language system (1978:44). In his functional account of language use, Halliday has criticized Chomskys linguistic, theory of competence. He says Linguistics is concerned with the description of speech acts or texts, since only through the study of language in use are all the functions of language, and therefore all components of meaning, brought into focus (1970:145). This view complements Hymes opinion of communicative competence, and we can only understand language if we view it as an instrument or as a communicative tool. To which Widdowson (1979:50) adds that once we accept the need to teach language as communication, we can obviously no longer think of language in te rms only of sentences. This statement provides the justification for the emphasis on discourse in CLT. 3.1.3 Learning Theory In contrast to the amount that has been written in CLT literature about communicative dimensions of language, little has been written about learning theory. However, two of the general learning theories, which emphasize common features among learners, are cognitive theory and skills theory. 3.1.3.1 Cognitive Theory According to cognitive theory, learning involves the ability to understand, to anticipate, and to relate new information to pre-existing mental structures. This focus on meaningful learning is derived from an attempt to make sense of the world. The heavy reliance of CLT practitioners on the mental schema theory is exemplified by Brumfits statement that new learning must be closely assimilated with what is already known, and if language is being learnt for use, then new learning must be directly associated with use (1979:189). Hence, at the level of learning theory this view supports Hallidays claim about the semantic network as a bridge between linguistic form and behaviour pattern, a link between words and the world. As Stern (1983:261) posits The learner must become a participant in a real-life context of language use as a condition of effective learning. Macdonough (1981:27) describes the cognitive process as hypothesis testing, and adds, significantly, that rules can only be found if the risk of error is run (ibid: 29). This view is reflected in the great tolerance of CLT towards errors. Errors are not to be avoided at all cost; they are not to be seen as evidence of non-learning, but being an external manifestation of the continual revision of the inter-language system. They are essential elements in the learning process. 3.1.3.2 Skills Theory This theory emphasizes the importance of cognitive learning and practice. However, advocates of this theory reject mechanical practice altogether as being totally irrelevant to genuine learning. Skills theory links mental and behavioural aspects of performance through a hierarchically organized set of plans, in which low level of automation is necessary to free attention for high level of planning. In this regard, Littlewood states the following: The cognitive aspect involves the internalization of plans for Creating appropriate behaviour. For language use, these plans derive mainly from the language system they include grammatical rules, procedures for selecting vocabulary, and social conventions governing speech. The behavioural aspect involves the automation of these plans so that they can be converted into fluent performance in real time. This occurs mainly through practice in converting plans into performance (1984:74). Skill practice is considered as a legitimate learning principle (Richards and Rodgers 1986), provided that it offers natural options of language use which reproduce the kinds of choice that occur in spontaneous communication (Stern 1983:260). 3.1.4 Major Features CLT is, relatively, a newly adapted approach in the area of foreign/second language teaching. CLT is a hybrid approach to language teaching, essentially progressive rather than traditional. (Wright 2000: 7). CLT can be seen to derive from a multidisciplinary perspective that includes, at least, linguistics, psychology, philosophy, sociology and educational research (Savignon 1991:271). It is generally accepted that, proponents of CLT see it as an approach, not a method (See Richards and Rodgers 1986; Savignon 1991; Brown 1994). For Brown, for instance, [Communicative language teaching] is a unified but broadly- based theoretical position about the nature of language and language learning and teaching(1994: 244-245). He further maintains that though it is difficult to synthesize all of the various definitions that have been offered, the following four interconnected characteristics could be taken as a definition of CLT: 1. Classroom goals are focused on all of the components of communicative competence and not restricted to grammatical or linguistic competence. 2. Language teaching techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Language forms are not the central focus but rather aspects of language that enable the learner to accomplish those purposes. 3. Fluency and accuracy are seen as complementary principles underlying communicative techniques. At times fluency may have to take on more importance than accuracy in order to keep learners meaningfully engaged in language use. 4. In the communicative classroom, students ultimately have to use the language, productively and receptively, in unrehearsed contexts (Brown, 1994: 245). The communicative approach is a hazy concept, which can have a variety of meanings along the continuum between a strong version and a weak one. Johnson (1979: 155) argues that the weak version attempts to integrate communicative activities into an existing programme, where as the strong version claims that language is acquired through communication. According to Howatt (1984: 279) the weak version, which became more or less the standard practice in the late 70s and early 80s of the last century, stresses the importance of providing learners with opportunities to use their English for communicative purposes and, characteristically, attempts to integrate such activities into a wider program of language teaching. As for the strong version of communicative teaching it advances the claim that language is acquired through communication, so that it is not merely a question of activating an existing but inert knowledge of the language, but of stimulating the development of the language system itself. If the former could be described as learning to use English, the latter entails using English to learn it (ibid). Howatt adds that creating information gap activities, games, role-plays, dramas, simulations etc., are some of the exercise types in the weak versions of CLT. Although we have different versions and various ways in which CLT is interpreted and applied, educators in the area, Richards and Rodgers (1986, 2001); Littlewood (1981); Finocchiaro and Brumfit (1983); Brumfit (1984); Candlin (1981); Widdowson (1978, 1979); Johnson and Morrow (1981);; Larsen-Freeman (1986); Celce- Murcia (1991b) and Johnson (1982), put some of the major characteristics of CLT as they are presented in the following subsections. 3.1.4.1 Emphasis on Language Function It is felt that students need knowledge of the linguistic form, meaning and functions. However, CLT gives primary importance to the use or function of the language and secondary importance to its structure or form (Larsen-Freeman 1986: 88; Johnson 1982:63). This does not mean that knowledge of grammar is not essential for effective communication, rather systematic treatment of both functions and forms is vital. Stressing on this, Littlewood says one of the most characteristic features of communicative language teaching is that it pays systematic attention to functional as well as structural aspects of language (1981: 1). CLT suggests that grammatical structure might better be subsumed under various functional categorieswe pay considerably less attention to the overt presentation and discussion of grammatical rules than we traditionally did (Brown, 1994: 245). Emphasis is also given to meaning (messages they are creating or task they are completing) rather than form (correctness of language and language structure). For Finocchiaro and Brumfit meaning is paramount (1983:91) since it helps the learners to manage the message they engage with the interlocutors. 3.1.4.2 Fluency and Accuracy Fluency and accuracy are seen as complementary principles underlying communicative techniques (Brown, 1994:245). However, at times fluency may have to take on more importance than accuracy because fluency and acceptable language is the primary goal (Finocchiaro and Brumfit 1983:93) and accuracy is judged not in the abstract but in contexts. Fluency is emphasized over accuracy in order to keep learners meaningfully engaged in language use. It is important, however, that fluency should never be encouraged at the expense of clear, unambiguous, direct communication. And much more spontaneity is present in communicative classrooms (Brown, 1994: 246) 3.1.4.3 Teaching Techniques Language teaching techniques are designed to engage learners in the pragmatic, authentic, functional use of language for meaningful purposes. Classrooms should provide opportunities for rehearsal of real-life situations and provide opportunity for real communication. Emphasis on creative role plays, simulations, dramas, games, projects, etc., is the major activities which can help the learner provide spontaneity and improvisation, not just repetition and drills. Another characteristic of the classroom process is the use of authentic materials because it is felt desirable to give students the opportunity to develop the strategies for understanding language as it is actually used by native speakers. In the classroom, everything is done with a communicative intent. Information gap, choice and feedback are thought to be truly communicative activities (Johnson and Morrow, 1981: 25). 3.1.4.4 Grammar Teaching Grammar can still be taught, but less systematically, in traditional ways along side more innovative approaches. Savignon (2002:5) says for the development of communicative ability [communication depends on grammar], research findings overwhelmingly support the integration of form-focused exercises with meaning-focused experience. Grammar is important; and learners seem to focus best on grammar when it relates to their communicative needs and experiences. Disregard of grammar will virtually guarantee breakdown in communication (Thompson, 1996: 10). These writers also say that there are some misconceptions about CLT that makes difficult for many teachers to see clearly what is happening and to identify the useful innovations that CLT has brought. One of the persistent misconceptions is that CLT means not teaching grammar although the exclusion of explicit attention to grammar was never necessary part of CLT (ibid). In CLT involvement in communicative event is seen as central to language development, and this involvement necessarily requires attention to form (structure). In fact, it is certainly understandable that there was a reaction against the heavy emphasis on structure at the expense of natural communication. Nonetheless, it would seem foolish to make mistakes on the side of using communicative approach exclusively and totally disregard grammar teaching. Regarding this, Celce-Murcia comments: In spite of the intuitive appeal and the anecdotal evidence Supporting proposal for exclusively communicative language teaching, there is equally appealing and anecdotal evidence that grammarless approach. can lead to the development of a broken, ungrammatical, pidgenized form of the target language beyond which students rarely progress (1991a:462). Savignon also remarks that, communicative language teaching does not necessarily mean the rejection of familiar materials [grammar](2002:7). Rivers in her famous statement strengthened Savignons remark in that Saying that we do not need to teach grammar is like saying that we can have a chicken walking around without bones (cited in Arnold, 1994: 122). Nowadays, it seems that educators accept that an appropriate amount of class time should be devoted to grammar, but this does not mean a simple return to a traditional treatment of rules. Rather the focus has now moved away from the teacher covering to the learners discovering grammar (Thompson, 1996: 11). 3.1.4.5 Skills and Activities Communicative approach is not limited to oral skills. Reading and writing skills need to be developed to promote pupils confidence in all four skills areas. Students work on all four skills from the beginning, i.e., a given activity might involve reading, speaking, listening, and perhaps also writing (Celce-Murcia, 1991b: 78). Of course, oral communication is seen to take place through negotiation between speaker(s) and listener(s) (most likely among students), so too is the interaction between the reader and writer, but with no immediate feedback from the reader. Hence, in the classroom, emphasis is given to oral and listening skills, as contact time with language is important. It paves way for more fluid command of the language. Learners do not hear the teacher all the time, but having personal contact themselves, practicing sounds themselves, working on the permutation of sentence patterns and getting chance to make mistakes and learn from doing so. The idea of emphasizing the oral skills creates uncertainty among teachers. They misconceived CLT as if it were devoted to teaching only speaking. But, CLT is not exclusively concerned with face to face oral communication (Savignon, 2002:7). The principles of CLT apply equally to reading and writing activities that engage readers and writers in the interpretation, expression, and negotiation of meaning. In other words, it is important to recognize that it is not only the speaker (or writer) who is communicating. Instead, communication through language happens in both the written and spoken medium, and involves at least two people. Thompson (1996:13) further states that, though there is a complaint that CLT ignores written language, a glance at recent mainstream textbooks shows that reading and writing materials have been given attention too. 3.1.4.6 Pair Work and Group Work Students regularly work in groups or pairs to transfer (and if necessary to negotiate) meaning in situations where one person has information that others lack (Celce-Murcia, 1991b: 82). More emphasis should be given to active modes of learning such as pair or group work in problem-solving tasks in order to maximize the time allotted to each student for learning to negotiate meaning. Many people assume group/pair work is applicable in all contexts. However, classroom group and/or pair work should not be considered an essential feature used all the time, and may well be inappropriate in some contexts (ibid). Thompson (1996:12) and Savignon (2002: 6) claim that group and/or pair work are flexible and useful techniques than that suggests, and they are active modes of learning which can help the learners to negotiate meaning and engage in problem-solving activities. The use of pair/group work is a physical signal of some degree of control and choice passing to the learners; but that needs to be complemented by real choice (learners need to be given some degree of control over their learning). Therefore, the use of pair/group work needs to be complemented by real choice for the following reasons: (1) they can provide the learners with a relatively safe opportunity to try out ideas before launching them in public; (2)they can lead to more developed ideas, and therefore greater confidence and more effective communication; (3) they can also provide knowledge and skills which may complement those of their partners which in turn lead to greater success in undertaking tasks (Thompson, 1996:13). 3.1.4.7 Errors and Correction Errors are seen as a natural outcome of the development of the communication skills and are therefore tolerated. Learners trying their best to use the language creatively and spontaneously are bound to make errors. Constant correction is unnecessary and even counter-productive. Correction noted by the teacher should be discreet. Let the students talk and express themselves and the form of the language becomes secondary. If errors of form are tolerated and are seen as a natural outcome of the development of communication skills, students can have limited linguistic knowledge and still be successful communicators (Larsen-Freeman, 1986: 121). 3.1.4.8 Evaluation Sano (1984: 176) states that evaluation is carried out in terms of fluency and accuracy. Students who have the most control of the structures and vocabulary are not necessarily the best communicators. A teacher may use formal evaluation i.e., he/she is likely to use a communicative test, which is an integrative and has a real communicative function (e.g., Madsen, 1983; Hughes, 1989). Larsen-Freeman (1986: 132) points out that the teacher can also informally evaluate his students performance in his role as an advisor or co-communicator. Savigonon, (1991: 275: ; 2002: 4) reports that the communicative approach follows global, qualitative evaluation of learner achievement as opposed to quantitative assessment of discrete linguistic features. 3.1.4.9 Native Language Use The students native language has no role to play (Larsen Freeman, 1986: 135). The target language is used both during communicative activities and for the purpose of classroom management. The students learn from these classroom management exchanges, and realize that the target language is a vehicle for communication. Whatever the case may be, the teacher should be able to use the target language fluently and appropriately (Celce-Murcia, 1991b: 8). However, for others (e.g., Finocchiaro and Brumfit, 1983: 98) judicious use of native language is accepted where feasible. Teachers may provide directions of homework, class work and test directions by using the native language. 3.1.4.10 Teachers Role The teacher is the facilitator of students learning, manager of classroom activities, advisor during activities and a co-communicator engaged in the communicative activity along with the students (Littlewood, 1981: 9; Breen and Candlin, 1980: 90). But he does not always himself interact with students; rather he acts as an independent participant. Other roles assumed for the teacher are needs analyst, counselor, researcher and learner. Students, on the other hand, are more responsible managers of their own learning. They are expected to interact with other people, either in the flesh, through pair and group work, or in the writings. They are communicators and actively engaged in negotiating meaning in trying to make themselves understood. They learn to communicate by communicating (Larsen-Freeman, 1986: 142). Above all, since the teachers role is less dominant; the teaching/learning process is student-centered rather than teacher-centered. In other words, it is the learner who plays a great role in a large proportion of the process of learning. 3.2 Grammar and Grammars Yule (1996: 87) states that each adult speaker of a language clearly has some type of mental grammar, that is, a form of internal linguistic knowledge which operates in the production and recognition of appropriately structured expressions in that language. This grammar is subconscious and is not the result of any teaching. A second, and quite different, concept of grammar involves what might be considered linguistic etiquette, that is, the identification of the proper or best structures to be used in a language. A third view of grammar involves the study and analysis of the structures found in a language, usually with the aim of establishing a description of the grammar of English, for example, as distinct from the grammar of other languages. Linguists define grammar as a set of components: phonetics (the production and perception of sounds), phonology (how sounds are combined), morphology (the study of forms, or how elements are combined to create words), syntax (how words are strung together into sentences), and semantics or meaning. Because all languages are characterized by these components, by definition, language does not exist without grammar (VanPatten, 1990:288). However, grammar has not always been defined in these terms. Originally, the term grammar, grammatica, referred to the art of writing, as compared to rhetoric, rettorica, the art of speaking. As used today by many teachers and learners, grammar is loosely understood to be a set of rules that govern language, primarily its morphology and syntax. But morphology and syntax are only two components of grammar (Chamot Kupper, 1989: 15). Actually the word grammar has been defined rather differently by various grammarians and dictionary writers. According to Crystal (2003:207), grammar is systematic description of a language. Also, Widdowson describes that grammar is the name given to the knowledge of how words are adapted and arranged to form sentences (1988: 147; cited in Shih-Chuan Chang, 2011: 14). Still other definitions of the term specify the scope of grammar. In fact, grammar is multi-dimensional (Kennedy, 1987: 165) and has multi-meanings. It is generally thought to be a set of rules for choosing words and putting words together to make sense. Every language has grammar. It has been held that if a language is a building, the words are bricks and the grammar is the architects plan. One may have a million bricks, but do not make a building without a plan. Similarly, if a person knows a million English words, but he doesnt know how to put them together, then he cannot speak English (Karavas, 1996: 189). In other words, grammar is a framework to describe languages. 3.2.1 Grammar in Language Teaching The role of grammar is perhaps one of the most controversial issues in language teaching. In the early parts of the twentieth century, grammar teaching formed an essential part of language instruction, so much that other aspects of language learning were either ignored or downplayed. The argument was that if one knew the grammatical rules of the language, he would be able to use it for communication. This concept was strongly challenged in the early 1970s (Ellis, 2006: 90). Knowledge of the grammatical system of the language, it was argued, was but one of the many components which underlay the notion of communicative competence. To be considered a competent user of a language, one needs to know not only the rules of grammar, but also how the rules are used in real communication. During this period, grammar teaching became less prominent, and in some cases, was abandoned (Hudson, 1998: 12). In recent years, grammar teaching has regained its rightful place in the language curriculum. People now agree that grammar is too important to be ignored, and that without a good knowledge of grammar, learners language development will be severely constrained. There is now a general consensus that the issue is not whether or not we should teach grammar. The issue now centers on questions such as, which grammar items do learners need most? How do we go about teaching grammar items in the most effective way? And are they best taught inductively or deductively? (Tomlinson, 1994: 22). In fa

Importance For Effective Care Management Nursing Essay

Importance For Effective Care Management Nursing Essay Under the Nursing and Midwifery Council Guidance on professional conduct confidentiality and anonymity will be maintained at all times to protect the identity of service users, careers, families, healthcare settings and professionals involved (NMC 2009). The NMC Standard of proficiency for pre-registration nursing education (2004) requires student nurses to complete set proficiency, this is to ensure they have the appropriate knowledge and skill required to become a qualified registered nurse. Through learning these specific skills and acquiring the appropriate knowledge, student nurses will be able to perform the role suitable to the position of a qualified staff nurse. One standard of proficiency for entry to the register is care management. Under the domain of care management one must: Demonstrate knowledge of effective inter-professional working practices which respect and utilize the contributions of members of the health and social care team, Delegate duties to others, as appropriate, ensuring that they are supervised and monitored and Demonstrate key skills (such as literacy, numeracy and computer skills needed to record, enter, store, retrieve and organize data essential for care delivery (NMC 2004). The term management is a process of coordination and integration of resources through planning, organizing, coordinating, directing and controlling to accomplish specific institutional goals and objectives (Huber 2006). In relation to care management the care of patients/clients goes through this process of being planned, organized, coordinated, directed and controlled (with input from the clients themselves) by the individual in charge of their care. My experience of care management was both exciting and terrifying. When I was in charge of a bay, I was involved in assessing, delegating and prioritizing patients needs, ensuring tasks such as patient washes, bed change and the drug round (using the seven rights) was completed safely and in an appropriate time. I also had to ensure tasks were being completed and that the workload was disturbed evenly with appropriate help. I was also involved in a working with and exchanging information in a multidisciplinary team, such as doctors, surgeons, physiotherapist and social workers. In order to succeed in care management, there are many skills one must acquire and build on. One of these skills is known as time management. Time management is making optimal use of time available. There are three basic steps to time management, first is setting aside time for planning and establishing priorities. Second is completing the highest priority task first, when possible and finishing one task before starting another. Third is reprioritizing tasks when there is new information (Marquis and Huston 2009). Student nurses will go through a period of transition when they have qualified. By developing skills such as time management one can prepare themselves for the following role transition. The concept of role transition is used to refer to a process of changing from one state to another, a set of expectations that de ¬Ã‚ ne the behavior deems appropriate for the position and involves changing the way one thinks, abilities and acts (Lee, Lin and Hu 2011). Considering the role of a student as a learner compared to the role of a qualified nurse of leading in care management and care delivery situations, maintaining standards of care, making ethical and legal decisions, being accountable, working in teams and teaching others (Burton and Ormrod 2011). When I was allocated my own bay, in terms of completing set task on time, the paper work and helping patients with their needs, time seemed to be my enemy. While being in charge I find it difficult to manage and it seemed as if tasks would increase as I was often interrupted by patients who needed assistant. However, having experience this, I realized the ability to manage my time effectively is very important. By using certain aspect of time management such as planning and prioritizing, caring out clients care occurs more efficiently. In terms of becoming a qualified staff nurse and having experience being in charge, being able to manage my time effectively will significantly help in terms of my role transition and ensuring that effective patient care will be carried out. Although my time management skill is not on par with those of an experience qualified nurse, I can improve. Reflection is a way of making sense of events, situations and actions that occurs. It enables an in-depth look at oneself, the patients and the care being provided. By using Gibbs (1998) model of reflection of description of event, identifying your feelings, evaluation the experience, analyze the experience, draw a conclusion with alternative actions and make and action plan for the further (Oelofsen  2012). On reflecting on how I have manage my time so far, I will be able to identify areas I need to further develop with an action plan/goals to work towards.. During an episode of my care management, the ward was under staff. As my mentor was a sister she was in charge and often out of my bay and I was alone. During that time managing my patients was difficult as a lot of tasks needed to be complete, such as bed baths, bed change, patient feeding, observations, patient assistant in transferring, daily wound dressing and paper work such as fluid and food charts. Instead of prioritizing, it was more of multitasking with no objective. This made managing my patients more difficult as what needed to done was not being done. It was made more difficult due to interruptions from patients, such as wanting a commode or bed pan. I was feeling overwhelmed, panic and stressed. I wasnt thinking about prioritizing or planning. I was just doing the tasks as I know them, when I get them and moving on as I finish. I kept on thinking of that there was so much to do; all I was focus on was the amount of tasks needed to be done. What was bad about this experience was the feelings of being overwhelm. What was good about this experience was even through I was going about thing in a round-about way. I was able to complete the majority of task that was needed to complete including those which were important. Looking at this situation my lack of planning and prioritizing my task let me down. Although multitasking is important in time management, however it is essential to recognize top priorities to ensure high quality nursing care for the patient under your care (Lipe Beasley 2004). To prioritize is to designate or treat (something) as being very or most important and to determine the order for dealing with (a series of items or tasks) according to their relative importance (Oxford Dictionaries 2012). There are strategies that allows for effective prioritizing. Sellman and Snelling (2010) suggest first categorizing tasks into two dimensions: their urgency and importance. If the task is urgent and important, do it. On the other hand if it is urgent but not important, delegate it. For those tasks that are not urgent but important, plan it. Lastly, if the task is both not urgent and not important, leave it. By using as strategies as this daily, one can improve on their time management. What I should have done was stop for few minutes, think, plan, prioritize and then do. What I have learnt, is not to look at the amount of task needed to be done. However, look at the important task first, complete them and this will allow for more time, with less urgency to complete the other tasks. If this situation was to arise again, I will not make the amount of tasks needed to be complete panic me or overwhelm me. I will make a list and prioritize each care/task. Another example of my inefficient time management was during a drug round one morning. It was time to prepare a drug trolley and I was unsure of what medication my patients were on. I told my mentor and was about to go check their drug charts. My mentor advised me to just get different type of analgesia, laxatives and that the rest will be in their drug pod. However, during the drug round, I kept on going back and forth to the drug cupboard. The time used was more than what was allocated. I kept on think this was taking too long, that it was getting very late to still be doing a drug round. I felt somewhat useless, each time I went back I felt slightly depressed. The longer it took the more a felt agitated and stressed. What was bad about this experience was what I was feeling. I also didnt stop to think of a solution. However, what was good was although I was agitated and stressed, I didnt make any mistakes and followed the five rights in drug administration. Looking at this situation/experience, if I had taken some time and had planned ahead it would have turned out differently. Planning is defined as the process of deciding in detail how to do something before actually starting to do it (Collins Dictionary 2012). Strategies for effective planning! Fore casting Firstly, during bed side handover, as I didnt know the patients I should have checked the drug chart then. I could also have negotiated with my mentor and asked to check the patients drug chart as I dont know them well enough. After the first or second trip back to the drug cupboard I could have just inform her I was just going to check the other drug charts to prevent me from return trips. I have learnt that also advice can be good, I must trust myself and do what I feel will make me more comfortable. If this was too happened again, would first make myself relax, stop and check the drug charts to prevent return trips. As indicated below, I have developed a personal development plan in the form of a table, to enable me to develop in the areas of planning and prioritizing, to ultimately improve my skills in time management: Objective / Developing needs What is hindering my progress? Action plan to achieve objective Review of progress / How and when To manage my time effectively by prioritizing task appropriately Taking on too much task Not delegating enough Under staff Multitasking without prioritizing Interruption with new tasks Compile a to do list Think what is urgent and important task Think what can be delegated and what can wait Weekly discussion with mentor Reflective diary for each day using Gibbs model Reflect on how much I have check off on my list each day review to do list I and see how much I was able to complete each day ask for feedback from mentor and other staff member To manage my time effectively by planning ahead Advice is good, however trust your self Not firm in saying your reasons Working with not enough information During hand over, write tasks next to patient name while circling those which are high priority. During bed side handover check patient drug chart and other care chart to get awareness. Check off what was completed to not confused my self Roughly, estimate time for each task While planning set aside time to concentrated on difficult task In conclusion care management is an important aspect in the education of student nurses. The skills involved in care management such as time management is important in the transition following being qualified. Time management is an important skill to delivering efficient patient care in the amount of time you have. Having the experience and developing my time management skill, I feel more confident and more prepared for the upcoming transition I will face. During my episode of care management, having to manage my time effectively, it has also increase my awareness of what will be expected in becoming a qualified staff nurses and the consequence of not being able to complete my tasks will have on my team. It has also made me realize the necessity of constant reflection on my skills and knowledge. Through reflection I have recognize my weakness and have built action plans to which I will work to achieve.

The Nature of the Mind :: essays research papers

A leading exponent of the substantial view was George Berkeley, an 18th century Anglican bishop and philosopher. Berkeley argued that there is no such thing as matter and what humans see as the material world is nothing but an idea in God's mind, and that therefore the human mind is purely a manifestation of the soul. Few philosophers take an extreme view today, but the view that the human mind is of a nature or essence somehow different from, and higher than, the mere operations of the brain, continues to be widely held. Berkeley's views were attacked, and in the eyes of many demolished, by T.H. Huxley, a 19th century biologist and disciple of Charles Darwin, who agreed that the phenomena of the mind were of a unique order, but argued that they can only be explained in reference to events in the brain. Huxley drew on a tradition of materialist thought in British philosophy dating to Thomas Hobbes, who argued in the 17th century that mental events were ultimately physical in nature, although with the biological knowledge of his day he could not say what their physical basis was. Huxley blended Hobbes with Darwin to produce the modern materialist or functional view. Huxley's view was reinforced by the steady expansion of knowledge about the functions of the human brain. In the 19th century it was not possible to say with certainty how the brain carried out such functions as memory, emotion, perception and reason. This left the field open for substantialists to argue for an autonomous mind, or for a metaphysical theory of the mind. But each advance in the study of the brain during the 20th century made this harder, since it became more and more apparent that all the components of the mind have their origins in the functioning of the brain. Huxley's rationalism, however, was disturbed in the early 20th century by the ideas of Sigmund Freud, who developed a theory of the unconscious mind, and argued that those mental processes of which humans are subjectively aware are only a small part of their total mental activity. Freudianism was in a sense a revival of the substantial view of the mind in a secular guise.

Andrew Carnegie and John D. Rockefeller Essay -- American History

Andrew Carnegie and John D. Rockefeller; Captains of industry, or robber barons?   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  True, Andrew Carnegie and John D Rockefeller may have been the most influential businessmen of the 19th century, but was the way they conducted business proper? To fully answer this question, we must look at the following: First understand how Andrew Carnegie and John D. Rockefeller changed the market of their industries. Second, look at the similarities and differences in how both men achieved domination. Third and lastly, Look at how both men treated their workers and customers in order achieve the most possible profit for their company.   Ã‚  Ã‚  Ã‚  Ã‚  Let us first look at Mr. Andrew Carnegie. Carnegie was a mogul in the steel industry. Carnegie developed a system known as the vertical integration. This method basically cut out the ‘middle man’. Carnegie bought his own iron and coal mines (which were necessities in producing steel) because purchasing these materials from independent companies cost too much and was insufficient for Carnegie’s empire. This hurt his competitors because they still had to pay for raw materials at much higher prices. Unlike Carnegie, John D. Rockefeller integrated his oil business from top to bottom. Rockefeller’s system was considered a ‘horizontal’ integration. This meant that he followed one product through all phases of the production process, i.e. Rockefeller had control over the oil from the moment it was drilled to the moment it was sold to the consu...

Ethics in Grant Essay

Ethics is described as moral principles and obligations that determine the wrongness and correctness of actions. It is associated with values and righteousness of every individual conduct. As a human being we are responsible for our actions and we have moral obligations for the welfare of others. Ethics cover our everyday life from what we think, decisions we make our philosophy and behavior to our everyday actions. In different professional field, standard and code of ethics are practiced to ensure proper conduct and behavior of those involved in the field. Ethics in grant has always been controversial. Issues associated with ethical behavior often arise from grant projects. The involvement of large amount of money causes the issues and suspicion to rise. An example of an issue that may arise from a grant project is commissioning. Commission refers to the fee paid to an employee after venturing to a successful business or closing a deal. However, professional organizations and funders consider commissioning unethical in nature. This is because compensation with regards to commissioning based on charitable contributions and donations are ugly site to see. Unlike salesmen, who get a cut from the proceeds they made, professionals who are involved in grant projects are considered skilled and talented people who lend and utilized their expertise in order to obtain huge support and following for the work and project that an organization is aiming to achieve. These are usually projects that requires huge amount of funding. If commissions are paid in favor of the grant workers in order to generate money, it would seems people are working because of the money involved and not because of the dedication one has to obtain support for the completion of the project In fact, the Code of Ethical Principles and Standards of Professional Practices of the Association of Fundraising Professional, clearly outlines that compensation based on a percentage of fundraising should not be accepted. Sincerity and honesty is another issue that that is usually associated with Grant projects. Honesty comes into play when errors are committed while the project is being done. This happens when proposals made is not enough for the project to be successful and major changes are needed. Employees often resort to covering things up in an effort to conceal the miscalculations and mistakes done during proposal. Cover up is done because the fear of losing the funder since the original plans agreed upon fail to materialize. Employees then tend to lie and pretend everything runs smoothly. To prevent ethical issues rising from Grant Projects, it is important to be honest and to tell everything that that is going on to the funder. By being honest, one can earn the funder’s trust and trust is important in every project to be successful. Furthermore, Grant makers and funders appreciate sincerity and honesty and they are open to changes from original plans that have been set, since changes that are made will yield promising results for the project. If an error with the project has been discovered, it is necessary to report at once. Also, it would be ethical to issue an apology if things are not carried out properly as promised. With the huge sum of money involved in Grant Projects, it will be helpful for anyone to be honest in every little way to prevent ethical issues from occurring. Sincerity for the project’s completion and the responsibility one owes from the funder and from those who support the organization in building the project should make one realize the misconduct of falling into the temptation the large sum of money brings. One should understand that an arrangement in which one obtain a kickback is unethical. To preserve one’s name and his reputation as a person and professional one must keep away from doing them.